leadership 2.0 for the level - american society of health

Leadership 2.0Advanced Training for the Next Level

Jennifer Tryon, PharmD, MS, FASHPSam Calabrese, RPh, MBA, FASHP

Disclosure

In accordance with the ACPE’s and ACCME’s Standards for Commercial Support, anyone in a position to control the content of an educational activity is required to disclose their relevant financial relationships. In accordance with these Standards, ASHP is required to resolve potential conflicts of interest and disclose relevant financial relationships of presenters. • In this session:

All planners, presenters, reviewers, and ASHP staff report no financial relationships relevant to this activity.

Session CreationTHE WHY

• Build off the Leadership Bootcamp• Identify areas to focus on following entry level leadership position• Using self‐reflection to guide your path• Focus on the importance of relationships

23rd Annual ASHP Conference for Pharmacy Leaders Leadership 2.0 Advanced Training for the Next Level

©2018 American Society of Health-System Pharmacists of 19

Objectives

• Explore strategies to navigate promotion and the transition from managing front line staff to leading leaders

• Utilize the elements of The Empowerment Dynamic (TED) to combat the Dreaded Drama Triangle (DDT)

• Develop strategies for handling and managing leadership performance issues

DeclarationWho am I?

The Leadership Journey

• The path forward is not a straight line

• Open every door you can• Optimize this opportunity

– Experience– Fail – Learn– Contribute

• Invest in yourself



Where does Strategy Fit?

Mission

Values

Vision

Strategy

Goals, Objectives & Tactics

Performance Measures

Self‐reflection

• Understand our values and motivation• Identify

– Strengths– Weaknesses– Opportunities

• Learn from success and failures• Identify purpose and goals

Personal Mission Statement

• Provides clarity for yourself• Provides guidance toward a decision on a particular job• Provides a sense of purpose• What is your brand?

– Defines your values– Defined your goals



Steven Covey (in his book First Things First)

Refers to developing a mission statement as “connecting with your own unique purpose and the profound satisfaction that comes from fulfilling it.”

Clearly Knowing Your Purpose

• CEO of your career• What is your career legacy?• Personal mission statement – provides clarity and purpose

JT: To love God and people, to live in accordance with my values, and to find and inspire joy in myself and others.

Step 1 – Identify Core Values

• What attributes identify who you are?• What shapes your life's decisions?• What drives you day to day?



Step 2 – Identify Successes (Strengths)

• Where have you been successful in the past?• What did you identify as your strengths?• What weaknesses did you identify?

– Why is this important for your mission statement?– Vulnerability assists with developing a strong statement.

Step 3 – What Are Your Goals?

• Where do you see yourself in the future?– Try not to focus on titles. – What do your past successes tell you?– How can you leverage your strengths?

• What are your personal goals?• Short term vs Long term



What else to consider

• Embrace vulnerability – Know what your strengths AND weaknesses

• Building your team – Difference = synergy

Your Mission Statement

• What Values do you hold (intent vs content)• What does success look like for you• Embrace vulnerability – Know what your strengths but also your

weaknesses• Building your team – Difference = synergy

3 Vital QuestionsTM for Creating Empowered Work and Life



Where are you putting your focus?Are you focused on problems or on outcomes?

How are you relating?• How are you relating to others, your experience and yourself?• Are you producing or perpetuating drama or empowering

others and yourself to be more resourceful, resilient and innovative?

What actions are you taking?Are you merely reacting to the problems of the moment or taking creative action (including solving problems) in service to outcomes?

3 Vital QuestionsTM for Work and Life

1st Vital Question:Where are You Putting Your Focus?

3. The FISBE Mental Model:Focus

Inner StateBEhavior

Key Concepts

1. Mental Models = Mindsets = Orientations

2. Default: Natural and Habitual Behaviors

Where are You Putting Your Focus?



Time

Problem Outcome

Problem

AnxietyReact

VisionOutcome

PassionBaby Step

Results

Time

Results

+

+

- -

-

+ +

+

+• ATTENTION

• INTENTION

• RESULTS

DISTINCTIONS

Adapted from Bob Anderson

– The Leadership Circle –www.theleadershipcircle.com

Used with permission

Primary Orientations

2nd Vital Question:How are you relating?



Feels Powerless/HopelessDream Denied/Thwarted

“Poor Me”

Dominates Blames, Tears DownFears Own Victimhood“You Poor #%@!!”

Keeps Victim 1‐DownFears Not Being Needed

“Poor You”

= Situation= Identity

VictimizationVictimhood

“The Problem”“Pain Reliever”Rescuer Persecutor

Victim

DDT: Dreaded Drama Triangle ™(Karpman Drama Triangle)

Time

Problem

AnxietyReact

VisionOutcome

Passion“Baby Step”

Results

Time

Results

Adapted from Bob Anderson

– The Leadership Circle –www.theleadershipcircle.com

Used with permission

Victim CreatorMake the Shift by

Adopting a Creator Orientation

Power of TED* FISBEs

© 2017 – David Emerald Womeldorff – The Power of TED* ‐ www.powerofted.com All Rights Reserved

Owns Power to Choose & RespondFocuses on Outcomes

“I Can Do It”

Calls Forth Learning & GrowthProvokes/Evokes ActionConscious/Constructive

Unconscious/Deconstructive“You Can Do It!”

Supports & AssistsFacilitates Clarity by Asking

QuestionsListens Deeply with Curiosity“How Will You Do It?”

Creator

Challenger Coach

TED* (*The Empowerment Dynamic) ™



Internal – within yourself; how you “meet” your experience

External – your relationship to others; how you interact with others

We cannot force others to make “shift happen” in their own lives!

Shifts – Two Levels

Creator

Victim

Persecutor

Challenger

Rescuer

Coach

Choice Point

Making Shifts Happen:

Creator

Victim

• What is the dream denied/thwarted? What do you/they really want?

• Reframe the “problem” that feeds the Victimperspective into an “outcome” the Creatorcan begin to move toward.

• Shifts from hopeless to possibility

• Move from reacting to choosing

Internal: What do I want? How do I choose to respond?

External:

Facilitating the Shift



Coach

Rescuer

• How are you seeing the other– as a problem to fix or as capable and resourceful?

• What questions will help clarify an outcome, current reality, or generate possible “baby steps?”

• Shifts from fixing to letting go

• Move from telling to asking

Internal: How do I take responsibility for my self care?What support do I need?

External:


Challenger

Persecutor

Internal: What has this (person, condition,or situation) shown up to teach me? How can I grow and develop?

• What is the intention?

External:


“Looking Good” IntentHow you want to LOOK to others

“Learning” IntentHow you create LEARNING with others

• Look good – even at other’sexpense

• Be right; be the hero• Be smart; be the winner• Based on judgment & control• Use your energy to protect how

you are seen• Connect only if it is useful to

your own agenda and/or “fake” connection

• Makes others wary, reluctant toengage or forgive error

• Puts self above (belittles)

• Focus on learning• Enhance capacity and capability• Maintains integrity – no hidden agenda• Based on respect and care• Use energy to create safe space• Create & sustain connection even

when there are differences/obstacles• Helps others be willing to engage or

forgive• Builds up others

Derived from work of Diana CawoodUsed with Permission

Intention Mindsets



Challenger

Persecutor

Internal: What has this (person, condition,or situation) shown up to teach me? How can I grow and develop?

• What is the intention?

• What learning or development is the situation calling for (that will spark the other to action)?

• Shifts from controlling to compassion

• Move from putting‐down to building‐up

External:


Creator

Victim

Persecutor

Challenger

Central Question: Essential Shift:

What do I want? Reacting Choosing

What is my intention?Putting down Building up/Learning

Rescuer

CoachHow am I seeing

the other?Telling Asking

Making Shifts Happen

Vision/Outcome

Current Reality

Supports Inhibits

• Vision/Outcome‐ What do you want?‐ If you had it, how would you know?‐ Success Criteria

“Baby Steps”

• “Baby Steps”‐ Immediate/Short Term‐ Actionable/yours to do‐ Learn/Adjust

• Current Reality (Balanced Assessment)‐ Supports: things to leverage‐ Inhibits: problems/obstacles

Dynamic Tension: The Process of Creating OutcomesWhat actions are you taking?



Managing Managers

Skill categories for leaders

• Performance – how they are “doing” their work every day• Goals – what their long range commitments and measurements• Values – how you behave

Is one of these categories more important in a strong leader than others?

Managing Managers: Same or Different?

• Consider this… is it accurate to state that you have different expectations of your leaders with regard to:– Higher expectations?– Higher visibility of performance?– Skill differentiation?– Managing their calendars?– What about values… do you have the same or higher standards for leaders?

• Your “people management” approach should address your higher expectations

• Your challenge: Invest in them… and know when and how to divest if necessary



GOAL: align leader performance with desired outcomes

• Focus on opportunities to create desired behaviors• You can motivate behaviors by setting goals and consistently measuring

them– Set goals together – Outcomes reinforce behavior

• Measurement cadence– Balance between enough time to collect data and measuring progress

Studer, Q., 2003. Hardwiring Excellence. 1st ed. Gulf Breeze, Florida: Fire Starter Publishing.

Studer ‐ HML

• Your time should be spent with high performers, encouraging their behaviors while encouraging innovation and new ideas

• Conversations:– Tell them where the organization is going– Thank them for their work– Outline why they are so important– Ask is there anything you can do for them


Middle performers

• Reassure that you want to retain them• Support ‐ Describe the good qualities• Coach – Cover development opportunity• Support – Reaffirm good qualities




Low Performers

• If you have done your job up to this point there will be a decision to be had… – Align behavior with expected outcome, or– Leave the organization/be asked to leave

• There are consequences to continued low performance• Managing low performers up or out

– Do not start the meeting with a positive note– Describe what has been observed– Evaluate how you feel– Know consequences of continued same performance


Low Performers

• The impact of negativity (performance and behaviors) takes a toll on a team

• Value performance, not credentials, seniority, and years of service • Inaccurate or watered down performance reviews and progressive

discipline can add challenges for moving someone out of the organization


Performance Improvement Plan of Progressive Discipline?

• Performance Improvement Plan – used if you can coach or train the leader into the necessary behavior/performance

• Progressive Discipline – used if training will not lead to the outcome you want.– Leader has been coached with clear expectations and no change in outcome

• Reasons for the failure to behave or perform– Bad choices– Inabilities– Job or Leader mismatch



PIP

• Behavior/Performance Improvement Plan• Actions to improve• Resources• Supervisor’s Role• Progress (or lack of progress)

Case

• One of your direct reports is a manager over a highly regulated and financially important program

• They are skating along, under the radar • Other team members are performing the work, which makes uncovering

the issues difficult• On numerous occasions you have coached the individual and they indicate

that your expectations are very clear. Yet, the behavior continues• Typical responses:

– “no one told me to provide an impact analysis”– “I’m not the only one responsible for this program”

Self Evaluation



More Case Information

• The leader is on disciplinary action for lack of accountability and not producing information in a timely manner (if at all)

• When asked how they can be exceptional in all values given the documented progressive discipline she responds with “why not”?

• You have the following conversation– Do you think you are performing at a manager level? Response: No. – Then why did you mark yourself as the expert across all categories of your

APR? Response: Because I was being a smart aleck.• What actions do you take at this point?

Case 2 – The Justified Outburst

• Assistant Director Jim meddled in the business of his peers, often offering unwanted advice and guidance. His peers considered him a nuisance and wished their leader would dismiss him.

• Jim was frustrated that his offers to help others fell on deaf ears. One day his sent an inflammatory email to them, accusing them of hypocrisy for not allowing him to help when they constantly made statements about being overworked. He ended his email with the statement “this is a lousy team to work with”.

• Later that day Jim saw his boss and said, “I did a bad thing, but at least I got people’s attention.”

• As the leader, how do you proceed?

Tips for Sharing Feedback



Feedback

• Essential for performance and leadership effectiveness• Negative feedback

– Allows to monitor performance– Make necessary changes

• Leaders who seek comprehensive feedback can be perceived as more effective

• Reactions– Negative feedback – defensive, angry, self‐conscious (which impairs

effectiveness)– How do you perceive the “givers” motives– How do you sift through the content for meaningful information

Tips to help your conversations

• You can hear anything if you perceive the intent is good and the person cares about you

• Addressing the “Why didn’t anyone tell me?” question• WHAT you say and HOW you say it• Feedback is more difficult if you perceive you have done a good job• Set objective goals and measurements• Don’t rush to react



KEY TAKEAWAYS

1) Create a personal mission statement for your leadership journey.

2) Drama is a component of any teams. Managing drama will improve success.

3) Leaders/managers may also require management.



leadership 2.0 for the level - american society of health

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