5. LDP Objectives and Outcomes
1. Be able to use a suite of pragmatic leadership tools in order to
lead more effectively;
2. Have created a comprehensive leadership development strategy
for themselves & their organizations, and have clear objectives to
implement the strategy;
3. Have a „baseline‟ measure of their leadership competence and
have completed a second survey to illustrate their progress;
4. Have developed and practiced their leadership coaching skills in
order to create leadership and leaders around them;
5. Have built a support network of other leaders within Vietnam;
6. Be connected via LIW‟s program alumni to network of leaders
globally.
7. Course Content
Modules Topics
1. Creating an What is leadership? Developing leadership, not leaders
organizational Organizational vision – what is yours? Your role in driving it?
leadership Shared leadership and leadership responsibility
architecture Aligning the leadership mindset
Creating the conditions for success
Being a leadership architect
2. Understanding Looking in the mirror to understand yourself, looking around to
myself and others understand others
Why should anyone be led by me?
Behavior and drivers – what drives behavior?
Motivation, Perception, Values
Leading others: Learned Optimism, Learned Helplessness
Attributing success and failure: impact - what hinders, what helps
3. Unlocking Differences in others‟ thinking preferences
leadership potential in How do I lead someone who is the polar opposite to me?
others What is coaching? Why do we do it? Coaching model
Buddy up: Live coaching of others for success
Having the difficult conversations
Creating a culture of feedback for growth and results
Performance leadership
8. Course Content (cont.)
4. Building alignment Decision making: gut feel or objective?
& Cascading Decision Who should be involved in decisions?
making How do you make decision?
Aligned decision making model
Cascading aligned leadership thinking
5. Influential What is influence? Persuasion? Negotiation? Coercion?
leadership up, down Who are your stakeholders?
and across Stakeholder mapping
Proactive and reactive relationship management
6. My plan to enhance Practical application of OLA
Vietnam’s leadership Final presentation and individual action plan commitment to
further enhance the leadership capacity of Vietnam
Graduation ceremony
9. Our Agenda
Day 3 – Unit 3
• Review of your application to your projects
• Optimising your climate - stakeholder management
• EQ and the role of leadership
• Discussion of the EI worksheet in groups of 4
• Application to your projects and work
environments
Day 3 – Unit 4
• OLA application to your project
• Thinking styles and preferences
• Coaching and developing others
• Practice of coaching in 3s
• Conclude action plan and next steps
10. Review
In three weeks...
You were asked to carry out at least 1 action in clarity, climate
and competence and be prepared to share your update, wins
and challenges at the beginning of the next session on VC.
Complete the Understanding
EI Worksheet.
Read “Good to Great” and
“On Becoming a Leader”
11. ®
Organisational Leadership Architecture
Clarity Climate Competence
• Purpose • Culture • Knowledge & skills
W1 • Vision • Structure • Behaviour & attitude
What are we • Strategy • Systems and processes • Leader‟s example
trying to • Task & role • Resources
• Measures • Consideration of the
achieve and • Information and understanding external environment
why?
• How clear and meaningful are • How effective is the • What is our current level of
the points above across the organisation‟s climate now? behaviour and skills?
organisation? • Measure through: • Which key competencies need
W2 • How can these be measured and to be developed?
Surveys
Where are assessed? Audits
we now? Feedback
Assessment of
Performance
• What needs to happen to build • Alignment of processes to meet • Leader‟s example
understanding? the vision • Developing people through
• Visioning workshop • Creation of a „common Education
W3 • Aligned communication by leaders
language‟ at all levels
Experience
What next? • Closed loop feedback Exposure
• Management by Objectives • Always aligned to appropriate
level of the „Leadership
Pipeline‟
12. Our Agenda
Day 3 – Unit 3
• Review of your application to your projects
• Optimising your climate - stakeholder
management
• EQ and the role of leadership
• Discussion of the EI worksheet in groups of 4
• Application to your projects and work
environments
Day 3 – Unit 4
• OLA application to your project
• Thinking styles and preferences
• Coaching and developing others
• Practice of coaching in 3s
• Conclude action plan and next steps
15. Stakeholder Management
Managing Stakeholders
Managing Stakeholders helps
Involved Impacted
you understand:
PRIMARY With whom you need to work
How to work with them
Priorities for working with them
Influencer
16. Strategic Stakeholder Web: Your Situation
Exercise
Consider a project, goal, initiative or
challenge from your environment
Who are the key cross-organizational Involved Impacted
stakeholders?
Where they sit in the world? PRIMARY
How are they related to your project?
How critical are they to your success?
What is their preferred Influencer
communication style?
Who is missing?
17. Working With Your Different Stakeholders
Involved Impacted Influencer
Primary Actively invest in Keep informed Keep fully informed
relationship Solicit feedback and Actively solicit
building input opinions and
Partner to resolve Understand how perspectives
issues and manage your work affects Ensure that their
tradeoffs them interests are
Jointly prepare for recognized
likely outcomes
Secondary Inform as needed Inform as needed Inform as needed
Delegate tasks Advise of expected Seek guidance and
appropriate with outcomes advice
their role Monitor their
positions
Where is your time best spent?
18. Trust
C+R+I
T= S
Credibility. Credibility has to do with the words we speak.
Reliability. Reliability has to do with actions.
Intimacy. Intimacy is the safety we feel talking to someone.
Self-orientation. Self-orientation refers is the focus of the
person in question.
19. Our Agenda
Day 3 – Unit 3
• Review of your application to your projects
• Optimising your climate - stakeholder management
• EQ and the role of leadership
• Discussion of the EI worksheet in groups of 4
• Application to your projects and work
environments
Day 3 – Unit 4
• OLA application to your project
• Thinking styles and preferences
• Coaching and developing others
• Practice of coaching in 3s
• Conclude action plan and next steps
21. A PERSPECTIVE…
The old paradigm:
I cannot change another person.
The paradox:
When I change myself, the other person
changes.
The new paradigm:
“I change myself, I change my world.”
M.K. Gandhi
25. Within a race of people,
people differ more than
they do between races.
“Race is the least
significant distinction
among different people”
(Dr Martin Luther King)
27. Behaviour
---------------------------------------------
What drives
Behaviour
All behaviour has meaning.
We see behaviour; but what drives
behaviour is very deep and not easy to
understand.
Sometimes we react to the behaviour
we see without first thinking about what
may be driving it.
Alternatively we can consciously
choose to respond.
28. Emotions
Our emotional state determines our response to an external stimulus or an
internal representation. As such, our emotional state also impact on the
results of our communications
Taking control of our emotions, and choosing a state of mind in whish to act
is not always an easy task. Sometimes, we encounter an Amygdala Hijack.
To help us retain our composure, and behave in an appropriate manner in
times of stress, we can use the ABCDE model.
Considered
Prefrontal
Response Area
Reaction
Amygdala
Trigger
29. UNDERSTANDING OTHERS’ BEHAVIOUR
B B orB B
Environment Situation
B B
Environment or
Situation
B
Attitude
Motivation
Individual Values, Beliefs, Emotion, Perception
Personality, Core Identity Environment, Experience
30. UNDERSTANDING HUMAN BEHAVIOUR
Environment or
Situation
B
Attitude
Motivation
Individual Values, Beliefs, Emotion Perception
Personality, Core Identity Environment, Experience
31. MOTIVATION
Self-
Actualisation
Development of
own potential,
finding self-fulfilment
Self-esteem Sequence of
Approval from others, satisfaction of
recognition, achievement needs
Social
Acceptance from others, recognition,
achievement
Safety
Feeling of security; not fearing danger
Physiological
Basic requirements of life such as food, drink and shelter
32. MOTIVATION
Herzberg‟s Hygiene Factors & Motivators
HYGIENE FACTORS MOTIVATORS
Company Policy Achievement
The rules and regulations that govern how the Doing a good job, meeting and exceeding goals
organisation goes about its business
Supervision Recognition
The way employees are managed when Managers and colleagues acknowledging an
carrying out day-to-day duties individual‟s achievements
Interpersonal Relationships The Work Itself
Relationships with colleagues in the workplace Employees believing that the role they fulfil is
important
Working Conditions Responsibility
Working hours, layout, technical equipment, Giving employees ownership of work-giving
facilities them freedom in how they carry out tasks
Financial Motives Advancement
Fair compensation in the form of basic Employees making progress not just through
income, fringe benefits, bonuses, holidays and promotion but also through opportunities for
company car development
33. MOTIVATION
Herzberg’s analysis of attitudes to work
Dissatisfiers - Satisfiers
50 40 30 20 10 0 10 20 30 40 50
Progress in Work - Achievement
Recognition and Praise
The Work in Itself - Satisfaction
Responsibility and Authority to Decide
Promotion
The Policy of the Company and its Administration
Management
Salary
Length of bar
graph indicates Personal Relations with Manager
impact.
Depth of bar
graph indicates
time frame (the Working Condition
deeper the bar the
longer the item
remained an issue)
34. MOTIVATION
Conclusions of a twenty year research project by the Gallup Organisation (surveying
over a million individuals from a broad range of companies):
“Talented employees need great managers.
The talented employee may join a company because of its
charismatic leaders, its generous benefits, and its world-class
training programs, but how long that employee stays and how
productive he is while he is there is determined by his relationship
with his immediate supervisor.”
* Marcus Buckingham and Curt Coffman,
First Break All the Rules: What the World’s Greatest Managers
Do Differently.
(New York: Simon & Schuster, 1999
35. MOTIVATION
Conclusions of research project by the Gallup Organisation (surveying 400 organisations and
a cross-section of 80,000 great and average managers). Researchers found that exceptional
managers created a workplace in which employees emphatically answered „yes‟ when asked
the following questions:
• Do I know what is expected of me at work? CLARITY
• Do I have the materials and equipment to do my work right? CLIMATE
• At work, do I have the opportunity to do what I do best every day? COMPETENCE
• In the last seven days, have I received recognition or praise for doing good work?
• Does my supervisor, or someone at work, seem to care about me as a person?
• Is there someone at work who encourages my development?
• At work, do my opinions seem to count?
• Does the mission / purpose of my company make me feel my job is important?
• Are my co-workers committed to doing high quality work?
• Do I have a best friend at work?
• In the last six months, has someone talked to me about my progress?
• This last year, have I had opportunities at work to learn and grow?
*Marcus Buckingham andWhat the World’s Greatest Managers Do Differently
First Break All the Rules:
Curt Coffman,
(New York: Simon & Schuster, 1999
36. How leadership failure impacts
1. 82% of Employees are not engaged (18% -
engaged, productive & loyal; 63% - disengaged;
19% - actively disengaged)
2. Lost days per year: Engaged employees - 3.67
days, disengaged -5.95, actively disengaged -
10.68
3. 80% of engaged employees say they will stay
another year v 31% of disengaged
4. Cost of frontline employee turnover = 0.41 x
salary, managers up to 4+ x salary
Gallup 2002
37. MOTIVATION - TEAM PLAN
HYGIENE FACTORS MOTIVATORS
Reflecting On Your Team…
Company policy Achievement
Can‟t change Supervision Recognition
Can change
3 2 1 Interpersonal The work itself
relationships
Can influence
Working conditions Responsibility
Financial motives Advancement
39. Our Agenda
Day 3 – Unit 3
• Review of your application to your projects
• Optimising your climate - stakeholder management
• EQ and the role of leadership
• Discussion of the EI worksheet in groups of 4
• Application to your projects and work
environments
Day 3 – Unit 4
• OLA application to your project
• Thinking styles and preferences
• Coaching and developing others
• Practice of coaching in 3s
• Conclude action plan and next steps
40. OLA Action Plan Review - Afternoon
Please discuss with your partner and identify:
• What were you trying to achieve and why in relation to your project?
• What actions did you achieve since the last program? What was the
impact?
• What challenges if any did you find?
• How did you overcome them?
• What are your priorities for the next 1-3 months?
• What have you learnt from using OLA and how can you apply the
leadership thinking in your workplace?
41. Afternoon group exercises
In groups of 4‟s share your answers from the Understanding EI
Worksheet and discuss how this will support the successful
achievement of your project.
How will it support you in your work environment?
Report back to the whole group.
Complete further actions as a result of your insights today.
43. Our Agenda
Day 3 – Unit 3
• Review of your application to your projects
• Optimising your climate - stakeholder management
• EQ and the role of leadership
• Discussion of the EI worksheet in groups of 4
• Application to your projects and work environments
Day 3 – Unit 4
• OLA application to your project
• Thinking styles and preferences
• Coaching and developing others
• Practice of coaching in 3s
• Conclude action plan and next steps
44. Introducing Whole Brain thinking!
Thinking and Communication Preferences
• The Whole Brain Model
• The impacts of our preferences
• Working together
55. HBDI - Guess Your Profile
LOGICAL HOLISTIC
ANALYTICAL
FACT BASED A Strongly Prefer
D INTUITIVE
INTEGRATING
QUANTITATIVE SYNTHESISING
Prefer
Use
Avoid
ORGANISED INTERPERSONAL
SEQUENTIAL FEELING BASED
PLANNED
DETAILED
B C KINEASTHETIC
EMOTIONAL
56. Thinking and talking the same language!
Examine your stakeholder map - what are the different
thinking styles and how can you adapt your communication to
create better clarity?
57. How do you then develop others with
this knowledge?
58. Coaching, in comparison to…
Usually used as
corrective action
Mentor is an expert in field
Senior advisor
Questioning
Trainer sets the agenda
Short term transfer of skill
Reactive
Individual does not have the resources within them to improve
Ideally psychologist or accredited counsellor
59. The Value Of Coaching - Exercise
The value of Compare Best vs What stops us
Coaching to Coaching to: Worst Coach: from coaching:
the:
• Person being • Mentoring • What behaviours
do you see • Personally
coached
• Training • Organisationally
• Coach • How do they
• Performance make you feel
• Organisation management • Public or personal
• Counselling examples
60. What is coaching?
Section One
Coaching is:
Unlocking someone‟s potential to maximise
their performance.
Performance = Potential - Interference
A collaborative solution-focused, results-
orientated, systematic process in which the
coach facilitates the enhancement of
performance, self directed learning and personal
growth of the individuals.
62. Using OLA as a coaching tool
Clarity Climate Competence
• Purpose • Culture • Knowledge & skills
W1 • Vision • Structure • Behaviour & attitude
What are we • Strategy • Systems and processes • Leader‟s example
trying to • Task & role • Resources
• Measures • Consideration of the
achieve and • Information and understanding external environment
why?
• How clear and meaningful are • How effective is the • What is our current level of
the points above across the organisation‟s climate now? behaviour and skills?
organisation? • Measure through: • Which key competencies need
W2 • How can these be measured and to be developed?
Surveys
Where are assessed? Audits
we now? Feedback
Assessment of
Performance
• What needs to happen to build • Alignment of processes to meet • Leader‟s example
understanding? the vision • Developing people through
• Visioning workshop • Creation of a „common Education
W3 • Aligned communication by leaders language‟ at all levels Experience
What next? • Closed loop feedback Exposure
• Management by Objectives • Always aligned to appropriate
level of the „Leadership
Pipeline‟
63. Afternoon Exercise
In 3‟s - One act as coach, another coachee and the third
observer.
In 15 minutes the coach is to coach the coachee on a
challenge tat he/ she is having in relation to their project.
Use OLA as a structure and the observer provide feedback.
Then rotate so that you all get a chance in each role.
Hinweis der Redaktion
Timing: 3 minutesParticipant Guide: Page 4-95Intent: UnderstandingObjective: A little more depth. Notes: Intimacy can be difficult to understand but it essentially exists when someone will treat information confidentially. When this condition exists, you can speak openly with the other person without fear of that information being used against you.If your objective, or W1 is to build high trust, you will need to maximise the C, R and I will minimising your self-interest.
Timing: 3 minutesParticipant Guide: Page 1-5Intent: UnderstandingNotes:Show the chart. What is the problem with starting with ‘where are you now?’ : incremental goal setting. Use the story of Kennedy as an example of why W1 is first: “I believe that this nation should commit itself, before this decade its out, to put a man on the moon and return him safely to the earth’. W2 was that NASA was nowhere near ready to achieve that within the decade.
