Leadership power point

High-Performance Leadership:
From Control to Empowerment

Principles of Leadership

© Copyright 2010 360Solutions, LLC


Purpose:

Provide leaders with tools and skills to change their
behavior from the traditional practices of controlling
and directing to coaching, facilitating, and empowering.


Objectives:
•Recognize yourself as a leader.
•Understand the practices of empowering
leaders.
•Commit to lead “from the balcony.”
•Find balance among the five leadership roles.
•Improve personal productivity and use of
time.
•Understand the fundamentals of teams and
leadership within a team environment.
•Establish clear performance expectations
and develop the ability to confront poor
performance.
•Become a leader who empowers others.


Section 1: Principles of
Leadership

In this section, you will:
• Grasp the importance of leadership in
achieving long-term organizational success.
• Realize the five myths of leadership.
• Recognize the difference between
leadership and management.
• Understand the difference between
controlling and empowering leadership
styles.


The Leadership Factor

Leadership:
The most important factors for sustaining long-
term business success
• Leaders have the power to make things
happen and influence the organization.
• Leaders are responsible for all of the other
factors (understanding customers and
markets, developing a strategy, etc.).
• Leaders provide the vision, inspiration, and
direction to attract and motivate others to be
successful.
• Leaders create the infrastructure-
processes, systems and structure in which the
organization can succeed.


“Leadership is the pivotal force behind
successful organizations. To create vital
and viable organizations, leadership is
necessary to develop a new vision of
what they can be, and then mobilize the
organization to change towards that
vision.”

~Warren Bennis and Burt Nanus
Leaders: Strategies for Taking Charge


Myths of Leadership

➢Leadership is a rare skill.
For example, “Very few people can lead.
I could not get anyone to follow me.”
➢Leaders are born, not made.
“Leadership is a natural ability.
You either have it or you don’t.”
➢Effective leaders are charismatic.
“Leaders are always popular people who tell funny jokes
and really enjoy speaking in front of large groups.”
➢Leadership exists only at the top.
“CEOs and highly paid executives are leaders. It is not
my job to steer this company.”
➢Leaders control, direct, and prod.
“Leaders sit around and think of new processes to make
my job harder.”

Leadership

The higher value within an organization should
be placed on the following:
• Initiating change
• Solving problems and implementing
processes
• Developing human resources
• Achieving long range strategies
• Building commitment


Controllers vs. Empowerers

Controllers:

What tactics do they use to accomplish their objectives?
• Controllers impose external control on their
followers/subordinates.
For example, a controller would micromanage their
employees.

What are the effects of their tactics?
• The job may be completed, but possibly at a higher
cost with employees simply doing the minimum
amount of work required.
For example, a controller would not nurture team
work or may stifle opinions and other ideas.


(cont)
Controllers:

What are the beliefs behind the behavior?
• People cannot be trusted.
If you want something done right do it yourself.
I am more important than others.


Empowerers:
What tactics do they use to accomplish their objectives?
• Empowerers create an environment in which their
people are motivated and committed.

For example, an empowerer would encourage
brainstorming and feedback.

What are the effects of their tactics?
• Goals are achieved by empowered and engaged
employees when new ideas and processes are formed.

For example, a team working for an empowerer takes
personal ownership and pride in their work.

(cont)
Empowerers:

What are the beliefs behind the behavior?
• People can be trusted.
People can succeed and do well at their
jobs.
I succeed when my team/organization
succeeds.

Practices of Empowering Leaders


Program Purpose:

• Provide leaders with tools and skills to
change their behavior from the traditional
practices of controlling and directing to
coaching, facilitating, and empowering.


Program Objectives:

• Recognize yourself as a leader.
• Understand the practices of empowering
leaders.
• Commit to lead “from the balcony.”
• Find balance among the 5 leadership roles.
• Improve personal productivity and use
of time.


From Control to Empowerment (cont)

Program Objectives:

• Understand the fundamentals of teams and
• Establish clear performance expectations
performance.
• Become a leader who empowers others.


Section Two: Practices of
Empowering Leaders
In this section you will learn:

• Empowering leaders have a driving
passion to realize their vision.
• Empowering leaders are egoless and humble.
• Empowering leaders build and sustain
trust with their followers.


Section Two: Practices of
Empowering Leaders(cont)
In this section you will learn:

• Empowering leaders inspire the
commitment and motivation of their
followers.
• Empowering leaders are organizational
and social architects.
• Empowering leaders act and institute
change from positive beliefs about people
and situations.


The Six Principles of Empowering
Leadership
• Leaders must have a driving passion to
realize their vision.
• Leaders build and sustain trust.
• Leaders are egoless and humble.
• Leaders inspire the commitment and
motivation of their followers.
• Leaders are organizational and social
architects.

Leaders drive situations; they do not allow
the situation to drive them.


Principle #1: Empowering Leaders to
have a Driving Passion to
Realize Their Vision.
Great leaders have clear goals and
know how to accomplish them. They
have a passion for making the vision
a reality. This means:
• They are always 100% present and focused.
• They do not allow events and circumstances
to determine what will happen to them.
They are concerned with outcomes.
• They use their vision to rise above
adversity, setbacks, and even failure.


Principle #2: Empowering Leaders
are Egoless.

Many of the most effective
leaders are humble. Although
dogged about achieving their
visions, they are not interested in
their press clippings or credit.


Build and Maintain Relationships
of Trust.

Leadership is about relationships.
Empowering leaders are aware of
their impact on others and seek to
communicate and behave in ways
that build trust, self-esteem, and confidence.


Unleash the Motivation and
Commitment of Their Followers.

Leaders define the boundaries
and encourage people to
be self-governing.


are Organizational and Social
Architects.

The Seven Elements of Organizational and
Social Architects:
1. Environment
2. Strategy
3. Core Process
4. Structure
5. Systems
6. Culture
7. Results


Principle #6: Empowering Leaders Act
from Positive Beliefs about People and
Situations.

Strengthening vs. Weakening beliefs:

• At any given moment the human brain
receives an overwhelming amount of
data that cannot all be absorbed by
our senses. The human brain can only
process so much; the gaps are filled in by
our belief system.

Information  Ideas  Beliefs  Actions

The Five Leadership Roles



Purpose:
• Provide leaders with tools and skills to


Objectives:
• Understand the practices of empowering
leaders.
• Improve personal productivity and use of time.
• Establish clear performance expectations
performance.
• Become a leader who empowers others

The Team Model

• The model represents the most important
elements of a team. It includes why a
team exist, what it does, and how people
relate with each other.

• This model is useful for understanding the
relationship between a leader and the
people they lead.


Leadership From the Balcony

• Charter (Why)

• Design (What)

• Relationship (How)


Leadership From the Balcony (cont)

1. The balcony is a useful metaphor because it
suggests that one is observing, rather than
being caught up in the hustle and bustle of
the organization. The balcony means that
one has a “big picture” view of what is
happening

2. Leaders add the most value when they are
working on improving the three parts of their
team and not just doing the day-to-day work.


Five Leadership Roles (cont)

1.) Technician
• Has a high degree of technical proficiency
• Is sought out for expertise
• Diagnoses problems using analytical skills
• Possesses superior troubleshooting and
problem-solving abilities
• Enjoys putting out fires
• Makes decisions quickly


Five Leadership Roles

2.) Manager
• Plans and schedules projects
• Directs resources to specific assignments
• Decides daily goals and priorities
• Tracks progress
• Completes report and paperwork
• Runs reports and meetings
• Maintains discipline and order



3.) Architect
• Standardizes and documents processes and
procedures
• Aligns systems to strategies and visions
• Challenges practices that are not consistent
with the core philosophy
• Reinforces positive cultural norms
• Meets with others to learn new procedures for
operations



4.) Trailblazer
• Analyzes the organizational environment for
trends and changes
• Clearly articulates a vision for the future.
• Translates vision into objectives
• Imparts and enforces simple boundaries
• Makes connections with people outside the
organization
• Encourages risk-taking and innovation



5.) Coach
• Sets standards for behavior and performance
• Empowers people to make decisions
and solve problems
• Provides information and training
• Evaluates and helps individuals grow in
their abilities
• Acts as a mentor
• Conducts performance evaluations



 Leaders should perform all 5 roles.

 In traditional organizations, leaders
emphasize the manager and technician roles.

 In high-performance organizations, leaders
emphasize the architect, trailblazer and
coach roles.


Leadership Practices:
A Self-Assessment


Objectives:
• Understand the practices of empowering leaders.
• Establish clear performance expectations and
develop the ability to confront poor performance.


Section Four: Leadership Practices:
In this section, you will receive feedback from your
leadership profile.

The feedback can be useful for you in the
following ways:
• Understand your strengths and weaknesses
as a leader.
• Assess yourself in the five leadership roles.
• Know how you are viewed by others in your
organization.
• Develop personal improvement plans.


Assessment Categories

Five of the categories reflect the five leadership roles
you learned in section three. The other two
categories reflect the dimensions of self-leadership
and interpersonal relationships.

• The Technician
• The Manager
• The Trailblazer
• The Architect
• The Coach
• Positive Self Management
• Positive Interpersonal Relationships


Improvement Planning Form

• The purpose of this is to set specific goals for
the areas you need to develop.

• One way to reinforce your personal goals
and make them easier to achieve is to
share them with an accountability partner.
An accountability partner is someone who
can support you and hold you accountable
for achieving the goals you have set.


Personal Productivity



Purpose:
Provide leaders with tools and skills to


Objectives:
• Understand and practice leadership themes.
• Commit to lead from the balcony.
• Know how to manage the psychological
impact of change.


Section Five: Personal Productivity
In this section you will:
• Develop an understanding of personal
productivity and the difference between time
management and time leadership.
• Outline how you currently use your time.
• Isolate the barriers that keep you from
managing your time more effectively.
• Define the difference between the important
and urgent and how to schedule time for
the important.
• Understand how to improve your time
leadership.
• Commit to better use your time to take
advantage of all five leadership roles.


Overview of Personal Productivity

Personal Productivity

=
our overall effectiveness in
getting things done


Time Leadership Matrix

URGENT NOT URGENT

I II
Important

• An Emergency • Listening to someone
• A Project deadline • Planning for future
• Request from boss • Fixing a system

III IV
Not Important

• Someone “pops” in • Busy work
• Some meetings • Lots of phone calls
• Many phone calls • Some socializing


Fundamentals of High-Performance Teams


(cont)
Objectives:
• Understand the practices of empowering leaders.
• Find balance among the five leadership roles.
• Understand the fundamentals of teams and leadership
within a team environment.


Section Six: Fundamentals of High-
Performance Teams

In this section, you will learn:
• Understand the definition of a high-
performance team and how it differs from
traditional work groups.
• Identify the three elements of high-
performance teams.
• Coordinate four types of teams.
• Recognize stages of team development.


High-Performing Team Elements

• A shared mission or purpose that motivates
and inspires members
• Autonomy and authority for task
performance
• Interdependence and shared leadership
• Broadly defined jobs and many
responsibilities
• Meaningful participation in decision-making
• Higher performance than individuals not
organized into teams


High-Performance Team:
Traditional Work Groups
Coordinate from above with constant supervision

• Organized around functions
• Employees do specialized tasks
• Supervisory management
• Rule-governed
• Decisions referred up organization
• People viewed as tools of management


High-Performance Team:

High-Performance Teams:
Enable group to become self-governing with
facilitative guidance.

• Organized around core processes
• Employees possess multiple skills
• Shared leadership
• Principle-governed
• Decision made at point of action
• People viewed as partners

4 Types of Teams

Specialization of Tasks
HIGH
Type I Type II

Swim Team Football Team

Type III Type IV

Bowling Team Volleyball Team

LOW
LOW HIGH

4 Types of Teams (cont)
Type I
• High specialization: Low coordination
• Work divided up between various specialties
• Each specialty consists of a distinctive set of
skills
• Little coordination needed between specialties
Example: a geriatric team providing care for
an elderly person

Type II
• Made up of people from different disciplines
• Requires a high degree of coordination
Examples: product development teams, hospital
emergency room, executive leadership team

4 Types of Teams (cont)
Type III
• Low in both specialization and coordination
• Team members share same skill set but have
little need to coordinate or communicate.
Examples: phone operators, bill collectors,
bank tellers

Type IV
• Members share common skills.
• High need for coordination
• Generally organized around completing a
“whole”
Example: manufacturing settings where people
are building a product

Stages of Team Development
Team Reaches its stride and
PERFORMING develops into a high-performing team.

Team develops rules and
NORMING expectations about how the team
operates and who does what.

Group attempts to work together;
STORMING frustrations and disharmony may
occur.

Group is first put together;
FORMING lack direction and unity.

Performance Expectations


Purpose:

• Learn principles and practices of trust
and interpersonal communication that
result in win-win relationships.


Section Seven:
Performance Expectations
In this module you will:
• Learn to confront behavior that fails to meet
your expectations.
• Understand the importance of discipline
and conformity in building high performance.
• Develop a set of non-negotiables for those
whom you lead.
• Practice the skill of harnessing harmful
behavior.
• Apply the skill to back-home situations.


Rules of Play: Three Attitudes

1. Chaos
• An interpersonal attitude of
alienation and noncompliance

3. High Performance
high trust and collaboration

2. Stability
conformity and compliance


Rules of Play: Three Attitudes
Examples
Examples:
• The conduct of one person is dragging down
the performance of other team members.
• A negative attitude is adversely affecting
performance.
• A person has violated company policies or
procedures in a way that could cause harm
or reduce productivity.
• Job performance is below expected standards.
• Chronic problems such as wasting time, being
inefficient, blaming or “playing games” are
interfering with performance.


Non-Negotiables
Examples
• Follow the one-piece flow system.
• Be cross-trained in different functions.
• Arrive at work on time and remain in work
areas except during breaks.
• Treat others with respect.
• Comply with dress code.


Non-Negotiables
Examples (cont)
• Use safety gloves, goggles, and shoes when
working with chemicals.
• Report dangerous conditions or actions.
• Keep your work area clean.
• Share team roles and responsibilities.
• Participate in team meetings and help solve
team problems.
• Know how to read and fill out all production
reports.


Harnessing Harmful Behavior

Harnessing is a skill we use under two conditions:

1. We are in a position of authority with
the recipient.

2. The individual’s behavior is out of line or
harmful to themselves and/or others.


Harnessing Harmful Behavior(cont)

Steps:
1. State directly and specifically what you see
happening.

2. State the consequences and your concerns
about what you see happening.

3. Invite and listen to comments.


Harnessing Harmful Behavior(cont)
Steps:
4. If necessary, review your expectations
regarding the behavior and/or provide
needed information and training.

5. Ask for a commitment to improve the
behavior.

6. Acknowledge and let the person know
that you appreciate the commitment.


Empowering Others for Success



Purpose:

• Provide leaders with tools and skills to change
their behavior from the traditional practices
of controlling and directing to coaching,
facilitating, and empowering.



Objectives:
• Understand the practices of empowering leaders .
• Find balance among the five leadership roles.
• Understand the fundamentals of teams and leadership
within a team environment.


Section Eight: Empowering Others
For Success
Section Eight: Empowering Others For success
In this Section, you will:
• Realize the difference between commitment
and compliance motivation.
• Understand how leadership changes to create
commitment.
• Recognize the four principles of empowerment.
• Identify the elements of empowerment.
• Complete a matrix for identifying what people
need in order to be empowered.
• Adopt a dialogue to transfer power to others.
• Craft a model of situational leadership.

Facts About the American Workforce
• 96% of employees recently surveyed believe that
they cannot attain their personal career goals in their
current positions.

• 53% of managers report not being happy with their
jobs.

• 74% of Americans identified work as the main cause
of their stress.


Compliance to Commitment

Traditional Management Empowering Leadership

From Directing and Doing To Developing and Leading

•Solving it: “answer man” •Facilitating problem solving
•Doing it yourself: “If you want •Effective delegation
something done right...” •Helping others learn from mistakes
•Over-directing and micro-managing •Providing leadership for the goal
setting process
•Arbitrarily mandating goals •Developing technical confidence
•Exerting it: “You can’t do it without capability: “You can do it”
me.” •Being a quality coach
•Being the quality judge and jury •Supporting as a helpful resource

•Playing the “god” role •Linking team to broader
•Protecting turf organization systems; bridging
•Over-dependence on detailed barriers
policies •Being tough and clear about a few
key directions and principles

Principles of Empowerment

1. Share information widely so people realize
what is going on.

2. Let people solve problems when and
where they occur (instead of coming to
you).

3. Let those who have to implement a
decision participate in making that
decision.

4. Expand the scope of what people do
through designated roles and
responsibilities.


Sharing Responsibility
The Process of Empowerment


Elements of Empowerment

1. Role description: The first thing that people
need is a definition of the responsibilities
they will assume.
2. Boundary conditions: What should the
parameters for people to fulfill their
responsibilities be? These include:
• Expectations/results can be qualitative or
quantitative.
• Non-negotiables define limits that cannot
be crossed in fulfilling a responsibility.


Elements of Empowerment (cont)

• Authority is the level of autonomy that one
has in carrying out a task. There are five
levels of authority, and just how each one
depends on experience and capability.
• Level 1: Act when directed.
• Level 2: Act after approval.
• Level 3: Act after consultation.
• Level 4: Act and report.
• Level 5: Act autonomously.


Elements of Empowerment (cont)

• Time guidelines are any time constraints that guide the
task (milestone events, project completion, length of
time a person assumes a role, etc.).

3. Knowledge and information: People must have
knowledge and access to information if they are to
take on additional responsibilities.

4. Skills: People need additional training and skills
to be successful with new responsibilities.
For example, they may need to learn how to read
a budget or enter data into a computer.


Elements of Empowerment
(cont)
5. Resources: These can include tools and equipment
as well as reports, technical experts, etc.

6. Support: Support is emotional and psychological.
It is letting people know that you trust their ability to
handle a task; it is okay for them to make mistakes
and come to you for advice.


Making Empowerment Happen

Assessing Readiness
•Importance of the task
•Maturity and experience of the individual
•Willingness of the individual to take on more
responsibility
•Your confidence in the person’s abilities

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