How to Effectively Monitor SD-WAN and SASE Environments with ThousandEyes
LDP - Day 2 slides
1. Agenda for Day 2
• Recap of Day 1
• Common Purpose
• Controversy with civility
• LUNCH
• Consciousness of Self
• Congruence
• Systems Thinking
• DINNER 1
7. HOW IS THE LDP AN
ILLUSTRATION OF
ADAPTIVE/ TRANSFORMATIONAL
LEADERSHIP ?
7
8. RECAP Day 1
• Leadership for Change v/s
Change Leadership
• Citizenship (Citoyenneté + Civisme)
• JFK Speech
8
9. Community Value
Citizenship
Believing in a process whereby an
individual and/or group become
responsibly connected to the community
and to society through some activity.
9
11. COLLABORATION
Collaboration – The social change
model defines collaboration as:
• working together toward common
goals / common purposes
• by sharing responsibility, authority,
and accountability in achieving these
goals.
11
12. COLLABORATION
Not to be confused with…
• Competition
– Work hard to do better than others
• Co-operation
– helps each party to achieve its own individual
goals, not common goals
• Compromise
– involves a party losing something in order to
accomplish goals 12
17. OBJECTIVES OF THE SESSION
• By the end of this session, participants will
be able to:
– Describe the three key components of
Common Purpose
– Engage others within a group to generate
shared Visions, Aims and Values
– Identify or Develop Common Purpose
within groups that they are part of
– analyze the role of common purpose within
other aspects of the Social Change Model of
Leadership Development
17
19. COMMON PURPOSE
• Common Purpose has 3 key components:
– its occurrence within groups
– its presence in shared visions, aims,
and values
– and its role in working with others.
19
20. COMMON PURPOSE
1 - Groups
What is a Group?
– Groups contain more than just a single
person
– Groups strive to achieve a certain
purpose or goal
– Groups involve some sort of interaction,
cooperation, or commitment to the
common goal
20
21. COMMON PURPOSE
2 – shared Vision, Aims, Values
Definitions
• Vision: What is the group’s ideal
future?
• Aims: Why does the group exist?
• [Core] Values: How do group
members agree to treat
themselves and each other
21
22. COMMON PURPOSE
2 – shared Vision, Aims, Values
CP is a Steadying and Bonding Force if
• it has truly originated from the
group
• the group is truly invested in that
common purpose
• it is fully embraced by all members
of a group, not just its ‘leaders’.
22
23. COMMON PURPOSE
3 – Working Together
• Decision making: 6 methods, depending on
context, the type of decision, and time
available for discussion
– Decision by authority without discussion
– Decision by authority after discussion
– Expert member
– Average members’ opinions
– Majority control
– Minority control 23
24. COMMON PURPOSE
3 – Working Together
Decision making – Consensus
– ALL team members have been given the
opportunity to share their thoughts
– ALL are comfortable with the decision
– ALL are willing to support its implementation
– Does not necessarily imply that everyone is
satisfied
– Can be a very difficult thing to achieve
– Is not necessarily always the best option !
24
26. COMMON PURPOSE
Related Concepts (1)
• Personalized vision - Created when the
“person in charge” comes up with their
own vision or plan and passes it on to
other group members or subordinates.
26
27. COMMON PURPOSE
Related Concepts (2)
• Socialized vision - Constructed when
group members collectively contribute
toward developing their group’s purpose
and aims.
27
28. COMMON PURPOSE
Related Concepts (3)
• Consensus - Method of group decision-
making in which all group members have
had the opportunity to voice their
concerns and are comfortable enough
with the decision to support its
implementation, regardless of whether
all or most group members fully agree with
the decision (Rayner, 1996).
28
29. COMMON PURPOSE
Challenges
• A person’s inflexibility with engaging
others in their own personalized vision.
• A group becoming paralyzed within the
process of developing a socialized vision.
• Regularly revolving memberships make it
difficult to keep the group’s vision and
common purpose meaningful.
29
34. OBJECTIVES OF THE SESSION
• By the end of this session,
participants will be able to:
– Understand the differences between
conflict and controversy.
– Engage in meaningful dialogue and
include it in the process of controversy.
– Feel comfortable voicing one’s opinion
and take into consideration the opinions of
others.
36. CONTROVERSY
WITH CIVILITY
Controversy with civility challenges
group participants to discuss diverse
opinions and perspectives, while
maintaining respect for those sharing
other views
37. CONTROVERSY
WITH CIVILITY
• Controversy – involves differing opinions,
but positions are not staked out.
Controversy draws everyone together to
discuss differing perspectives.
• Civility – voicing disagreement and
responding to disagreement from others in a
way that respects others’ points of view.
Civility can be a value, an attitude, or a
behavior.
38. CONTROVERSY
WITH CIVILITY
Key concepts: Conflict v/s Controversy
• Conflict – opposition in nature, conflict
draws a line with people taking one side or
another.
• Conflict builds opposing sides and seeks to
convert members to one side. It is
oppositional in nature.
• Controversy allows for sharing and
considering multiple points of view before
coming to a group decision.
39. CONTROVERSY
WITH CIVILITY
Key concepts: Dialogue v/s Debate
• Dialogue – coming to a shared meaning or
new understanding, engaging for everyone to
understand an issue better.
• Debate – opposing sides trying to show the
other side as wrong with the goal of winning
the argument.
Defense of position and challenging of other
viewpoints are evidenced.
40. CONTROVERSY
WITH CIVILITY
Key concepts: Worldview
• Worldview – perspectives (or frames of
reference) that impact an individual’s
approach to any situation..
• It depends on one’s
– gender view
– racial or ethnic view
– religion, and other cultural contexts or heritages,
41. CONTROVERSY
WITH CIVILITY
Worldview
• A person’s worldview, or frame of
reference, determines what perspectives
they bring to the group.
• Members of a group must be aware of and
respect each other’s worldviews in order
to pursue their common purpose.
42. CONTROVERSY
WITH CIVILITY
Worldview
• What other factors influence an
individual’s worldview?
• Is it possible to change one’s worldview?
• Can 2 persons have the same worldview?
• Are disagreements ‘normal’?
>> It is all about how disagreements are
dealt with
43. CONTROVERSY
WITH CIVILITY
Positive and Negative Controversy
• Positive controversy comes from group
members’ differences in values and ideas.
• Negative controversy comes from such
group flaws as a lack of decision-making
processes or unresolved prior
disagreements.
44. CONTROVERSY
WITH CIVILITY
When absent, we see that
• Those who disagree are treated as:
– Disloyal
– Less intelligent
– Negative
• People avoid disagreeing openly
• Less Collaboration, Common Purpose?
• Less Commitment
45. CONTROVERSY
WITH CIVILITY
Working towards it : Trust
• Group members must trust that the other
members of the group will respect their
opinion, whether or not they agree.
• Group members must trust that the process
of controversy with civility, although it calls
for vulnerability, will help the group arrive at
a better decision.
46. CONTROVERSY
WITH CIVILITY
Working towards it : Dialogue
• Dialogue engages each differing point of
view
• Dialogue seeks to bring everyone to a
shared understanding of the issue.
• Dialogue encourages individuals to
examine what underlies their
assumptions.
53. TO BE OR NOT TO BE
• Take your Top 5 Values
• Assess how much Time & Energy you
spend per week
– Going TOWARDS your own values
– Going AGAINST your own values
• Identify the Obstacles
55. Walking the Talk
• I value Ethnic Diversity
– Always- ,Sometimes- ,Never-
• I stop my friends when they make
inappropriate jokes on race and religion
– Always- ,Sometimes- ,Never-
• I value Honesty
– Always- ,Sometimes- ,Never-
• I always tell the truth to my father
– Always- ,Sometimes- ,Never-
56. Walking the Talk
• I value Freedom
– Always- ,Sometimes- ,Never-
• I stop my friends when they criticise the
way other people dress
– Always- ,Sometimes- ,Never-
• I value Equality
– Always- ,Sometimes- ,Never-
• I will refuse a job if I do not go through
the normal recruitment process
– Always- ,Sometimes- ,Never-
57. Discussion Questions
• The essence of learning is …
– Change
• Can we speak of learning if no change has taken
place?
• What do we need to do to ensure learning?
• The essence of leadership is …
– Change
• Can we speak of leadership without change?
• How important is change, vision, mission, values
to leadership?
59. OBJECTIVES OF THE SESSION
• By the end of this session, participants
will be able to:
– demonstrate a clearer meaning of
‘consciousness self’
– demonstrate a better consciousness of
themselves
– understand the link between consciousness
of self and leadership
63. What is consciousness
of self?
• Consciousness of Self refers to an
awareness of one’s own relatively stable
personality traits, values, and strengths and
being mindful of actions, feelings, and beliefs.
• It is not an end point that can be reached;
instead, it is adopting a way of life that
promotes constant learning about what is
most important… it is an inner journey.
64. What is consciousness
of self?
• Is being conscious of self the same as
being self-conscious?
– Being afraid to act because of what others will
say …
65. Benefits of
Consciousness of self
• It is important for leaders to understand
their own inner sense of identity.
• This understanding helps building self-
confidence while recognizing limitations.
• Individuals become aware of their
motivation and consider new ways to
contribute to groups and teams.
66. Aspects of Individual
Identity
• There are multiple ways that individuals can
differ.
• Our identity can by influenced by
1. our values and principles, culture, faith, family,
generational peers
2. our personal style – timid aggressive, organized,
optimistic, patient, easy-going
3. our talents, skills and specialized knowledge
4. our aspirations and dreams – how do we define
success
5. others’ perceptions of us.
67. Importance of introspection
• Constant ‘busyness’ does not let itself to
consciousness of self
– need to retreat from doing
– introspection (not what should I do next BUT who
am I, how would I describe myself? What are my
values? Why am I here? What is the meaning of
life? Making a career or making a difference?
• When you decide to go, it is a different going
because you stopped. Stopping makes the
going more vivid.
68. Leisure
What is this life if, full of care,
We have no time to stand and stare.
No time to stand beneath the boughs
And stare as long as sheep or cows.
No time to see, when woods we pass,
Where squirrels hide their nuts in grass.
No time to see, in broad daylight,
Streams full of stars, like skies at night.
No time to turn at Beauty's glance,
And watch her feet, how they can dance.
No time to wait till her mouth can
Enrich that smile her eyes began.
A poor life this is if, full of care,
We have no time to stand and stare. William Henry Davies
69. Food for thought
• Sometimes a person’s greatest flaw is a
positive style that has gone too far.
• How?
• Improvement on weaknesses is useful but
the greatest room for growth is in areas of
greatest strength – work on one’s talents
70. Becoming Conscious of
Self
• Developing consciousness of self requires
intentional actions.
• These include
1. a practice of reflection
2. openness to feedback
– strength and weaknesses - non defensive, listen
without interrupting, ask clarifying questions –
does not imply accepting everything – should not
take a toll on self-confidence and motivation,
integrating advice of others
3. learning about the self through assessment.
71. Mindfulness
• Mindfulness focuses on more than simply
understanding our personality.
• It is the ability to simultaneously act and
observe our actions in the present
moment.
• Being mindful allows us to choose how to
respond in situations (Covey).
73. Consciousness of Self &
7 Cs
• Becoming conscious of self lets us assess our
readiness to engage in social change.
• It helps us be better aware of how issues affect us and
others and enhances our citizenship
• It allows us to better collaborate and engage in
valuable experiences with the group or team.
• It helps us clarify our values and agree on common
purpose and understand how values affect our
behavior and judgment
• Encourage seeing things from others perspective –
empathy – and engage in controversy with civility
• It boosts self-confidence while highlighting limitations
74. Connection to
the Other Cs
• Although all of the Cs are interrelated,
Consciousness of Self directly affects
Congruence and Commitment.
• Becoming more mindful of preferred ways
of being makes it clear when actions are
not Congruent with our inner truth.
• Also, reflection and other practices help
create an improved sense of Commitment.
75. Consciousness of self -
closing words
To develop intrapersonal intelligence and
form an accurate model of ourselves and be
able to use that model to operate effectively
in everyday life
To develop the awareness that new skills,
behaviors and approaches are needed
78. Becoming Conscious of
Self
• Developing consciousness of self requires
intentional actions.
• These include
1. a practice of reflection
2. openness to feedback
– strength and weaknesses - non defensive, listen
without interrupting, ask clarifying questions –
does not imply accepting everything – should not
take a toll on self-confidence and motivation,
integrating advice of others
3. learning about the self through assessment.
79. Food for thought
• To live is to choose. But to choose well,
you must know who you are and what
you stand for, where you want to go
and why you want to get there
Kofi Annan
81. OBJECTIVES OF THE SESSION
• By the end of this session, participants
will be able to:
– demonstrate a clearer understanding
meaning of ‘congruence’
– demonstrate a better congruence in their
behaviour
– appreciate the link between congruence and
leadership
83. What is Congruence?
• Acting in ways that are consistent with
our values and beliefs.
• Requires a person to have a deeply felt
consciousness of self
• When values, beliefs, and convictions
are echoed in person’s actions,
congruence will exist.
84. What is Congruence?
• Congruence is the harmonious union of a
person’s inner and outer worlds.
• L’habit ne fait pas le moine
• The clothing does not make the monk
85. What is Congruence?
• Considering that leadership is a relational
process, how is congruence relevant?
• Congruence means that a person’s
thoughts, feelings, and behaviors are
guided by an unwavering honesty,
authenticity, and genuineness towards
others.
86. Congruence & Authentic
Leadership
• Authentic leaders nurture relationships
driven by a transparency of values and
intentions.
87. Congruence & Authentic
Leadership
• Congruence is the foundation of
trust and credibility
88. Discussion
• How is congruence related to
mindfulness?
• Congruence requires taking inventory of
one’s intentions, actions, and motives
AND constant adjustment
89. What is the link between
Congruence & Integrity?
90. Congruence in content
and process
• Content refers to a person’s goals or
purpose – what a person does
• Process is how a person accomplishes
his/her goals or purpose.
• Hitler?
91. Congruence in content
and process
• Leaders should not only be concerned
with congruent goals and purpose, but
also congruence in process.
• The choice of end and of means must be
equally ethical and value-driven.
92. Courage to Act
Congruently
• It takes courage to be congruent, in a
world that is so diverse and ever
evolving.
• Includes standing up against peer
pressure, forfeiting popularity, or risking
looking foolish.
93. Courage to Act
Congruently
• Doing what feels right and is congruent
sometimes is not synonymous with
social norms and may not be in line with
the status quo
• It takes courage to be the only one
standing in congruence
• Mahatma Gandhi … Nelson Mandela
94. Congruence & Authentic
Leadership
• Authentic leadership occurs when we
accurately represent ourselves in the
world in a manner that is ‘in tune’ with
our nature.
96. Being Congruent in
Groups
• It is easy to be congruent in a room by
oneself.
• Congruence is harder to achieve when
one exists in a group, and even harder
when one is a leader.
• We often encounter situations where
our values are in conflict with the
values of members in a group.
97. Being Congruent in
Groups
• Being a leader requires the
realization that not all the members
of our group will share our values,
but we are still required to lead them
98. Being Congruent in
Groups
• Leading them effectively and congruently
requires that a leaders validate their
followers’ truths and learn to see from
their point of view
– Leading with inclusivity towards
people’s values and perspectives, even
when they are not identical
– Bridging
99. Adaptive Leadership
• Adaptive leadership involves identifying
the values that are conflicting and make
the necessary changes to ensure
adjustment that mitigates the level of
discrepancy between the group’s
values and the reality of the group’s
situation.
100. Adaptive Leadership
• The group must face incongruence head
on and the leadership is seen as central to
fulfilling the role of identifying and
remedying the incongruence.
• The gap between what is, and what should
be, is an opportunity for leadership
– An opportunity for change
• This kind of change requires “work”
101. Conclusion
• Congruence means not being afraid to
stand alone for what one believes in and
knows is right
• It requires being in tune with our spirit and
constantly taking stock to ensure that our
actions reflect our values and beliefs
• Congruence is required both in private
and public systems
• Congruence is the foundation of trust
103. Congruence & 7 Cs
• Congruence is difficult to achieve without
consciousness of self
• Congruence and the resulting credibility and
trust leads to more effective collaboration,
impacts the selection of a common purpose
• Congruence contributes effectively to our
ability to handle controversy with civility
• Congruence encourages us to express our
citizenship in social change initiatives
104. Congruence and
Leadership
• True leadership happens whenever an
individual makes the decision to act
congruently with the intention of making
positive change
• What is needed is not popularity or charm or
power, but a sense of core purpose and
values and the courage to take action that
is consistent with those.
105. Questions
• What happens when there is no
authenticity, no credibility, no trust?
• What kind of leadership results from this
deficit in credibility and trust?
• What are possible consequences of this
kind of leadership?
106
112. The JOHARI window
Think of a person you
know and have a close
relationship with.
how willing you are to
disclose information
about yourself to this
person
how open you are to
receiving feedback from the person
115. Becoming Conscious of
Self
• Developing consciousness of self requires
intentional actions.
• These include
1. a practice of reflection
2. openness to feedback
– strength and weaknesses - non defensive, listen
without interrupting, ask clarifying questions –
does not imply accepting everything – should not
take a toll on self-confidence and motivation,
integrating advice of others
3. learning about the self through assessment.
117. What is a system?
A system is any group of interacting,
interrelated, or interdependent parts
that form a complex and unified
whole that has a specific purpose
118
118. What is a system?
• A collection of people and/or parts
which interact with each other to
function as a whole
119
119. Characteristics of a
System
• Systems have a purpose that
defines it as a discrete entity that
holds it together
–Purpose of a car:
Take you from one place to the other
120
120. Characteristics of a
System
• All parts must be present for a system
to carry out its purpose optimally
– Car without its spark plugs?
The car doesn’t work
121
121. Characteristics of a
System
• The order in which parts are
arranged affects the performance of
a system
A car with the driver in the backseat
and the tires in the front seat
122
122. Feedback
• Systems attempt to maintain stability
through feedback
• Feedback provides information to the
system that lets it know how it is doing
relative to some desired state
123
126. What is Systems Thinking?
Examining how we create our own
problems
Seeing the big picture
Recognizing that structure influences
performance
127
127. Why Systems Thinking?
"Systems thinking is a discipline for
seeing wholes. It is a framework for
seeing interrelationships rather than
things, for seeing patterns of change
rather than static 'snapshots'...."
Peter Senge, The Fifth Discipline
128
128. Systems thinking is a way of seeing
and talking about reality that helps us
better understand and work with
organization and communities to
influence the quality of our lives.
129
129. “The significant problems we face today
cannot be solved at the same level of
thinking at which they were created.”
- Albert Einstein
130
130. Systems Archetypes
• Fixes that Fail / Backfire
• Growth and Underinvestment
• Limits to Success
• Shifting the Burden / Addiction
• Success to the Successful
• Tragedy of the Commons
131. Systems Thinking Tools
• Causal Loop Diagrams - to represent
dynamic interrelationships
• Provide a visual representation to
communicate that understanding
• Make explicit one's understanding of a
system structure
132
132. Reinforcing loops compound change
in one direction with even more change
in that direction
Saving Interest
Balance Payments
133
133. Reinforcing Loop
Structure Behavior Over Time
Employee
Supportive
Performance Perf. Behavior
S Level
S
Unsupportive
Supervisor’s
Behavior
Supportive
Behavior Time
134
135. Balancing Loop
Structure Behavior Over Time
Desired S
Discrepancy
Inventory
O Actual Inventory
100 ++
S
Desired Inventory
Actual Inventory 100
Inventory Adjustment 100 - -
S
Time
136
136. Corruption – Poverty - 1
Party Financing
Reduction of
disposable Political
Higher profits income - victory
POVERTY
Addiction
Crime
Higher sales Payback
Ineffective control on
certain activities
(gambling, credit
buying, narcotics (?)
137
137. Corruption – Poverty - 2
Less disposable income
POVERTY Easily ‘bought’
Lower salaries / by politicians
pensions
Victory
Dependence
Less public funds
available
Poor service
Waste Payback
Inefficiency /
overstaffing Appointment of
‘wrong’ people
138
140. The Education System Parental
involvement
Reward and Social Values/
Recognition/ Content
Objectives
Sanctions
Educational Methodology
Teachers’ Objectives
performance
School
Training Management Learning
Evaluation Outcome
Corrective
Teacher measures Assessment
training
141. Reward and
Recognition/ Attracting good candidates to the profession
Sanctions
Teachers’
Performance
Training
Training
Evaluation
