innovation and the soft skills of leadership · organizational leadership is leadership that...
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Innovation and the Soft Skills of Leadership
Presenter:
Shelly Qualtieri CTRI and ACHIEVE Trainer
www.ctrinsitute.com www.achievecentre.com
877.353.3205 877.270.9776
October 2019
THE MEANING OF LEADERSHIP Many people use the terms “leadership” and “management” interchangeably in conversation. In our view, they are separate but interrelated functions within an organization. Organizations must understand and develop both functions. This course focuses on the essential competencies of leadership. A leader is someone who is trusted and is able to inspire and influence others to willingly act. Effective leaders focus on three things:
Building relationships with employees and other stakeholders that are characterized by mutual trust.
Providing inspiration for the work of the organization through their own personal passion, commitment to the organizational vision, and positive attention to the organization’s people.
Exerting conscious influence by recognizing the impact of their actions and words on those they lead. Influence is the ability to indirectly affect the actions and thoughts of others without using direct organizational power.
Individual Leadership is leadership that inspires others by example and through supportive empowerment in order to meet personal and organizational goals. Any person in an organization may exert individual leadership. Organizational leadership is leadership that focuses on the big picture, on goals, external relationships, market position, or the organization’s place in the community. It is oriented towards organizational values, vision, mission, and purpose. Management is directing and leading the internal business activities of an organization in accordance with its policies and stated objectives. It often includes the supervision of employees with a focus on performance.
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LEADERSHIP ASSESSMENT Rate the following statements on a scale from 0 to 10, depending on the degree to which each statement is true of you or the way that you think. Put “0” to indicate, Never true about me, and “10” to indicate, Always true about me.
____ 1. I am very much aware of how my staff are different from one another.
____ 2. I approach staff differently based on what I have learned about them.
____ 3. I am very careful not to show empathy at the office.
____ 4. Even when I’m angry, I will stop myself from saying or doing something negative.
____ 5. I prefer to use email to communicate to my team even when in person or by phone
might be more beneficial.
____ 6. When one of my staff is upset, I know something is wrong before they say anything; even
if I don’t know how, I know something is wrong.
____ 7. I prefer when decisions are made through group consensus.
____ 8. People have trouble reading me.
____ 9. I work hard to get along and understand people who are very different from me.
____ 10. I am easily able to put myself in other people’s shoes.
____ 11. I find socializing with my team to be generally tiring and not necessary.
____ 12. I intentionally use words or acts of kindness with my staff.
____ 13. I can be a micro-manager at times.
____ 14. I ask people lots of questions and I listen carefully to their answers.
____ 15. I believe that people are motivated primarily by money.
____ 16. I am comfortable asking for advice from my staff.
____ 17. It’s better not to know anything about the personal lives of people who work for you.
____ 18. I think I’m particularly good at sensing how people are feeling.
____ 19. I have been called a perfectionist (in a negative way).
____ 20. When people are upset, I am good at calming them down.
____ 21. I keep people informed of issues that are directly and indirectly related to them.
____ 22. I find that some people can be completely angry with me and I would never know it
until they tell me.
____ 23. I place a high degree of trust in others.
____ 24. When someone at work wants to talk with me, I put down what I’m doing and give
them my full attention.
____ 25. I have very little patience for mistakes.
____ 26. I encourage new ways of doing things.
____ 27. I want group members to feel involved and relevant in decision-making processes.
____ 28. My enthusiasm and energy are infectious in a team situation.
____ 29. I am easily annoyed when people don’t do things the best way.
____ 30. I want to create an environment where the employees take ownership of our mission
and our task.
____ 31. I patiently listen to people with whom I disagree.
____ 32. I like to have a high level of control over all elements of a task.
____ 33. People find it easy to approach me for advice and/or direction.
____ 34. I don’t think that the morale of my team is particularly important if the task gets done.
____ 35. I like to tell members what I want done and how, without needing much input from
them.
____ 36. I actively encourage feedback from team members.
Scoring Write the number you wrote for each question on the blank below. Total the two sections and then subtract the total in section B from section A.
Section A
1 2 4 6 7 9 10 12
14 16 18 20 21 23 24 26
27 28 30 31 33 36
Section A Total:
Section B
3 5 8 11 13 15 17 19
22 25 29 32 34 35
Section B Total:
Interpreting your scores:
Scores are influenced by who you are leading and in what environment. What follows are generalizations. Section A
The highest possible score in Section A is 220. An average score is 140. If you scored over 150, you are in the high range for this section. High scores in Section A usually indicate that you believe:
Employees are self-motivated and can exercise self-control
Employees enjoy work and will naturally want to perform well
People will seek out and accept responsibility
Support is better than control
Relational connection is important at work High Section A scores often indicate that the people you manage perform well and are happy at work.
Section B
The highest possible score in Section B is 140. An average score is 40. If you scored higher than 60 you are in the high range for this section. High scores in Section B usually indicate that you believe or act as though:
Employees are not naturally motivated to perform and need to be carefully directed
Employees dislike work and will probably avoid it if given the chance
People will naturally shy away from responsibility and have low ambition
Control is more necessary than support
Relational connection is not very important at work High Section B scores may indicated that the people you manage are not performing as well as they could and are less happy at work. ______________________________________________________________________
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QUESTIONS TO CONSIDER 1. While reflecting on the leadership actions listed on page 10 and the various questions on
pages 12 and 13, what aspects of leadership come easiest for you? ______________________________________________________________________________
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2. What aspects of leadership do you realize you need to refine and/or work on? ______________________________________________________________________________
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3. What is the biggest leadership issue you are facing right now? ______________________________________________________________________________
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Leadership Tasks
Encourage innovation Provide the time and space for people to think. Collectively work through issues of inefficiency and fix problems. Create space to generate ideas. Measure success Remember to acknowledge what has been accomplished. Have regular structured times to review the success of your team so that people can see the progress they are making. Measure success by reviewing the goals that have been set, determining if the tasks were completed, and assessing if the desired outcomes have been achieved. Confirm priorities Often employees have different perceptions than their leaders about what tasks are the most urgent. Be explicit about priorities so that team members don’t have to guess. Periodically confirm priorities with employees. Anticipate problems In addition to focusing on vision and goals, remember to ask the question, “What kinds of negative consequences could this plan of action create?” Plan for both success and failure. Wander In order to lead well, you must have an appreciation for the day-to-day experiences and priorities of your staff. Remember to leave your office and move around the organization. Attend meetings you normally wouldn’t from time to time and have conversations with different groups of people. Be available Given your role as a leader, staff will need to meet with you for a variety of reasons, including your expertise. Build connections Make sure you are connecting people to each other. Your team should be relying on each other at every opportunity rather than always on you. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Obstacles to Reaching Optimal Team Performance
When a team is not functioning well, leaders should focus on removing obstacles that may be limiting team performance. Obstacles may be structural or related to the team/personnel. Structural Obstacles
Lack of planning time: Teams must be provided with adequate time to plan. Ensure this is possible and make it an expectation.
Poor goal setting: Consider whether teams have appropriate goals or plans to meet goals. Provide leadership in setting goals.
Insufficient resources: Teams cannot function well without the necessary resources and skills to do their job well.
Unclear roles and responsibilities: Roles and responsibilities are unclear and/or members have different perceptions of who does what. Make sure to clarify expectations.
High workload: Consider whether team members are overwhelmed with the number of tasks required of them or if they are incapable of handling the workload. Make sure expectations are reasonable for them.
Team/Personnel Obstacles
Frequent turnover: How often are team members impacted by changes in team membership? Personnel changes often trigger anxiety or frustration, and typically result in work overload for the remaining members.
Poorly performing team members: Consider whether individuals are putting stress on the team by insufficient contribution or through poorly completed tasks. Ask yourself whether the right people are on the team. Always try to get people doing tasks that they are naturally suited for.
Unresolved conflict: Unresolved conflict takes the focus of people from their work to the conflict itself. When team members are in conflict, leaders must work to resolve it quickly and effectively.
Others? _______________________________________________________________________
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THE INNOVATION PROCESS 1. What’s Next?
These words speak of possibilities, change and new frontiers. Creative and innovative organizations require leaders to always be listening and watching for anything that will spark an idea.
2. Filter Ideas Multiple ideas can come out of the question, “What’s next?” In reality, they shouldn’t all be pursued. Some of them will be bad ideas, or they will not be a good fit for our organization. Ideas need to be filtered, and decisions need to be made about whether to follow them or not.
3. Start Working Once ideas have been filtered and a decision made to pursue, they need to be enacted. What good are they if they remain only a concept, only a possibility? Ideas are meant to be explored, to be built upon and to see where they take us, but they need work.
4. Keep Working When bringing ideas to life, one does not typically move from one inspirational high to the next. There is usually an in-between time where focused and methodical work needs to happen. Expect a stage when things are not happening as planned, and frustration sets in. When these moments come, it is essential to just keep working.
5. Move On Regrettably, not all the ideas brought to life will turn out great. One of the most important aspects of establishing an innovative organizational culture is embracing failure as a part of innovation. All innovation involves the possibility of failure. Trying something and failing should be viewed as a learning experience and a part of the process.
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THE ORGANIZATION AND INNOVATION
Organizational culture has a significant impact on innovation. Regardless of what they say, some organizations develop an environment of innovation, while others do not. Take the quiz below to help determine the degree to which innovation is truly encouraged in your organization.
Reflection: My Organization Answer the questions with a number from 1 to 5, with 1 indicating “This is never true of my organization” and 5 indicating “This is always true of my organization.”
____ 1. People at my work are always trying to find a better way to do things. ____ 2. Our leaders encourage us to find better ways to do things. ____ 3. Our people keep up with industry trends to see what we can learn from how others
accomplish their goals. ____ 4. We often talk about what’s not working and how to fix it. ____ 5. When a service recipient has a concern, after dealing with the concern, we look to see
what we need to learn from the concern. ____ 6. We have a system in place for sharing new ideas. ____ 7. We have a system in place for brainstorming how to implement new ideas (how to turn
new ideas into innovations). ____ 8. We have a system in place to make sure innovations are actually implemented or at
least attempted. ____ 9. We have a process for monitoring the success of our innovations. ____ 10. We have a process for ensuring innovations are modified based on what we’ve learnt
from testing them.
_____ Total
Understanding Your Score 10-23: Your organization does not encourage innovation. You are encouraged to take the content of this workshop and apply it at work. But be warned: There will be lots of push-back. Reduce resistance by restating the goals you all share as the reason you want to innovate. 24-37: Your organization encourages innovation to a certain degree. Chances are, people talk about innovation and have a general respect for it, but when innovation requires sacrifices, people default to what they normally do. Use whatever influence you have to increase the amount of incremental innovation around you, while engaging people in thinking about what the possible rewards might be if you took even bigger risks. 38-50: Your organization encourages innovation. Use the information in this course to find out how you can actively participate in your organization’s innovative culture, and use the workshop as an opportunity to think of even more ideas for the problems which confront you presently. Reflection 1. What is your organization’s biggest strength in innovation?
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2. What could be done to increase or augment your organization’s strength in innovation to be
even stronger? What could you do to help?
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3. If your organization was to become better at innovation, what would its next few growth steps be?
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4. Given your sphere of influence, what part could you play in #3?
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Keep It Simple Often simple solutions are the best kind, but in an effort to be innovative, we can get overly complex. Below are suggestions to help you: Aim at Simple First. Remember that simple changes are the least expensive and have the fewest “bugs.” Focus on the Core. Improve the most important aspect of your client’s experience. For example, sometimes hotels make the mistake of improving everything about what they do except what is most essential: good beds. Don’t be like these hotels: when seeking to innovate, start with the most important thing you do for clients and make that better. Know What Makes You Attractive to Clients, and Improve It. New services aimed at your present demographic are more likely to succeed because you are attractive to that demographic. Services that are more like your present ones are more likely to succeed because you understand them. If you know what your clients like about you, you can give them more of it, or do it better. Aim to Address Complex Problems with Simple, Elegant Solutions. Many organizations seek to innovate by adding so many services and options that they overstretch their staff and confuse clients. As a result, they do nothing well. Below is a process to avoid this problem: 1. Answer the question: What do our target clients need from us to succeed?
a. What prevents our team from succeeding more than they do? b. What have people (ourselves or others) done in an attempt to address these
problems? 2. How much time and money would our target clients be willing or able to give in order to
solve the problem? 3. What simple, elegant solution would address one of the client’s problems? Combine Two Things Not Previously Combined Before. Consider what you know about what works from other disciplines with which you are familiar, and use that knowledge to address the situation at hand. There is a special area of expertise we all possess that is often overlooked: Our own lives. For example, at Walt Disney Studios, writers are asked to dig deeply into their own experiences to write in a way that connects with their demographic.
We often come up with innovations or innovative ideas that the client can't or won't pay for. Consider the following workarounds: Market the service to someone
in the organization who has access to more funds.
Charge the client incrementally.
Make the service cheaper by outsourcing some aspect of it.
Be Positive: People are more creative when they are in a good mood. Candid Dialogue is fostered. Innovative leaders are able to take very different points of view in the company and synthesize them into something new. But if people feel they must agree with management and each other, this potential is never realized.
How to Foster Candid Dialogue 1. When you’re in a discussion, initially hold back on sharing your own opinion. Ask questions
like:
What do you think of our situation?
What do you believe needs to be addressed here?
What are the flaws with our present way of doing things?
How could we make it even better?
What do you see as the potential problems with my argument?
If you ran the organization, what would you do? 2. Once they’ve shared, say, “Can I tell you what I think?” Give your complete honest
opinion, but without making any personal comments about anyone. Consider the following order:
a. Where you agree with the person. b. Where you are unsure. c. Where you disagree with them at this point.
3. Conclude with a statement that makes the candid dialogue okay, but does not gloss over or
ignore the disagreement. You can also propose next steps:
Thanks for this conversation. It’s really helpful for me to be able to dialogue like this with you.
I know it can be work to deconstruct things like this, but I think this stuff really matters.
Let’s talk more.
I’d like to think about this more. Can you let me know if you have any new thoughts?
I wonder what Sally would say?
Would you be able to look into this for me? (Or Would Sally be able to, or Do you mind if I look into it...)
Where do you think this fits on our list of priorities? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Reflection: Candid Dialogue Whom do I tend to disagree with? __________________________________________________ On what topics do we disagree? ______________________________________________________________________________
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What could I do that would foster candid dialogue between us? ______________________________________________________________________________
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Find out about the lives of your clients: People are more innovative when they are thinking about the needs of the beneficiaries of their services. Work on your relationships with management: People who have strong relationships with their managers perform better overall and in the area of innovation specifically. Work on your relationships – everywhere: People who have more supports – both at work and at home – are more innovative. Reflection: Where do you excel in the above (pages 16-18)? Where could you improve? What would it take to change? ______________________________________________________________________________
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PREPARING FOR THE DIFFICULT CONVERSATION
The key element of any difficult conversation that you will be involved in is you. You are the only part of the conversation that you have ultimate control over, and therefore it is very important that you exercise that control by answering some key questions.
Your Thoughts and Feelings
1. Be clear with yourself about why you are having the conversation.
What outcome are you after?
What do you want to accomplish? By focusing on how you want the relationship to look after the difficult conversation, you can maintain direction and focus during the conversation. 2. Challenge your assumption.
What are you unsure about?
What have you assumed about the other person or situation? Typically, humans interpret the actions of others through their own lens of experience and make assumptions about the action based on the effect it has on them. 3. Shift from judgement to curiosity.
What else might be at play?
What might you want to ask about? This simple act alone can often make it easier to talk to the other person without letting your emotions take over. 4. Check your mood.
Am I in the right frame of mind to have the conversation?
Are there things that are weighing on me that might affect how I react? Your feeling both about the situation, the other person or what experiences you may have just encountered can cloud your ability to focus on the conversation at hand.
THINK ABOUT YOUR SITUATION Have a look at the difficult conversations you have had that you circled on page 6 and look at the conversation(s) that you are anticipating having in the near future. What are some of the common elements? What makes them difficult? Is it the topic? The person you are talking to? Maybe the expected outcomes were very important to you? Perhaps you are or were not in a good space to have the conversation? Invariably, many factors can help make a necessary conversation difficult. Did you find any patterns in your difficult conversations? ______________________________________________________________________________
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What do you think that says about you? ______________________________________________________________________________
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What feelings come up when you think about the situation you have to deal with? ______________________________________________________________________________
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What assumptions are you making about the situation? ______________________________________________________________________________
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Get curious: What are some possible reasons for the situation? Consider the perspective of the other person. ______________________________________________________________________________
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SKILLS FOR THE DIFFICULT CONVERSATION 1. Practice unified detachment. This is an approach that focuses on reframing the problem or
issue, so that instead of having one person working against the other, both work together against the problem. For example, when a teacher and a parent are discussing a student’s poor behaviour, it can be really easy for each to blame the other, but by remembering that both the teacher and the parent want the student to behave so he can get the most out of his education, it becomes easier to work together.
2. Don’t try to “win” the conversation. Your goal is to share the information or to solve the problem. Both outcomes require both parties to work together. Trying to win turns the conversation into an argument and leaves you in a position where nothing gets positively resolved.
3. Help the other party to feel safe. Reassure them of what your intentions are and be sure you maintain a respectful approach. This also means being aware of how involved your emotions are and what your triggers are so that you can avoid them, or at least moderate them. Keep this in mind throughout the conversation.
4. Remember to get curious. Think about your attitude and preconceptions about the person you are dealing with and about the situation. Could they be colouring your approach? Your feelings going into a difficult conversation will exist – what matters is being aware of them and not letting them control your behaviour or your reactions.
5. Choose the right time and place to have the conversation. Selecting a time that is not already emotionally charged will help facilitate the conversation. Give the person you are talking to advance notice (if possible) so they can prepare and you can have a productive discussion. Often, choosing a neutral place to meet can help facilitate open discussion – meeting in your office can create additional power imbalance, hindering the discussion.
6. Often what can be helpful is some “mindful breathing”, which can help centre and relax your mind and body. Box-breathing is a common exercise, but there are many others around. Experiment with what works best for you. Box-breathing involves you paying close attention to how you breathe. First, make sure you are seated comfortably. Close your eyes to help facilitate you concentrating on your breath. Next, breath in for a count of four. Then hold that breath for a count of four. Breathe out for a count of four and keep your lungs depleted for a count of four. Do this cycle ten times and you will feel your pulse slow and along with that, your mind. A four-count is not critical – choose a count that works for you.
BEGINNING THE DIFFICULT CONVERSATION
Now it is time to begin the conversation. There are some things to keep in mind when beginning the difficult conversation.
1. Open the conversation safely. Stay away from things like “We need to talk” or “Come see me”, as that can often raise alarm in the person you are intending to talk to. Openings like “I have a question for you” or “Can we talk about something that will help us both out?” can go a long way to easing the mind of the person on the receiving end.
2. Set the tone. While it is true that you are conducting the conversation, it is best to manage it with casual discussion and genuine openness. The attitude and emotions you portray at the start will determine in large part how the conversation goes. Opening aggressively will make argument more likely. Beginning quietly and awkwardly will make silences and stilted conversation take place.
3. Blame your job or your role for the conversation. This helps depersonalize the conversation. For example, a police officer can say things like, “As an officer of the law, I am required to issue this ticket to you.” A teacher can say, “As a teacher, I sometimes have to ask difficult questions of parents.”
4. Be direct and respectful. It is not always the easiest, but it is the fairest for all involved. Make sure that your tone of voice conveys a genuine interest in resolving the issue, rather than laying blame.
5. Be clear about why you are there, to yourself and to the other person. You are both there for a reason, so be sure you both know what that reason is. Be sure to talk about the situation that made the difficult conversation necessary, whether you are delivering bad news or attempting to solve a problem. Name it explicitly. It is critical that all participants are clear on the purpose of the conversation in order for the conversation to have a positive conclusion.
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COACHING MINDSET AND BELIEFS
Mindset
A leader, when coaching, exhibits the following in their mindset: 1. Curiosity
2. Vulnerability (Humanity)
3. Supportiveness
4. Others?
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Beliefs
A leader, when coaching, believes that: 1. Each person is unique
2. Intrinsic motivation is the best possible motivator
3. Being clear about expectations is critical
4. The leader’s role includes providing accountability with support
Discussion
1. Imagine you are being coached. As a table come up with a mindset or belief that you all think is critical for a coach to demonstrate.
2. Then list ways the coach could demonstrate that belief concretely. ______________________________________________________________________________
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NONVERBAL COMMUNICATION SKILLS Body Language As noted earlier, body language can be as powerful as our words. If you appear uninterested and absent from the conversation, the interaction with the person you are helping is greatly affected. In your interaction with others, pay particular attention to the following:
Posture Eye contact
Gestures Tone and volume
Personal space Facial expressions
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Silence While silence is sometimes awkward, it can also be very useful. It provides time to think about and experience feelings. There is a lot of work that happens internally during silences. What is your experience and comfort level with silence? Are there ways you make room for it? ______________________________________________________________________________
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Small Encouragements Whether during silence or conversation, simple gestures or statements are important to let the person know you are listening. E.g., nodding, saying: “Really”, “Sure”, “Okay”, “Yes”, etc. … ______________________________________________________________________________
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Roadblocks to Communication Criticizing
“It’s your own fault you got yourself into this situation.”
“You don’t even listen to what I have to say.” Diagnosing
“I know exactly why you did that.”
“I wonder if that really is the problem.” Moralizing
“If I were you, I never would have done that.”
“I can’t believe you said that.” Patronizing Advice
“I think the best thing for you to do is…”
“What you need is…” Excessive Questions
“What did you do that for?”
“What were you thinking?” Reassuring
“It’s really not that bad.”
“There’s always a light at the end of the tunnel.” Diverting to Yourself
“Speaking of being angry, one time I…”
“I know exactly what you mean – the way I handled that situation is...” Reflection Think about a time when you felt frustrated when trying to tell someone something. What was the other person’s response? ______________________________________________________________________________
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What types of roadblocks to communication do you notice may slip into your listening? ______________________________________________________________________________
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WORKPLACE FACTORS IN WELLNESS It is well recognized that wellness at work involves not only individual skills and health; the workplace culture and environment set the tone and policies that support the employees. Organizational Factors
Workload – clarity of responsibility, amount of time and effort required.
Resources – are the tools and materials needed for the trade available to the worker?
Salary and remuneration – payment and compensation for services.
Training – matching of tasks to skill and education; provision of extra training.
Supervision – consultation and support for extra learning and management of role.
Which organizational factors are strengths and which are stressors in your work environment? ______________________________________________________________________________
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Agency or Workplace Culture Factors
Clear mission and values of the organization are communicated and embodied.
Employees feel their contribution is valued by all levels of the organization.
Respect is felt by all people involved in the agency.
Sense of cohesion and teamwork.
An atmosphere of trust that there will be support when tasks get challenging or overwhelming
Recognition of work hazards (e.g., empathy fatigue) and support for self-care.
Active policies and time allotment to employee wellness.
Recognition and support for balance of work family stress. Which agency culture factors are strengths and which are stressors in your work environment? ______________________________________________________________________________
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A WHOLISTIC APPROACH TO WELLNESS Although there are predictable factors that commonly contribute to more or less wellness, each individual will have a very specific picture of their own places of strength and vulnerability that contribute to an overall sense of wellness that may shift over time.
As we explore these areas commonly affected by work stress, you may wish to note areas of strength and resilience as well as noting where your tendency for vulnerability may show up. ______________________________________________________________________________
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Balance
Physical
Cognitive
SocialSpiritual
Emotional
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