1. Slide 1 Strategic Leadership Adjusting your approach to reflect employee capabilities and desires 1 23 4 Copyright © 2003 Alexander Hiam

2. Slide 2 A Strategic Role for Leaders n Employees have varied needs based on the work they are doing and what skills and attitudes they bring to it. n Strategic leadership responds to these varying needs with appropriate strategies to guide the leader’s efforts. n The leader chooses from a handful of general strategies, then uses judgment, experience, and creativity to find (many) good ways to implement the strategy depending on circumstances. Copyright © 2003 Alexander Hiam

3. Slide 3 A question for you… What is the difference between management and leadership? ? Copyright © 2003 Alexander Hiam

4. Slide 4 Management versus Leadership n To manage can mean simply to be in charge, to control, or to take responsibility n Leadership usually means to inspire, to motivate, or to help others achieve important goals n How do we do this? Copyright © 2003 Alexander Hiam

5. Slide 5 Leading by Focusing on Others n Leaders generate exceptional performance by giving their attention to what others need to succeed, then n Leaders attempt to influence the performance of others through how they (the leaders) act or behave Copyright © 2003 Alexander Hiam

6. Slide 6 Managers’ Leadership Behaviors n Managers often take action in attempts to influence the performance of others. n What sorts of things do managers do in their efforts to lead?  Take a few minutes to LIST examples of specific management behaviors you have seen or done. Copyright © 2003 Alexander Hiam

7. Slide 7 Behaviors of Managers Copyright © 2003 Alexander Hiam

8. Slide 8 More Examples of Behaviors Copyright © 2003 Alexander Hiam

9. Slide 9 What Do I Do When…? n We can think of strategic leadership as making thoughtful choices about what behaviors to use. n What are the possible actions a leader can take, and which of them will work best? Copyright © 2003 Alexander Hiam

10. Slide 10 What is Strategic Leader Behavior? Copyright © 2003 Alexander Hiam

11. Slide 11 Activity: Self-assessment n Please open your booklets and read cases 1–16. n Rate your approval of responses A, B, C, and D for each case. n Mark your responses on the answer form.  Copyright © 2003 Alexander Hiam

12. Slide 12 Analyzing your Results, Step 1  4 1 4 2 A B C D 12345 12345 12345 12345 Copyright © 2003 Alexander Hiam

13. Slide 13 Analyzing Your Results, Step 2  1 4 2 B C D 12345 1234 5 12345 4 A 12345 2 D 12345 3 C 1234 5 D + = + Enter column total here Copyright © 2003 Alexander Hiam

14. Slide 14 Analyzing Your Results, Step 3 Example: The total of the two “I” column scores is your Instruct score.  Copyright © 2003 Alexander Hiam

15. Slide 15 Each case response is a behavior n Encourage him? n Remind him of objectives he hasn’t yet met? n Give him more information about quality goals? n Put him in charge of improving the results? Example: What should you do… …if employee is improving but not completely meeting quality goals yet? Copyright © 2003 Alexander Hiam

16. Slide 16 Where do the behaviors focus? n TASK focus on getting the job done n Leader concerned with performance, not the performer n The Instruct strategy epitomizes this focus n PERSON focus on helping the employee n Leader concerned with the performer, not the performance n The Relate strategy epitomizes this Copyright © 2003 Alexander Hiam

17. Slide 17 Dividing our Lists of Behaviors TASK focus: n Instruct n Set goals n Give feedback n Check quality n Give out assignments PERSON focus: n Relate n Listen, sympathize n Praise, encourage n Feed n Discuss common interests Copyright © 2003 Alexander Hiam

18. Slide 18 4 Combinations of 2 Dimensions Copyright © 2003 Alexander Hiam

19. Slide 19 Interpreting Your Scores - p. 6 Copyright © 2003 Alexander Hiam

20. Slide 20 Interpreting Your Scores - p. 6 (cont’d.) Copyright © 2003 Alexander Hiam

21. Slide 21 Interpreting Your Scores - p. 6 (cont’d.) n One type of leadership is usually dominant for each leader (but ties can occur) n It gives you clues as to the special strengths of your natural orientation n One type is usually lowest for each leader too n It gives you clues as to where your development path lies as a leader Copyright © 2003 Alexander Hiam

22. Slide 22 ACTIVITY: Strengths & Gaps n What specific things do you do that make you effective? (See arrow note on top of p. 6) n What might you do more of? (See note for Development Path, bottom of p. 6) ? Copyright © 2003 Alexander Hiam

23. Slide 23 As leaders develop they become more likely to use alternate strategies Your Strategy Variability Score (p. 7) gives you an indication of how adaptable your leadership behavior is right now. - Why might leaders want to be adaptable? - Is it difficult to change our behavior? Copyright © 2003 Alexander Hiam

24. Slide 24 Dominant Strategy Type SLTi Copyright © 2003 Alexander Hiam 50 40 30 20 10 InstructCoachRelateDelegate As leaders see themselves As employees see them 28% 20% 35% 21% 29% 14% 16% 37% Percent

25. Slide 25 Exploring the Strategies: Leader Behaviors L Person-focused behaviors? H L Task-focused behaviors? H Copyright © 2003 Alexander Hiam

26. Slide 26 The Instruct Strategy n Who, what, when, where, why, and how questions answered. n Directive is OK if it is instructional, not controlling. (But are there alternatives?) n Remember task capability can be limited not only by person’s skill but also by access to resources, such as…? Copyright © 2003 Alexander Hiam

27. Slide 27 Examples of Instruct Strategy in Action n Have a seasoned employee who knows the job well provide step- by-step instructions and watch over him for a few days. (Case 11 A) n Walk him through the software step by step, then watch and give any needed advice as he tries to do it himself. (Case 13 B) n Continue the morning meetings, just to make sure everyone gets their instructions and does the right thing every day. (Case 8 A) Copyright © 2003 Alexander Hiam

28. Slide 28 When is Instruct Not Appropriate? Attitude Issues Is instructing someone good if:  They are negative and don’t want to do it?  They think it is unimportant?  They lack confidence in their ability?  They already know how to do it? Copyright © 2003 Alexander Hiam

29. Slide 29 The Relate Strategy n Cope with attitude issues first! (Why?) n Empathy alone is a powerful thing. It acknowledges others’ feelings. n Listening well is a leadership skill. n Most people respond well to helpful and considerate behavior. Do you? Copyright © 2003 Alexander Hiam

30. Slide 30 Examples of Relate Strategy in Action n Explain the need for the higher quality level and give them incentives to make sure they take the goals seriously. (Case 6 A) n Use the morning meetings for employee recognition and informal conversation instead of giving out assignments. (Case 8 D) n Offer him some friendly encouragement to help him feel better about the report forms, and let him know why the new form is important. (Case 9 B) Copyright © 2003 Alexander Hiam

31. Slide 31 Coaching for Tough Tasks n Coaching is high on both task-structure and relational/motivational dimensions. n Most simply, this can mean a combination of Instruct and Relate actions. n You can also use planned practice activities, gradual development, and stretching, just like a good coach does. n You often need to modify the task assignments to be an effective coach. Copyright © 2003 Alexander Hiam

32. Slide 32 Coach by Managing Challenge Levels High Achievement by employee Low Too low Medium/optimal Too high Difficulty in employee’s view Leader designs/assigns tasks in this challenge zone Copyright © 2003 Alexander Hiam

33. Slide 33 Examples of the Coach Strategy in Action n Supervise her work more closely, but also apologize and try to be encouraging. (Case 5 C) n Spend time with him going over the form and helping him fill it in, and also take advantage of the time together to learn more about how he is feeling toward his work. (Case 9 C) n Give them a break and encourage everyone to relax and get ready for another try, then stand by and have them ask you questions whenever they get confused. (Case 14 A) Copyright © 2003 Alexander Hiam

34. Slide 34 Delegating: The win-win strategy n Benefits leader when employee self- manages, needs less attention n Benefits employee when leader trusts him/her, encourages development n Delegation uses less attention on task and person, but not no attention! Copyright © 2003 Alexander Hiam

35. Slide 35 Examples of the Delegate Strategy in Action n Reduce the meetings to twice a week and have employees prepare multi-day plans that they present for discussion during those meetings (instead of your telling them what to do). (Case 8 C) n Welcome him into the group, and then let him work at a high level of responsibility with only occasional check-ins. (Case 16 D) n Give him a copy of the manual and let him have an opportunity to try learning the new program on his own. (Case 13 A) n Post the new quality goals at all workstations with instructions to achieve them by the end of the transition period. (Case 6 C) Copyright © 2003 Alexander Hiam

36. Slide 36 Feedback by Strategy n Instruct: Rich, frequent information about right versus wrong performance. How to do better. n Coach: Right v. wrong, plus feedback about effort and attitude and expectations. Use feedback to encourage them to try harder. Copyright © 2003 Alexander Hiam

37. Slide 37 Feedback by Strategy (cont’d.) n Relate: Feedback about attitude; correcting negative talk; reaffirming worth. Praise motivation and effort when you see it. n Delegate: Check performance against co- defined goals; use praise to encourage good performance. Get employee to give you feedback about his/her own performance. Copyright © 2003 Alexander Hiam

38. Slide 38 What Leadership Do They Need? n The strategic leader selects a strategy before acting n The strategy is based on employee needs n The leader looks at two key areas of need: capabilities and attitudes Does she want to do well? Does she know how to do well? Copyright © 2003 Alexander Hiam

39. Slide 39 Basing Strategy on Need(s): Does leader need to focus on the person’s attitude to make up for lack of desire to perform? Does leader need to focus on task knowledge to make up for lack of capability? Does she want to do well? Does she know how to do well? Copyright © 2003 Alexander Hiam

40. Slide 40 Case in Point: Assessing Task and People Issues In Case #3 (p. 2): n Does the employee have the full capability to perform this task? Y/N n Does the employee have a strong desire to perform this task? Y/N (See also p. 9 of your booklets) Copyright © 2003 Alexander Hiam

41. Slide 41 Strategic focus is based on Need(s) Case 3 Copyright © 2003 Alexander Hiam

42. Slide 42 Selecting the Best Strategy è What does leader need to do if employees are not capable? n Give information, briefings, examples, and check the work: Instruct. n This strategy focuses on teaching the task. n It assumes employees want to master the task, so it does not worry very much about their attitudes. Case 3: Show and Tell with the Instruct strategy Copyright © 2003 Alexander Hiam

43. Slide 43 1 Low capability High desire Use INSTRUCT 2 Low capability + Low desire Use COACH 3 Low desire High capability Use RELATE 4 High in both areas Use DELEGATE How to Select the Best Strategy (See summary diagram on back of SLTi booklet for more details) 4 32 1 Leader shifts between strategies based on need: Copyright © 2003 Alexander Hiam

44. Slide 44 The Strategic Effectiveness Scale n Assumption #1. In any context, there is a most effective strategy or approach n Assumption #2. This best approach will involve an appropriate focus on task and/or person, depending on which are areas of need. n This best-approach strategy is represented by the shaded response on your answer form. Copyright © 2003 Alexander Hiam

45. Slide 45 Analyzing “Matches” for Effectiveness Scale (p. 7) A B C D 12345 1234512345 12345 Counts as “1” since shaded cell was selected here Please add up the number of matches and enter them on the scale in your booklet. Copyright © 2003 Alexander Hiam

46. Slide 46 Practice Case (p. 16 ) è The group is “good enough to handle the changes.” è But “they may feel anxious about it.” n 1. What is their capacity to perform? n 2. What strategy is best? n 3. How will you implement it? Copyright © 2003 Alexander Hiam

47. Slide 47 3-step Strategic Leadership Process Do they want to do well? Do they know how to do well? 1. Assess capability and desire 2. Select strategy 3. Plan how to implement 1 23 4 Instruct Coach Relate or Delegate? Leadership Behaviors? _________ _________ _________ _________ Copyright © 2003 Alexander Hiam

48. Slide 48 Implementation Ideas, Relate: n Share relevant information n Lead discussion of concerns n Offer effort rewards n Give one-on-one pep talks n Throw a pizza party n Others? Leadership “menu” needs to be extensive for good implementation. Copyright © 2003 Alexander Hiam

49. Slide 49 Idea: Build a Behavior Database ! n A “Leadership Actions Database” collects many examples of appropriate leader behaviors. n It becomes strategic when organized usefully—for instance, by which strategy each action relates to. Copyright © 2003 Alexander Hiam

50. Slide 50 Activity: Choosing Leadership Actions  ? Instruct: Coach: Relate: Delegate: Preferred Actions: Copyright © 2003 Alexander Hiam

51. Slide 51 Developmental Leadership n Seeks to increase both desire and capability to perform (to increase employee’s performance capacity) n Moves employees toward “Delegate” on each task (self-management) n Seeks to expand their set of skills with varied tasks (stretching) Copyright © 2003 Alexander Hiam

52. Slide 52 Taking Aim: Develop by focusing on employee’s key issue Off center On-target leadership behaviors Off center Copyright © 2003 Alexander Hiam

53. Slide 53 Sequences of Strategies Relate DelegateInstruct Coach 1 23 4 When you focus on employee needs in relation to a specific task, you help the employee master that task. Anticipate changing needs as the employee develops, and be prepared to change your strategy too. When employee masters a task, introduce another. Copyright © 2003 Alexander Hiam

54. Slide 54 Is There a Fixed Development Cycle? n Some employees need to cycle through the four strategies in order as they develop mastery of a task. n But motivation is not easily predictable over the period that employees learn to master a task. (Why not?) Discouragement might set in at any point, for example. And some tasks are easier to learn. n Therefore it is best to assume you need to check needs and respond flexibly. Sometimes you can Instruct, then go right to Delegate. Other times it is more complex and you may need to use all of the styles on the way to mastery. ? Copyright © 2003 Alexander Hiam

55. Slide 55 Developmental Leadership Practices n Add responsibilities to increase challenge level? n Encourage employee self-sufficiency? n Strive for variety of tasks and skills? n Discuss employee development goals? ? ? Copyright © 2003 Alexander Hiam

56. Slide 56 Remember: There are always (at least) two diverging paths: Task v. People Relate? Delegate? Coach? Instruct? Low High Emphasis on supervising the performance High Emphasis on supporting the performer Low Copyright © 2003 Alexander Hiam

57. Slide 57 Does this apply to your own personal challenge? Think about a personal challenge you have recently undertaken. Copyright © 2003 Alexander Hiam

58. Slide 58  Concluding Activity  n Think of an employee who is challenging or “giving you trouble” n Use the forms on pages 14 and 15 of booklet to analyze his/her need(s) and choose a strategy n Come up with some ideas for implementing it: _______________________ ? Take away some Action Notes: Copyright © 2003 Alexander Hiam

59. Slide 59 Thank you for attending the Strategic Leadership Workshop Training materials and design © copyright 2003 by Alex Hiam & Associates (alexhiam.com), all rights reserved. 1 23 4 Copyright © 2003 Alexander Hiam