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Agustin V. Arbulu C., CEO Metro Home Health Care Summer 2012.

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Presentation on theme: "Agustin V. Arbulu C., CEO Metro Home Health Care Summer 2012."— Presentation transcript:

1 Agustin V. Arbulu C., CEO Metro Home Health Care Summer 2012

2 2

3 Individuals build organizations or succeed because they have a clear vision Vision – 2 components Core Ideology Envisioned Future 3

4 Drives Vision Drives Strategy Drive Climate/Culture 4

5 5 Leaders Create the Climate for Success 50-70% of variance in Organizational Climate explained by differences in Leadership Styles 28% of variance in Financial Results (profits and revenue) explained by differences in Organizational Climate Individual Competencies Leadership Styles Organizational Climate Results

6 6 Emotional Intelligence n We feel before we think n Our thoughts are emotionally toned by the oldest parts of the brain, not the neocortex Individual Competencies Leadership Styles Organizational Climate Results

7 7 Competencies n Individual Emotional Intelligence suggests how easy or difficult it will be to change leadership behavior to match the situation n Emotional Intelligence influences the optimal choice of leadership styles and the successful implementation of related behaviors Individual Competencies Leadership Styles Organizational Climate Results

8 8 Leadership Styles Individual Competencies Leadership Styles Organizational Climate Results n Patterns of behavior n Your ability to match your behavior to the situation n Use of the full array of styles

9 9 Organizational Climate Individual Competencies Leadership Styles Organizational Climate Results n The feel of the place n Your opportunity to create star performers n The source of discretionary energy

10 Individual Competencies

11 Why do some intelligent people including students walk blindly through the realms of life unable to perform? i/AVAC/Pres/2004/Spring200411

12 i/AVAC/Pres/2004/Spring Why Do Smart People Fail? Studies found 81% of the competencies that distinguished outstanding managers were related to emotional intelligence. Boyatzis, (1982)

13 i/AVAC/Pres/2004/Spring Why Do Smart People Fail? In studies of 40 different corporations…emotional competencies were found to be twice as important in contributing to excellence as pure intellect and expertise. Goleman, WWEI (cf. Jacobs and Chen, 1997)

14 i/AVAC/Pres/2004/Spring Further Data Developing skills pertaining to self- awareness, social awareness, self- management and relationship management, account for close to 90% of what distinguishes outstanding performers or leaders from average ones.

15 IQ is a threshold competence,... but it doesnt make you a star. Emotional Intelligence can. William Bennis An unprecedented number went on to get MBAs…in the past it helped them advance in their careers. [But]... what sets people apart….all boils down to EI. Lori Kocon i/AVAC/Pres/2004/Spring200415

16 i/AVAC/Pres/2004/Spring What Equates To Outstanding Performance? emotional intelligence 67% are emotional intelligence competencies 33% are related to cognitive or technical skills To put it another way: EI drives 2/3 of outstanding performance EI has 2X the weight of cognitive ability and technical skill combined (See pages 31-37, Working with Emotional Intelligence)

17 i/AVAC/Pres/2004/Spring The capacity for recognizing our own feelings and those of others, for motivating ourselves, for managing emotions well in ourselves and in our relationships. Daniel Goleman

18 The keystone is the old Socratic admonition, Know thyself and using it to enhance ones performance. It is also means having the ability to read, transmit to and engage with other people i/AVAC/Pres/2004/Spring200418

19 19 Positive impact on others Self-AwarenessSocialAwareness Relationship Management Self-Management SelfOthers Awareness Actions

20 20 Self-AwarenessSocialAwareness Relationship Management Self-Management Emotional Self-Awareness Accurate Self-Assessment Self-Confidence Empathy Organizational Awareness Service Orientation Emotional Self-Control Transparency Adaptability Achievement Orientation Initiative Optimism Developing Others Inspirational Leadership Influence Communication Change Catalyst Conflict Management Teamwork & Collaboration

21 Any measurable characteristic of a person that differentiates level of performance in a given job, role, organization, or culture i/AVAC/Pres/2004/Spring Social Role, Values Self-Image Trait Motive Social Role, Values Self-Image Trait Motive Skills Knowledge Necessary for top performance but not sufficient Characteristics that lead to longer-term success Characteristics that lead to longer-term success

22 Focuses on behaviors/traits/characteristics that are developmentally scaled For each competency, there is a target level of behavior that, when met or exceeded, positively impacts performance i/AVAC/Pres/2004/Spring200422

23 One size does not fit all. …often various combinations of compe-tencies lead to success. David McClelland, Where Do We Stand on Assessing Competencies, 1994 One competency may compensate for another. Certain combinations of competencies may contribute to outstanding performance. Some competencies are more critical than others. i/AVAC/Pres/2004/Spring200423

24 i/AVAC/Pres/2004/Spring Positive impact on others SelfOthers Awareness Actions Relationship Management Relationship Management Self- Awareness Self- Awareness Social Awareness Social Awareness Self- Management Self- Management

25 The key source for enhancing performance: Emotional Self-Awareness: Recognizing how our emotions affect our performance Figuring out ones emotional pulse Accurate Self-Assessment: Knowing ones own inner resources, abilities and limits Having a sense of ones own strengths and limits Self-Confidence: A strong sense of ones self-worth and capabilities Being self assured or having presence i/AVAC/Pres/2004/Spring200425

26 i/AVAC/Pres/2004/Spring200426

27 The essence of Self-Awareness is seeing yourself as others see you. People with high Accurate Self-Assessment (ASA) have smaller gaps between self and others views than people who score low on ASA* (Burckle & Boyatzis, 1999). * N=214, t-values range from 2.27 to 6.46, p<.001 Key starting component. Individuals who accurately assess themselves can move toward success!! i/AVAC/Pres/2004/Spring200427

28 Self-Regulation Emotional Self-Control: keep disruptive emotions and impulses in check Transparency: maintains integrity, acts congruently with ones values Adaptability: flexibility in handling change Motivation Achievement: strives to improve or meet a standard of excellence Initiative: ready to act on opportunities Optimism: persistence in pursuing goals despite obstacles and setbacks i/AVAC/Pres/2004/Spring200428

29 Empathy: senses others feelings and perspectives, and takes an active interest in their concerns Organizational Awareness: reads a groups emotional currents and power relationships Service Orientation: anticipates, recognizes, and meets customers or clients needs Note: Gus Pagnois, a retired general, highly decorated in both Vietnam and first Gulf War, states empathy is an absolutely vital quality in being a leader... helps know where you can draw the line and make it stick. i/AVAC/Pres/2004/Spring200429

30 i/AVAC/Pres/2004/Spring Positive impact on others SelfOthers Awareness Actions Relationship Management Relationship Management Self- Awareness Self- Awareness Social Awareness Social Awareness Self- Management Self- Management

31 Leading Others Developing Others: senses others development needs and bolstering their abilities Inspirational Leadership: inspires and guides individuals and groups Change Catalyst: initiates or manages change Working with Others Influence: has impact on others Conflict Management: negotiates and resolves conflict Teamwork and Collaboration: works with others toward a shared goal i/AVAC/Pres/2004/Spring200431

32 Its About Two Things: Ability to lead, inspire others Ability to cooperate, work well with others i/AVAC/Pres/2004/Spring200432


34 The leaders personal characteristics/traits (competencies identified with EI) The styles used by others The organizations espoused values Specific leadership situations and the people involved 34

35 Experience A persons strengths and weaknesses Complexity of tasks Time pressures Risk associated with deviating from performance Resources available 35

36 Directive Visionary Affiliative Participative Pacesetting Coaching Comment: In times of uncertainty and change, successful individuals use the 6 leadership styles. 36

37 Primary objective: Getting immediate compliance Questions to ask: Who controls the work? What is the nature of performance feedback? What is the nature of the work of the group? 37

38 Most effective: When applied to relatively straightforward tasks In crisis situations When deviations from compliance will result in serious problems With problem employees (when all else has failed) Least effective: When applied to tasks that are more complex than straightforward Over the long term With self-motivated, capable employees 38

39 Primary objective: Provide long-term direction and vision for employees Questions to ask: Is there a vision for the group or organization? Are employees committed to the vision? How is the leader perceived by his/her direct reports? 39

40 Most effective: When a new vision or clear direction and standards are needed When the leader is perceived as the expert or the authority With new employees who depend on the leader for guidance Least effective: When the leader does not develop employees When the leader is not perceived as credible When trying to promote self-managed teams and participatory decision making 40

41 Primary objective: Creating harmony Questions to ask: What are the predominant employee/employee and employee/leader interactions? What is the nature of performance feedback? How are goals and standards represented in this organization? 41

42 Most effective: When used as part of a repertoire When giving personal help In getting diverse, conflicting groups to work together harmoniously Least effective: When employees performance is inadequate In crises or complex situations needing clear direction and control With employees who are task-oriented or uninterested in friendship with their leader 42

43 Primary objective: Building commitment and generating new ideas Questions to ask: How are decisions made in this organization? How is poor or less-than- satisfactory performance dealt with? Who provides the direction in this organization? What is the level of competence of the employees in this organization? 43

44 Most effective: When employees are competent When employees must be coordinated vs. managed When a leader is unclear about the best approach Least effective: In crises When employees are not competent, lack crucial information, need close supervision 44

45 Primary objective: Accomplishing tasks to high standards of excellence Questions to ask: What happens when work is not performed to expectations in this organization? Does the leader feel comfortable delegating his work to others? What is the pace of work in this organization? What is the level of competence of the employees in this organization? 45

46 Most effective: When employees are highly motivated, competent, know their jobs When managing individual contributors In making the organization move fast For developing employees who are similar to the leader Least effective: When the leader cannot do all his/her work personally When employees need direction, development, and coordination 46

47 Primary objective: Supporting the long-term professional development of others Questions to ask: Do employees have development and/or career plans? Are employees supported in achieving their professional development goals? Are employees interested in their own personal development? 47

48 Most effective: When employees acknowledge a discrepancy in performance With employees who are motivated to seek professional development Least effective: When the leader lacks expertise When employees require considerable direction and feedback In crises 48


50 Leadership style employed in the work place impacts outcomes/results. Peoples perception of what its like to work here Aspects of the environment that directly impact employees ability to do their jobs well Determines how well leaders optimize their human resources and tap their discretionary effort 50

51 Flexibility Responsibility Standards Rewards Clarity Team Commitment 51

52 Definition: Lack of constraints in the workplace No unnecessary rules, policies, procedures, or practices New ideas are accepted freely Questions to ask: Do employees have to fight against unreasonable constraints? Is it easy to innovate/get new ideas accepted? Are there unnecessary rules and procedures? 52

53 Definition: Employees have a lot of authority delegated to them Employees have freedom to make decisions about doing their own job Employees are held fully accountable for the outcome of their work Questions to ask: Are important tasks delegated to employees? Are employees encouraged to take initiative? Are individuals encouraged to take risks based on their own judgment? Are employees allowed the opportunity to experience the success or failure of their own efforts? 53

54 Definition: The emphasis employees feel management puts on improving performance and doing ones best The degree to which people feel that challenging but attainable goals are set for individuals and the organization The extent to which mediocrity is not tolerated Questions to ask: Does the performance bar rise every year? Can employees get away with doing less than their best? Is mediocrity tolerated? 54

55 Definition: Rewards and recognition linked directly to performance Rewards and recognition differentiate levels of performance People know where they stand in terms of their performance Questions to ask: Do rewards outweigh punishment? Are rewards tied directly to the quality of performance? Does good performance lead to increased opportunities for personal growth? 55

56 Definition: Employees know what is expected of them Employees know how those expectations relate to the larger goals and objectives of the organization Questions to ask: Do employees have a clear idea of what is expected of them? Do employees know how they personally contribute to the mission? Are goals, policies, procedures and lines of authority clearly articulated and understood? 56

57 Definition: People are proud to belong to the organization Everyone provides extra effort when needed There is trust that others in the organization are working toward a common objective Questions to ask: Do individuals and teams cooperate effectively to get the job done? Do conflicts get resolved effectively? Do feelings of trust, pride, and organizational loyalty exist in the workplace? 57


59 Individuals who demonstrate the job competencies required perform better than counterparts who do not Managers who use leadership styles effectively perform better Competencies and styles impact leaders ability to create a positive organizational climate Organizational climate impacts performance 59

60 60 General Managers who created high performance climate for their teams achieved better margins* * Global Technology Organization, Hay McBer 2002 * p<.06 = Statistically Significant Difference General Managers n=21 Creating High Performance or Energizing Climates n=11 Average 2001 Business Results Gross Margin* Profit Margin* Creating Neutral or Demotivating Climates n=10 48%29% 36% 17%

61 61 The earnings impact of creating a positive climate is substantial* * Global Technology Organization, Hay McBer 2002 General Managers (n=21) Creating High Performance or Energizing Climates (n=11) Average 2001 Account Revenue = $356MM Creating Neutral or Demotivating Climates n=10 Average2001 Account Revenue = $250 MM 2001 Business Results for the Accounts ($MM) Gross MarginProfit Margin Dollar Value of Positive Climate $1,880 MM$1,136 MM $900 MM$425 MM $980 MM$711 MM

62 62 Over time organizational climate predicts financial growth and performance* *Life Insurance Leadership Study, LOMA & Hay/McBer, 1996 Productive Organizational Climate The average growth among outstanding executives totaled 63%; growth among typical executives totaled 24% 25% 50% Financial Success 75% 25%50%75% Outstanding Executives Good Executives

63 63 **p <.05 General Managers n=21 Creating High Performance or Energizing Climates n=11 Creating Neutral or Demotivating Climates n=10 Mean Percentile of Differentiating Managerial Styles** >66 % is considered a dominating Leadership Style Pacesetting VisionaryCoachingAffiliativeParticipative 48%80%71%76% 71% 75% 40% 41%46% = Statistically Significant Difference General Managers who created high performance climates had a broader repertoire of leadership styles* * Global Technology Organization, Hay McBer 2002


65 65 Relationship Management Leadership styles: how we interact with those we lead Self-Awareness SocialAwareness Self-Management

66 66 Self-AwarenessSocialAwareness Empathy Visionary Style Relationship Management Self-Management Inspirational Leadership Influence Transparency Emotional Self-Control Visionary Style

67 67 Self-AwarenessSocialAwareness Empathy Affiliative Style Relationship Management Self-Management CollaborationEmotional Self-Control Affiliative Style

68 68 Self-AwarenessSocialAwareness Empathy Participative Style Relationship Management Self-Management Collaboration Conflict Management Influence Emotional Self-Control Adaptability Participative Style

69 69 Self-AwarenessSocialAwareness Empathy Coaching Style Relationship Management Self-Management Influence Developing Others Emotional Self-Control Optimism Coaching Style

70 Concluding Remarks Questions For additional information contact: AgustinV. Arbulu C. E mail: Phone:

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