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SAY Welcome to Advancing The Extraordinary Leader. I’m ___________ and I’m excited to be here with you today as we take a look at the progress we’ve made.

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Presentation on theme: "SAY Welcome to Advancing The Extraordinary Leader. I’m ___________ and I’m excited to be here with you today as we take a look at the progress we’ve made."— Presentation transcript:

1 SAY Welcome to Advancing The Extraordinary Leader. I’m ___________ and I’m excited to be here with you today as we take a look at the progress we’ve made so far in our leadership development journey and build a plan for the next steps on our path. Facilitator Name

2 The Influence of a Leader: A quote from Goethe
“I have come to the frightening conclusion that I am the decisive element. It is my personal approach that creates the climate. It is my daily mood that makes the weather. I possess tremendous power to make a life miserable or joyous.” –Johann Von Goethe Discussion: SAY What do you hope to gain from being here today? Allow a couple of people to share. I would like to share quote from Johann Von Goethe (pronounced ‘Gerta’) about the power of a leader. “I have come to the frightening conclusion that I am the decisive element. It is my personal approach that creates the climate. It is my daily mood that makes the weather. I possess tremendous power to make a life miserable or joyous.” –Johann Von Goethe ASK What are your reactions to the above quote? Say This is a strong reminder of the power of the leader. This is worth taking a few moments to set precedence that this will be a workshop that they will contribute to and communication will be two-way rather than just a lecture format.

3 Workshop Objective To assess your progress and advance your development towards becoming an extraordinary leader SAY The objective of this workshop is to assess your progress and advance your development towards becoming an extraordinary leader. Competencies needed today can look quite different than the ones needed 18 months ago. You’ll assess how well you’re leading your team. You’ll update / refine and advance your development plan. Page iii

4 Leadership Development is a Career-long Journey
ASK What happens organizationally as leaders become more and more effective? How does this impact those they lead? [these individuals grow as well, which positively impacts the organization] SAY What we’re doing here today is not a final exam, but more of an annual development check-up.

5 Agenda Assessing Your Progress Selecting Your Next Development Target
Building Development into Your Job Involving Your Leader and Others Turning Ideas Into Action SAY Time is important to everyone– you have taken your valuable time to be here. Here is how we are going to spend it Our time together today will consist of… Module 1: Reflect and Assess our leadership development journey so far and the progress we’ve made. Recap of The Extraordinary Leader insights. A deeper dive into your feedback report results. Module 2. An opportunity to select a new developmental focus and to advance your development plan. Module 3. A discussion of ways to build development into your job. Module 4. Involving Your Manager in your development Module 5. Turning Ideas Into Action-Planning the next steps you will take in your development journey ASK Any questions about the agenda or where we’re headed today? REVIEW administrative details, including safety exits, break times and frequency, start and end times for each day, location of restrooms and refreshments. Also speak to attention and use of technology . Mention they will have time to check and phone during breaks!

6 Assessing your progress
SAY In this first module, we’ll review our past efforts to put into practice what we learned. We’ll also do a quick review of some of the key content of The Extraordinary Leader program. Finally, we’ll review your latest feedback report and… Explore common response patterns Identify external influencing factors Look at the impact of follow-up And finally we will review your step-by-step analysis Assessing your progress Module 1

7 Your Leadership Development Check-up
Part One Review the Personal Reflection questions from your prework assignment Part Two In small groups, discuss progress Create a list of what worked well and obstacles you encountered Mod. 1, Section 2: Leadership development journey self-reflection (5 min.) Mod. 1, Section 3: EL development successes and challenges (20 min.) SAY: To start your leadership development check-up, you spent time answering the personal reflection questions in your prework assignment. A copy of these same questions can be found on page 1-3 in your manual. (BUILD) Now we’ll take a few minutes to work in groups at your tables. Make your notes on page 1-4. List successes and obstacles on a flipchart so they can be referred to later in the workshop. DO: Allow minutes for exercise. Circulate to answer questions and remind participants to list both what worked well and obstacles on flipcharts. Give 2 minute warning. CALL TIME NOTE An optional way to facilitate this activity would be to have a large group discussion to list obstacles on one side of the flip charts and then have the small groups focus on successes and possible ways to overcome the obstacles. Then have groups share their best ideas in the debrief and list key success strategies and methods to overcome obstacles on the flip charts next to the obstacles. Pages 1-3 and 1-4 7

8 Development Journey: Debrief
What worked well? What obstacles did you experience? What will you do differently this time? DO: Post group lists of what worked well and obstacles. Conduct large group debrief. ASK: What went well? What were the obstacles? What were the main insights you gained about what works and what we should do differently this time? TRANSITION: Throughout the workshop, we’ll spend additional time discussing solutions and implementation best practices. Before we dive in and start updating your development plans, let’s do a quick review on the key points of the Extraordinary Leader Development Process. Page 1-4

9 The Extraordinary Leader Key Insights
Pop Quiz Module 1, Section 4: Extraordinary Leader key insights pop-quiz (5 min.) SAY: This is open book quiz and you’re all working together. You might want to sit next to the person you saw come in with the dog-eared prework.

10 Question 1 of 7 The objective of The Extraordinary Leader program is to… Help new leaders to perform at an adequate level Develop more leaders who truly excel Help those who are performing poorly to function like the average NOTE: Questions and answer choices display when entering slide. 20 seconds after starting slide, a soft chime will ring. CLICK again to hide incorrect answer choices and reveal correct answer. Help new leaders to perform at an adequate level Develop more leaders who truly excel* Help those who are performing poorly to function like the average

11 Question 2 of 7 The reason to develop leaders who are extraordinary is to… Create healthier work environments Produce better business results Attract better people to the organization All of the above Create healthier work environments Produce better business results Attract better people to the organization All of the above*

12 Question 3 of 7 Differentiating Competencies are those that distinguish… Experienced leaders from those lacking experience Generation Y leaders from Baby Boomers High performing leaders from those who are average or below Innately gifted leaders from those who develop skills over time Experienced leaders from those lacking experience Generation Y leaders from Baby Boomers High performing leaders from those who are average or below* Innately gifted leaders from those who develop skills over time

13 Question 4 of 7 Differentiating Competencies are grouped into 5…
Buckets Tent poles Clusters Competency Companions Buckets Tentpoles* Clusters Competency Companions

14 Question 5 of 7 Developing a strength differs from fixing a weakness. It can best be done by… Finding new times and places for practice Cross training, much like athletes use Interval training, where you stop and start using the skill Finding new times and places for practice Cross training, much like athletes use* Interval training, where you stop and start using the skill

15 Question 6 of 7 Which of the CPO models shown below is correct? B. A.
Challenges, Opportunities, Perceptions Career Impact, Outside Experience, Preferences Competencies, Passion, Organizational Needs*

16 Question 7 of 7 Which of the following statements is/are FALSE?
Every leader, no matter how good, can become better. In the main, leaders are born, not made. Extraordinary leaders raise the bar and encourage others to excel. Every leader, no matter how good, can become better. In the main, leaders are born, not made.* Extraordinary leaders raise the bar and encourage others to excel.

17 Bonus Question To be at the 90th percentile overall in most organizations, a leader needs to have profound strength in… 13 out of the 18 differentiating competencies Over half of the 18 differentiating competencies 5 out of the 18 differentiating competencies Only 1 competency, as long as there are no serious faults 13 out of the 18 differentiating competencies Over half of the 18 differentiating competencies 5 out of the 18 differentiating competencies* Only 1 competency, as long as there are no serious faults

18 Debrief: Key Insights Pop-Quiz
Any points that need clarification? ASK: Are there any points covered in the quiz you would like further clarification on? TRANSITION: It’s important to refresh EL principles and insights to set the context for moving into the analysis of our feedback reports. I’d like to spend a few minutes going over some factors that could influence how you might interpret your report data.

19 Your Step-By-Step Feedback Analysis
1. Analyze your 360-degree Reassessment 2. Find messages and meaning in the data 3. Identify potential Critical Flaws 4. Identify your strengths SAY In a few minutes, you will receive your updated assessment results, showing how your current effectiveness compares to your first set of results. You will also have a chance to complete a step-by-step analysis to draw messages and meanings from your data. Before we distribute your reports, let’s review how some of the data in your report will look, so that you can best make sense of the information.

20 The Legend: Key Markings

21 When does a GAP become significant?
Could be significant Probably not significant SAY When you’re in a room filled with people opening their GAP reports for the first time, it’s not unusual to hear a gasp or two from people being caught off guard at first glance by the number of brick red lines they see. In reality, there may be little need for concern. Your reassessment report shows red or blue for even the smallest differences. You’ll need to look closely at the size of the gap to determine what warrants attention. Gaps of less than .30 (a third of a point) are generally not statistically significant and shouldn’t be a concern. Because of the small size of the group (typically only one person), gaps in manager ratings under .50 (half a point) are usually not significant. 0.30 / 0.50

22 Comparison of Rater Groups—Tent Poles

23 18 Differentiating Competencies

24 Differentiating Competencies Gap Analysis

25 Survey Items

26 Member Satisfaction Index

27 Importance Ratings

28 Highest and Lowest Scored Items

29 Written Comments ACS Leaders ACS Colleagues Others

30 Observe Patterns One group is consistently higher than the others
Takes Initiative Rater Score Total 3.33 ACS Leaders 3.25 ACS Colleagues 4.67 Others 3.18 Self 3.50 1 2 3 4 5 SAY The next few slides illustrate possible response patterns you might see in your feedback report. (BUILD) This one illustrates a response pattern where direct report ratings are consistently higher than other groups or overall scores. ASK What do you think could cause this? How might this influence the leader’s development planning? TRANSITION This situation is not limited to direct reports. It could happen with any group of raters. Page 1-5

31 Observe Patterns One group is consistently lower than the others
Takes Initiative Response Frequency Rater Score 1 2 3 4 5 Total 4.18 1% 40% 43% 15% ACS Leaders 3.75 25% 50% ACS Colleagues 2.84 4% 92% Others 3.18 85% Self 4.25 75% 1 2 3 4 5 SAY On the previous slide, we talked about what it might mean if one group’s ratings were consistently higher. We also need to watch for situations where one group’s ratings are consistently lower. ASK What do you think it could mean if direct report ratings were consistently lower than other groups? What might this mean if it’s the manager ratings that are consistently lower? TRANSITION Generally, peers tend to give the lowest ratings, so if that group is consistently .25 or .30 points lower than the others, it’s normal. Page 1-5

32 Analyze Patterns Everything clusters around average Takes Initiative
Response Frequency Rater Score 1 2 3 4 5 Total 3.33 8% 72% 20% ACS Leaders 3.25 80% ACS Colleagues 3.53 90% 10% Others 3.18 85% 15% Self 70% 1 2 3 4 5 SAY Another possible response pattern is where all ratings cluster around average. ASK Why might this occur? Leader is new to position Leader is an average performer Corporate or local culture emphasizes individual equality and discourages personal recognition Raters are experiencing assessment fatigue and are being lazy TRANSITION Any time you notice a pattern or trend, it’s important to seek out corroborating evidence Page 1-5

33 Interpreting Patterns
Wide distribution Polarized response within a rater group Takes Initiative Response Frequency Rater Score 1 2 3 4 5 Total 3.54 11% 1% 53% 29% 6% ACS Leaders 3.25 75% 25% ACS Colleagues 3.20 40% 20% Others 4.56 22% 78% Self 3.50 50% 1 2 3 4 5 SAY In some cases, an average score can be deceiving. That’s why Zenger Folkman feedback shows the response frequency. In this case, the response frequency for the peer category is quite polarized. ASK How might this polarization be explained? Where could this leader look for additional clues on what’s causing these low ratings? Check individual item scores Look at comments It’s pretty typical to have one or two outliers among your respondents. Often more about the personality of the respondent than the leader. Don’t get caught in the “who said that” trap. Page 1-5

34 Identifying Blind Spots
Areas where you think you’re doing much better, but your colleagues don’t agree SAY This person rated themselves higher; thought improvement had occurred. Self-rating is in line with direct reports. Slightly worse than previous assessment with direct reports. Manager rating is lower, below average. ASK How might we interpret this data? You’ll notice this is an individual item score. On this particular report, the manager’s overall ratings were much higher. Clearly, this item is one that the leader will want to discuss with her manager to make sure that she understands expectations and that their goals are aligned. Page 1-5

35 might account for overall scores going down?
What External Factors . . . might account for overall scores going down? Raters Evolve After multiple assessments people rate more strictly because their expectations have been raised. If raters don’t see change in areas they identified in earlier surveys, they send an even stronger signal. Environment Changes New job, boss, or work team New duties or responsibilities External economic, market, or regulatory factors Organizational changes impacting overall morale SAY: In addition to response patterns you might observe, you also need to be aware of external factors that could influence your results. Raters Evolve: After multiple assessments people rate more strictly because their expectations have been raised. If raters don’t see change in areas they identified in earlier surveys, they send an even stronger signal. Environment Changes New job, boss, or work team New duties or responsibilities External economic, market, or regulatory factors Organizational changes impacting overall morale New duties or responsibilities could even uncover a fatal flaw. Page 1-5

36 Clues that may suggest an unresolved Critical Flaw
Competency scores below 3.4 Poor performance reviews Written comments SAY There are clues that may suggest you have an unresolved Fatal Flaw. Competency scores below 3.4 in a competency critical to your job Little or no progress indicated – if a flaw is neglected, scores will typically go down Poor performance reviews Written comments – these provide powerful warning signals and can add clarity around Fatal Flaws (A list of common Fatal Flaws is in your participant manual) INSERT an example from your own experience where a leader had an unresolved Fatal Flaw. REVIEW key indicators of a Fatal Flaw. ? (need to add?) ACKNOWLEDGE that leaders can, and do, overcome Fatal Flaws and move on to have highly successful careers. Page 1-6

37 Individual Exercise Review the important messages and patterns from your recent 360 Complete the Step-by-Step Analysis in your workbooks Update Boxes 1 and 2 of your Advancement Plan SAY Now that you have some additional insight about the response patterns and external factors in your feedback report, turn to p. 1-7 and complete the questions that make sense for you. Pages 1-7 to 1-12

38 Pairs Activity: Key Feedback Themes
Pair up with someone of your choice Take turns discussing your feedback analysis: What are the key messages and themes from your feedback? Any external factors that impact results? Any significant patterns? Any surprises? Mod. 1, Section 7: Key feedback themes (10 min.) SAY: Pair up to share insights on these questions. You are not required to share your actual feedback report or any results you feel uncomfortable discussing. Honor the confidential nature of anything you hear. DO: Be available during the discussion to answer questions. Act as a pair partner, if needed. Prompt to take turns after 5 minutes. Call warning after 9 minutes. Page 1-13

39 SELECTING YOUR NEXT DEVELOPMENT TARGET
SAY Now that you have a clear view of the past and current state, it’s time to select which competency you will work on next. SELECTING YOUR NEXT DEVELOPMENT TARGET Module 2

40 Selecting Your Next Target:
If you wish to stay focused on the same competency, it is okay! SAY If you haven’t made as much progress as you would like since EL and the competency you had chosen to work on continues to be the best choice for you… i.e. 1. The competency is a potential Fatal Flaw and is getting in your way. 2. The competency aligns with your passion and organizational needs and you would like to develop it into a Profound Strength. 3. You have several Profound Strengths, and have selected the competency to balance your leadership tent. Then by all means continue your progress with a new game plan. Page 2-3

41 Selecting Your Next Development Target
A potential Critical Flaw that may be holding you back SAY You should have identified any potential Fatal Flaws in your pre-work and recorded it in Box 1 of your Advancement Plan. Display this example while participants complete the Potential Fatal Flaws portion of their own Advancement Plans. Give participants about 2-3 minutes to work on the assignment. Page 2-3

42 Selecting Your Next Development Target
Choose a new strength to build on SAY You should have identified and captured your strengths from your 360 during your pre-work and recorded them in Box 2 of your Advancement Plan. If you haven’t done that yet, do it now. We’re now going to follow a process you are familiar with- the CPO model. Page 2-3

43 Leadership Sweet Spot Work Environment Leadership Sweet Spot Pages 2-5
ASK Which of the three circles—competence, passion, or organizational needs—most often gets left out of the conversation when we’re doing development planning or goal setting? Passion We rarely mention our interests—the part that engages our hearts, not just our skills. Personal Application In your analysis you identified your strengths. You also received some feedback on organizational needs from: The importance ratings respondents assigned the competencies in your feedback report The questions you went over with your manager from pg. 7 of your pre-work We are going to take a few minutes to factor in how your passions and interests play into the mix, and identify the leadership sweet spot you want to focus on for development. Leadership Sweet Spot Pages 2-5

44 Prioritizing Areas to Develop
X DO—ACTIVITY • What you see is a grid, with the 18 Differentiating Competencies across the top and the elements of the CPO model arranged down the side. Think of this grid as a three-stage filter. At the top of this table, the 18 Differentiating Competencies are shown horizontally. The first stage of the filter is the Competence Stage, where you identify your strengths. Your 360 feedback gives you a good indication of which of the 18 competencies are your strengths. In the Competence row, place a tick mark under six of these strengths. • You can refer to the Box 2 of your Advancement Plan, where you listed Strengths, or your feedback report (Section 3 or 11), where you received ratings for all of the Differentiating Competencies side by side. You will want to choose the competencies that are closest to the 90th percentile norm, even if the score is slightly lower than other competencies. (The distance to the norm is a slightly better indicator of relative strength, versus the raw numeric score.) DO DEMONSTRATE this process by clicking the animation to reveal check marks on the Competence row. SAY • The next stage of the filter is your Passion. Place a check mark under the six competencies that you find most rewarding or exciting. Which competency do you thrive on? Which are energizing for you? BUILD the animation to reveal check marks on the Passion row. • The final stage of the filter is the Organizational Needs, meaning the opportunity to make a difference and achieve something extraordinary in your organization. Place a tick mark under the six competencies you believe will be most useful in driving value to the organization. There are a few places to search for this information. • Refer to the information from the Importance Ratings in your feedback report. You may look for those competencies marked as important by the most respondents, the ones you chose personally, or the ones your manager indicated. There are several ways to sort through the data in that section. • You can also refer to the responses for section C of the Written Comments (Section 9) where your respondents indicated what might have the biggest impact. Pay attention to these as you look for messages about Organizational Needs. You can also refer to your pre-work, the questions you discussed with your manager will provide a wealth of information for this section. BUILD the animation to reveal check marks on the Organizational Needs row. • Now you’re ready to see which of the 16 Differentiating Competencies represent your “sweet spot”—that is, they involve your competence, passion, and the needs of the organization. These are the ones that get three check marks—in other words, they passed all the way through the filter. BUILD the animation to reveal the words, “Sweet Spot.” • A sweet spot occurs wherever you have a “3.” This one is a logical choice if you really want to grow an outstanding strength. You’re competent and passionate, and the organization needs this skill. No one is going to argue with you if you choose this as the one to put on your plan. ASK Would there ever be a time when you would not want to focus on this competency (the “sweet spot”)? [Yes, when you are already at the 90th percentile or higher.] • If you are already at the 90th percentile on the competency that happens to align C, P, and O, you will want to “cross out” that “3” and select another competency to work on. Why? You are already among the best leaders in demonstrating that capability. If you don’t have any “3s” or “sweet spots” or if your “3s” are already at the 90th percentile, what should you work on next? [Competencies where you have Passion and Organizational Needs.] BUILD the next animation to show the “Novice” combination. • This is a good combination to select, because you’re likely going to be highly motivated to develop it, and the organization will support you. Your odds of growing strength in this area are high, and it could be a fun learning curve to be on. ALLOW participants approximately 5 minutes to complete their CPO grid. REMIND them to eliminate any competencies that are already at X X SWEET SPOTS 3 1 2 Page 2-6 and 2-7

45 Choose One Differentiating Competency That…
Best combines your strength, passion, and organizational need Would have the greatest impact on your manager, direct reports, and peers Complete Box 3 of your Advancement Plan SAY: Choose one differentiating competency from your list in Box 4 on your Advancement Plan to develop. This will be your Development Target. If you are having difficulties selecting that one differentiating competency, they are two screensthat you may wish to apply: a. Which is the best combination of your strength, passion and organizational need? b. Which would your manager encourage you to choose? Which would your direct reports hope you might choose? Which would your peers encourage you to choose? Page 2-7

46 Pairs Activity: Developmental Target
Discuss reasons for your choice of Development Target SAY Now we will pair up and use our partner to help validate the Development Target we have chosen. You are not required to share your actual feedback report or any results you feel uncomfortable discussing. Remember to honor the confidential nature of anything you hear. Pair up Take turns sharing the Development Target you have selected Explain why you selected it Discuss the reasons why it will make the most difference for you DO Be available during the discussion to answer questions. Act as a pair partner, if needed. Prompt to take turns after 5 minutes. Call warning after 9 minutes. Call Time Partners will play a very important role: you are testing for the logic behind the Developmental Target selected. What you want to hear is a clear description of why the competency was selected. The reason should be one of these three: They have chosen to work on the same competency as last time with a different game plan. The competency is a potential Fatal Flaw and is getting in your partner’s way. The competency aligns with your partner’s passion and organizational needs and your partner would like to develop it into a Profound Strength. • What you don’t want to hear is “I’m working on a competency, because it was my lowest score, and someone rated me a “2,” and I probably could get better at this.” We don’t want people working on weaknesses unless they are getting in their way! NOTE You want to emphasize that you don’t want leaders working on weaknesses that truly aren’t impacting their performance. Additionally, “less is more” is the approach being advocated. Make sure participants choose one developmental priority behavior to focus their efforts in order to successfully achieve their goal. Allow two priority behaviors in special cases, e.g., person can work on a fatal flaw and one strength.

47 Competency Companion Development Guide
Behaviors Defining This Competency Developmental Suggestions- these are traditional, linear suggestions SAY: Your resource guide, your roadmap, for developing strengths is the Competency Companion Development Guide (CCDG) found in Appendix A. DO DIRECT participants to turn to the Appendix tab and locate the Table of Contents page. Wait until most participants have done this before moving on. SAY • Let’s turn to page 22. The first thing you see is a list of “Behaviors Defining This Competency.” This provides a thorough definition of the Competency, Innovation. • If someone were performing this competency at a high level, these are the behaviors we would likely see demonstrated. • The next section lists “Developmental Suggestions” for this competency. These are “linear” developmental suggestions. They are traditional suggestions that most people would consider when working to get better at this particular competency. ASK So when would someone use Linear Developmental Suggestions? [When they are fixing a Critical Flaw or trying to build competency when there otherwise is none.] These Developmental Suggestions would be appropriate for someone who was trying to fix a weakness or a Critical Flaw. However, if these have been tried and no progress is being made, those with Critical Flaws can benefit from competency companion development as well. Page 2-9 47

48 Competency Companions
• OK, now let’s turn the page and look at the Competency Companions for Innovation. • For each of these Competency Companions, you will find a corresponding page in this reference section that provides you with more useful information. • Let’s look up one of the companion behaviors for Innovation. EXPLAIN in detail the sections listed on most of these separate pages in the Competency Companion Development Guide. SAY • Each of these pages contains sections that typically appear consistently. Some pages contain one or more additional sections, depending on how highly correlated the companion behaviors are to other areas. • The first section on the page describes the Fact that there is a statistical correlation between the Differentiating Competency and the companion behavior. • The next section provides the Possible Rationale regarding the correlation. Since it isn’t exactly known to the researchers why these behaviors are linked, you’ll see their hypothesis regarding the connection in this section. DO READ part of the Possible Rationale to demonstrate the connection between this chosen companion behavior and the competency of Innovation. • Underneath the Possible Rationale, you will see a list of questions. These questions can be used to determine if this particular companion behavior might be useful to leverage in growing the main competency. • If there are assessment items that relate to this particular companion behavior, you will find a section that contains the specific questions located in your Feedback Report. • The final section that appears on many—but not all—of the pages is “Links to Other Differentiating Competencies.” This section shows the other Differentiating Competencies that are also statistically linked to the particular companion behavior. If I were to choose to work on this particular companion behavior, I would not only improve my Innovation, but potentially these other linked competencies would improve as well. GIVE them a few moments to review these sections—or read them aloud with the group. • Every one of the 18 Differentiating Competencies contains a section of research-based companion behaviors. This is a very thorough development guide! In fact, in many ways, it is your cross-training manual for improving your strengths. MAKE THE POINT that while some of the Competency Companions are also on the list of Differentiating Competencies, many are not. They are usually other skills that leverage the competencies. Page 2-9

49 Identify a Competency Companion
For the Development Target you have selected Complete Box 3 of your Advancement Plan TRANSITION • You’ve probably guessed your next assignment by now. Turn to the Table of Contents page of this guide and find the page number for your developmental priority behavior (see Box 4 of your plan). Go to the section of the appendix that relates to your chosen priority behavior. Review and read about the Competency Companions for that competency. DO CHOOSE a competency companion from those provided. INSTRUCT participants to turn to the page related to one of the companion behaviors; you will want to select just one. Page 2-10

50 Exercise: Discovering Development Suggestions
Discuss development suggestions pertaining to your competency Seek additional development suggestions from others Choose 2 suggestions that you believe will be most helpful to you and record them in Box 5 of your Advancement Plan These instructions can be found on page 2-11 of participant manual Page 2-11

51 BUILDING DEVELOPMENT INTO YOUR JOB
SAY Another way to increase the effectiveness of your development effort is to build developmental opportunities into your job. In this module, we’ll look at the concept of ways to expand opportunities for development within the context of your current work assignment. BUILDING DEVELOPMENT INTO YOUR JOB Module 3

52 Development and work don’t have to be separate
Remove the conceptual barrier between development and productive work activity Your job provides opportunity for real time, deliberate practice SAY Research in the field of psychology has shown that people with an “improving” orientation” rather than a “proving” orientation” are more likely to take on new or difficult challenges because they worry less about proving themselves and more about the value of the learning and their progress over time (Dweck, 1986). Companies like CitiCorp try to take advantage of what is referred to as “the learning edge,” that place where people say they feel both excited and afraid at the same time by putting their high performing leaders in positions where they are 60-70% prepared (Yost, & Plunkett, 2009). This seems to be a place of high motivation for development. Dweck, C.S. (1986). Motivational processes affecting learning. American Psychologist. 41 (10) Yost, P. R., & Plunkett, M.M. (2009). Real Time Leadership Development. Chichester, West Sussex, UK: Wiley, Blackwell. Page 3-3 and 3-4

53 8 Ways To Combine Development and Work
Learn new information Build new relationships Initiate special interest groups Develop new habits of planning and reflection SAY Let’s review 8 ways that development could be incorporated into a leader’s work. NEEDS MORE HERE Page 3-5 and 3-6

54 8 Ways To Combine Development and Work
Create new feedback mechanisms Restructure your job Lead out in technology Experiment with leadership or management practices SAY Page 3-5 and 3-6

55 Pair Discussion Each person will share the Development Suggestions they have targeted. Using the 8 Ways, help each other identify several activities that could be used within their current job structure that would support your development goals. Complete Box 6 of your Advancement Plan SAY Now we will divide in pairs and explore which one will make the most sense for you to consider using in your development. Remember, as you discuss this with your partner, it might mean pushing outside your comfort zone. The ultimate objective is to have you identify the two most promising ways to add development to your current job. This needs to be something you will do and that will help develop the competency companion you have chosen. DO Be available during the discussion to answer questions. Act as a pair partner, if needed. Prompt to switch turns after 5 minutes. Prompt to switch turns again after 10 minutes. Call warning after 14 minutes. Call Time Page 3-7

56 Involving your Leader and others
Jack??? Involving your Leader and others Module 4

57 Impact of Leader Support on Development
SAY Zenger Folkman researchers noticed a significant trend when analyzing data from a study of 61 senior leaders in the finance industry. They looked at three different groups of managers – unsupportive managers, somewhat supportive managers, and very supportive managers. Then they looked at the percent of leaders that felt their performance had improved in the issues they identified on their action plans. (That is, those that answered “Agree” or “Strongly Agree” to the question, “I feel that I have moved forward on improving the specific issues on my development plan.”) What they found was that leaders with very supportive managers were more than twice as likely to feel they had improved than leaders with unsupportive managers. ASK What does this data tell us about the impact of manager support on development? Level of Leader Support Page 4-3

58 How involved was your leader in your development?
Criteria: Time spent? Conversations initiated? Attitude of genuine interest? Low High SAY How involved was your manager in your development since your last Extraordinary Leader Session? Based on a Time Spent, Conversations your manager initiated, and your manager’s overall attitude of genuine interest on a 5 point scale, 1 being low and 5 being high- ASK Hold up the appropriate number of fingers What keeps managers from getting involved in development? What keeps us from seeking more involvement from our managers? CLOSE THOUGHT HERE?

59 Overcoming Barriers to Leader Involvement
What keeps your leader from getting involved in your development? Answer questions on Page 4-3 SAY At the start of the day, you were asked to rate your manager’s involvement in your development following your previous Extraordinary Leader 360-degree assessment. ASK Who rated their manager’s involvement at a “4 or 5”? Why do you think your manager was involved? Would you want them to be even more involved? POLL How many of you had a chance to meet with your manager as outlined in the pre-work assignment for this workshop? So what’s getting in the way of your manager being more involved in your development process? And what keeps us from seeking more involvement? What keeps your manager from getting involved in your development? DO Instruct the participants to take 2 minutes to write down the forces that caused your manager to not be more involved in your development. There is a place to record your thoughts on Page 3-3 of your participant manual. Page 4-3

60 Table Discussion Discuss:
How can you get your leader more involved in your development? What will make the biggest difference? Report 2 ideas to share with the group Each participant, select 2 ideas shared that will work for you and complete Box 7 of your Advancement Plan SAY At your table, generate a list of ways to more deeply involve your managers in your chosen developmental goals Keep notes on Page 4-4 of your Participant Manual Select your strongest 2 ideas to share with class As they are all presented, select 2 that would work best for you and record these in Box 8 of your Advancement Plan. Work with your group to generate a list of ways to involve your manager. Consider how the ideas you come up with could help overcome the barriers we noted earlier. Select a few ideas to share with the rest of the class. We’ll take about 7 minutes for this discussion Page 4-4 and 4-5

61 Involving Others In Your Development
Peers Colleagues Mentors Friends Customers SAY ??? Page 4-6

62 Turning ideas into action
SAY Over the years there have been many wise philosophers and scholars who have noted the gap between knowing and doing. Ideas and knowing are obviously useful, but it shouldn’t stop there. Here are a few of the interesting perspectives: Turning ideas into action Module 5

63 What is your trajectory?
The right things are easy to do easy not to do become easier with practice Make a commitment to DO the right things regularly Olsen, J. (2011). The slight edge (Revised Edition): Turning Simples Disciplines into Massive Success. SAY Remember, becoming a great leader is not something you can do in one monumental leap. It requires diligence and commitment over time. It is the practices that you implement into your daily work that make all the difference. Its the little things done regularly over time that make the difference They are easy to do, and easy not to do What seems difficult early becomes easier with practice Make a commitment to DO the right things regularly Page 5-3

64 Benefits of Peer Coaching
Support Accountability Sounding Board SAY Today, you will be pairing up with a peer coach to help continue your Advancement Plan after this workshop. The essence of peer coaching is that each participant acts as both coach and coachee to a partner within the organization or group to improve growth and development. ASK What are some of the benefits of Peer Coaching as a means of furthering development efforts? Build: Support Build: Accountability Build: Sounding Board Peer coaching involves an informal approach. It involves asking questions to gain an understanding of different viewpoints and issues and recognizing shared interests and concerns. In this context, it involves discovering commonalities as each of you are in the pursuit of leadership growth and development. We want you to break off into pairs for this part of the workshop. You may have noticed a connection to someone in the workshop that you feel you would be comfortable working with, if so, you might extend that invitation. We are often most comfortable working with those who are similar to us, however, sometimes we learn more from working with someone who is extremely different from us. So pair up and make a commitment to utilize this opportunity to get support with your Advancement Plan. Transition: Here’s what you and your peer coach will be asked to do as the final activity for today’s workshop……..

65 Exercise: Peer Coaching
Review your Development Plan with your Peer Coach Identify key actions to accomplish before your next Peer Coaching Discussion Decide the date you will meet again- complete Box 8a of your Advancement Plan Establish an ongoing plan for accountability and follow-up SAY: Let’s paint the long-term picture and then we’ll focus in on what you’ll do today. Someone jokingly referred to this relationship as an “accountabilibuddy.” The purpose is to increase the likelihood that you won’t forget about your commitment to development. Having someone to check-in with over the coming months should help that to occur. So, here are the steps: Review your Development Plan with your Peer Coach Establish an ongoing plan for accountability and follow-up. We encourage you to schedule additional peer coaching sessions---at least 3 over the next 3 months. These obviously need to fit your two schedules The first session should be within three weeks of today Identify key actions to accomplish before that meeting Complete Boxes 9a of your Advancement Plan Say: To make this exercise most effective, we have provided some guidelines for this conversation. These are outlined in more detail on page 5-3 of your participant manual. Page 5-4

66 Peer Coaching Conversation: The Coachee’s Role
Why you chose this development target? (Box 3) Why you chose these Companion Behaviors? (Box 4) How do you intend to implement your Development Suggestions? (Box 5) How do you plan to build development into work? (Box 6) How do you intend to involve your manager in your development? (Box 7) These guidelines are outlined in brief here; however, we encourage you to turn to Page 5-3 of your Participant Manual where both roles for this conversation are outlined for you. Begin with section 4, where you identified your Development Target. Talk with your partner about how you came to this decision. Go to box 5 to review the Companion Behaviors that support the development of that Competency. Describe to your partner why you chose these. Review box 6 that identifies your developmental suggestions that came from the research that Zenger Folkman conducted, plus the suggestions from other participants. Discuss box 7 and your current thinking about building development into your ongoing work activities. Describe what you intend to do, along with the current ideas you have for how you’re going to get there. Finally, review box 8, that describes how you plan to get your manager even more involved in your development. That’s a summary of your plan. We will now break into pairs allowing 12 minutes for each person to play the role of Peer Coach and then 12 additional minutes to play the Coachee. Call time at 10 minutes after start for a 2 minute warning for the first person. Call time at 12 minutes and instruct the pairs to change roles. Call time at 10 minutes after the start for the second role for a 2 minutes warning for the second person. Call time at 12 minutes to end the exercise for the participant playing the second role. Page 5-4

67 Peer Coaching Conversation: The Coach’s Role
What could the Coach do in this conversation that would be of greatest help? Say: Let’s take a moment and consider this question. As the Coach in this conversation, what could you do in this conversation to be of greatest help? Discuss with group Look for these answers: Be honest, candid, straightforward, listen, ask questions, etc. Page 5-4

68 Turning Ideas Into Action—Time Bound Agreements
Set proposed times for all activities on your Advancement Plan Follow Through on Peer Coaching – Box 8a SAY The Next Step for Turning Your Ideas into Action is to set some time bound agreements for ALL activities on your Advancement Plan Referring to your Advancement Plan, you should have already filled in a date for when you will Follow Through on Peer Coaching. That is box 9a of your plan. Page 5-5 and 5-6

69 First Peer Coaching Follow-up Agenda
To make the most of this coaching opportunity, we recommend that you follow the outline for this discussion that can be found on Page 5-6 of your Participant Manual At this first meeting, we recommend that you do the following: Use all of Box 9 as part of the Agenda for your first follow-up discussion. See if the Next Steps outlined in that section have been accomplished. Discuss the Coachee’s overall feeling about progress Discuss Box 10, especially any first signs of progress Page 5-6

70 Turning Ideas Into Action- Time Bound Agreements
Thank Your Respondents—Box 8a on your Advancement Plan Meet with Your Leader—Box 8b on your Advancement Plan Share Development Plan with Peers and Colleagues—Box 8c on your Advancement Plan SAY The next time bound agreement you will make will be to Thank Your Respondents Box 9b is the date by which you will thank your respondents. ASK What are the benefits for both you and your colleagues when you take the time to thank your respondents? Discuss answers which should include: Simple courtesy Acknowledges feedback Helps shape expectations and change perceptions Increases your own accountability Builds a support system Accelerates change Box 9c of your Advancement Plan is the date by which you will have a development discussion with your manager. Before this meeting, you may want to spend a few more minutes refining your Advancement Plan. Schedule time with yourself to spend more time with your feedback report. When you’ve refined your plan and feel that you’re ready, schedule an appointment and hold a discussion about your plan with your manager, and share your development plan with others whom you trust to support you in your development. Box 9d of your Advancement Plan asks for a date by which you will have shared your development plan with Others. The people we live and work with are often our greatest advocates and supporters in our leadership development efforts. However, most of these people are comfortable or willing to involve themselves in your development unless you invite them to get involved. These discussions should open the door for others to provide the ongoing feedback and encouragement essential to helping you reach your development goals. Please take the next 5 minutes to select and fill in dates for Box 9b – 9d of your Advancement Plan and/or transfer the tasks and deadlines to your organizer. There is additional information about this section of your Advancement Plan on pages 5-4 and 5-5. Page 5-5 and 5-6

71 Ongoing Support from Zenger Folkman
Series of five s over the next 8 weeks These will contain reminders and tips designed to help you maintain momentum on your development plan To help keep your leadership development goal top of mind, Zenger Folkman is prepared to help as well. Over the next several weeks, you will receive a series of five (5) s from Zenger Folkman. These s will come to you from They will contain reminders and tips designed to help you maintain momentum on your development plan. Specifically, they will focus on: Thanking your respondents Having development discussions with your manager Involving others in your development Building development into your job Following through on peer coaching Page 5-7

72 Results of My Advancement
What are the first signs I am making progress? What could this mean to you personally? How with the organization benefit? Say: It is helpful to catch a vision of the personal and professional benefits you will see when you have hit your trajectory. What are the first signs you will notice that indicate you are moving in the right direction? What are the results for you personally? What are the results for your organization? Ask if any participants would like to share their thoughts on these questions. Discuss the answers to these questions with the group. SAY: We encourage you to take some time following this workshop to record your thoughts, there is a place on page 5-7 of your Participant Manual for you to do this. It is important to make this journey personal to you and for you. Page 5-8

73 Workshop Objective: How did we do?
To assess your progress and advance your development towards becoming an extraordinary leader ASK Before we end, I’d love to hear what key insights and takeaways you have from this workshop and how they will assist you going forward.

74 Mark Twain “Habit is habit and not to be flung out of the window by any man, but coaxed downstairs a step at a time.” ASK We know that we’re asking that you do several things that are new, and we are asking that you make them into new habits. We appreciate that such new habits are not easy to form, but require a good deal of effort, over an extended period of time. Our reassurance comes from knowing that when you do, you will become a better leader, and in turn, you will achieve the personal and professional benefits of that progress. Page 5-9

75 thank-you THANK attendees for their participation.
ASK participants to fill out workshop evaluation. COLLECT evaluation forms. thank-you


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