1. Understanding LeadershipWhat is leadership?| 00:00 |
Leadership is actually a process, not a position.
| | 00:03 |
You don't have to hold a formal leadership
role to be a leader.
| | 00:07 |
Good leadership is the use of key skills
and practices correctly applied at the
| | 00:11 |
right time to help the organization reach
its highest potential.
| | 00:16 |
The good news is that leadership skills
can be learned and improved.
| | 00:19 |
Throughout this course, we'll explore
specific strategies for honing your
| | 00:22 |
leadership.
There's a range of key leadership skills
| | 00:25 |
and practices but they fall mainly into
four clusters of competencies.
| | 00:29 |
Self-awareness, building relationships,
business acumen and organizational
| | 00:34 |
strategy.
The entire set of skills rests on the
| | 00:37 |
bedrock of your integrity.
None of the rest mean anything, if you're
| | 00:41 |
not a person who can be trusted to honor
your values and behave ethically.
| | 00:46 |
In leadership, reputation really is everything.
| | 00:49 |
The first cluster is self-awareness, which
is knowing yourself, including your
| | 00:53 |
strengths and weaknesses, as well as how
others perceive you.
| | 00:57 |
Consider self-awareness as the
foundational skill upon which you'll build
| | 01:00 |
the others.
For example, how well do you control your
| | 01:04 |
emotions when in a stressful situation?
What about recent performance reviews?
| | 01:09 |
How closely did your supervisor's
perception of your performance match your
| | 01:12 |
own?
Next, there's building relationships,
| | 01:16 |
which includes all aspects of working well
with others, including peers, superiors,
| | 01:20 |
and employees.
When you interact with others, how well do
| | 01:25 |
you read the situation?
How quickly do you build meaningful
| | 01:28 |
rapport with others through interpersonal interactions?
| | 01:31 |
And how good are you at picking up on
underlying emotions that may or may not
| | 01:34 |
match what people say and do?
The third cluster is your business acumen
| | 01:39 |
and includes technical skills, decision
making, managing work, and knowledge of
| | 01:43 |
your industry.
The technical skills are specific to your
| | 01:48 |
position.
For example, if you work in finance, you
| | 01:50 |
would need to know the auditing process.
Or if you work in manufacturing, your
| | 01:54 |
ability to run machinery would be vital.
And the fourth is organizational strategy,
| | 02:00 |
which is guiding your organization to the
next level of development by analyzing
| | 02:03 |
your industry, setting strategic direction
and innovating change.
| | 02:09 |
How well are you able to identify and
collaborate with influential people who
| | 02:12 |
are crucial to accomplishing your goals?
How often do you scan national and
| | 02:17 |
international news to look for developing
issues that may affect your organization
| | 02:21 |
in coming years?
These leadership skills are relevant to
| | 02:25 |
every organization, and every leadership
role, whether you're new to leading, or
| | 02:29 |
the CEO of a multinational corporation.
As you move into higher levels of
| | 02:35 |
responsibility, the competencies in each
cluster become more sophisticated and
| | 02:39 |
nuanced.
Using the handout in the exercise files,
| | 02:43 |
rate yourself on the leadership
competencies affiliated with each area.
| | 02:47 |
This will help you identify which skill to
focus on first, knowing that you'll
| | 02:50 |
eventually develop all of the areas.
| | 02:52 |
| | Collapse this transcript |
| When are you leading?| 00:00 |
Throughout your day, you're probably going
back and forth between managing and
| | 00:03 |
leading.
Today, leadership and management are
| | 00:06 |
closely intertwined, because almost all
people in leadership roles also manage
| | 00:09 |
people, and projects or functions.
Let's explore the important distinctions
| | 00:14 |
between them.
The primary goal of leadership is to
| | 00:18 |
produce change and growth.
As a leader you envision a better
| | 00:22 |
tomorrow, and design the change that will
get the organization from here to there.
| | 00:27 |
The primary goal of management is to
produce order and consistency.
| | 00:32 |
As a manager, you create a stable work
environment that is clear and consistent,
| | 00:35 |
so employees can be as productive as possible.
| | 00:39 |
Management was conceived during the
industrial revolution.
| | 00:42 |
When factories necessitated organizing the
work of large groups of people.
| | 00:45 |
Voila, the birth of the modern manager.
Needless to say, there's some natural
| | 00:50 |
tensions between being a manager and being
a leader.
| | 00:53 |
Think about your day to day work over the
past two weeks.
| | 00:56 |
And identify when you're managing and when
you're leading.
| | 00:59 |
Here's key distinctions to look for.
The first distinction is about approach,
| | 01:04 |
managing is tactical and hands on, while
leading is strategic and visionary.
| | 01:10 |
This is because the time frame is different.
| | 01:13 |
Managing occurs in the here and now,
you're looking at the short term and mid
| | 01:16 |
range goals that ensure success of the
organization today.
| | 01:21 |
Contrast that with leading, where the
focus is on the future and setting
| | 01:24 |
strategy and change to create the
organization of tomorrow.
| | 01:29 |
And the focus shifts too, from narrow and
internal for managing, to broad and
| | 01:33 |
external for leading.
Where the scope widens to include other
| | 01:38 |
functions, the market, industry, and
national and global affairs.
| | 01:43 |
As an example lets look at Serena, who is
the Vice President of Sales at KinetEco.
| | 01:47 |
KinetEco is a fortune 500 company that
produces alternative green energy
| | 01:50 |
products.
Serena leads the sales division, and
| | 01:54 |
oversees four directors, each covering
different enterprise areas with a team of
| | 01:57 |
sales rep serving that area.
Serena is managing when she runs
| | 02:02 |
department meetings discussing quarterly
sales goals.
| | 02:06 |
She is leading, when she hears of
congressional plans to finance
| | 02:09 |
construction of a new shipping port a
decade from now, and starts positioning
| | 02:12 |
her company to take advantage of this opportunity.
| | 02:17 |
The next distinction is that managing
relies on current resources and
| | 02:20 |
structures, while leading involves
designing new processes for the future.
| | 02:25 |
Serena is using her managing skills when
she conducts a performance review for an
| | 02:29 |
employee using the current system.
But she's leading, when she proposes that
| | 02:34 |
the company's management system change
from target-based to competency-based
| | 02:37 |
measurements.
For managing the task goals or directing
| | 02:43 |
the daily work of employees to achieve
currently identified goals.
| | 02:47 |
Whereas leading requires planning for the
future, setting a long term vision, and
| | 02:51 |
strategy to bring about that change.
Serena is managing, when she tracks her
| | 02:56 |
department's month end numbers, setting
new goals and providing training as
| | 02:59 |
needed.
Whereas Serena is leading, when she
| | 03:03 |
designs a model to expand sales to
international markets, by hiring remote
| | 03:06 |
staff based in other countries, and
creating virtual multi-national teams.
| | 03:12 |
Finally, the people skills differ as well.
Both managing and leading rely on
| | 03:16 |
emotional intelligence.
But managing is more tactical.
| | 03:19 |
Like conducting one-on-one meetings,
delegating tasks, and coaching employees'
| | 03:23 |
performance.
Leading is about building the culture to
| | 03:27 |
maximize engagement, inspiring various
stakeholders with a compelling vision,
| | 03:31 |
fostering collaboration, and cultivating
the next generation of leaders.
| | 03:37 |
This serves the future potential of the
organization by maximizing the most
| | 03:40 |
important asset, it's talented people.
Serena's managing, when she conducts skip
| | 03:44 |
level meetings to assess how well her
direct reports are managing and leading
| | 03:48 |
their teams.
She's leading, when she identifies some
| | 03:52 |
high potential employees of the lower
levels, and assigns them to a cross
| | 03:55 |
functional teams to assess current market trends.
| | 03:59 |
Using the handout in the exercise files,
reflect on when you manage and when you
| | 04:03 |
lead.
And also estimate the percentage of time
| | 04:06 |
you spend on each.
We'll revisit this estimate in a later
| | 04:09 |
video.
| | 04:10 |
| | Collapse this transcript |
| The balancing act| 00:00 |
Obviously, management and leadership can
be at odds with each other, as creating
| | 00:03 |
change and growth is not the same as
creating stability and consistency.
| | 00:08 |
And yet, you have to juggle both skills
with style and grace.
| | 00:11 |
The challenge that most of us face is that
managing can take up so much time that
| | 00:14 |
your leading can fall by the wayside.
Here are some of my favorite strategies
| | 00:18 |
for making this balancing act easier.
First, be clear with yourself as to what
| | 00:23 |
you're doing and why.
Ask yourself, am I trying to generate
| | 00:27 |
change or create more stability?
Knowing the distinction will eliminate the
| | 00:31 |
problem of applying the wrong skill to the situation.
| | 00:35 |
Second, be clear with those that work with
you, as well.
| | 00:38 |
It can be confusing to your staff if one
minute you're asking for something that is
| | 00:42 |
very immediate and tactical, and then in
the next minute you're doing something
| | 00:45 |
strategic and vision-building.
For example, when you meet with your
| | 00:50 |
employees in one on one meetings, decide
when and how often you need to be
| | 00:53 |
tactical, strategic, or visionary.
Asking about their current projects and
| | 00:59 |
deadlines is tactical.
Helping them develop their short and long
| | 01:03 |
term professional development plans is strategic.
| | 01:05 |
And, of course, you can inspire them by
sharing the exciting vision for the
| | 01:08 |
departments or the company's growth over
the next five years.
| | 01:12 |
You, obviously, wouldn't do all three in
every meeting, or even the same meeting.
| | 01:15 |
But you want to keep an eye on the balance
of these conversations, as each is related
| | 01:19 |
to maximizing your employee's productivity
and potential.
| | 01:25 |
Third, be sure that you're tending to both roles.
| | 01:28 |
If you're like most people, myself
included, a lot of time can be taken up
| | 01:31 |
with managing people.
But the reality is that you need to
| | 01:35 |
balance both skills appropriately.
Consider structuring your week to set
| | 01:39 |
clear time for each.
For example, you may want to spend Mondays
| | 01:43 |
and Tuesdays focusing on managing, having
your one-on-ones, reviewing the status of
| | 01:47 |
projects, working on performance reviews
or coaching, and so on.
| | 01:52 |
And then schedule some structured time for leading.
| | 01:55 |
When you can focus on the future and think
strategically, consider things like
| | 01:59 |
researching your industry, analyzing ideas
and proposals, networking with other
| | 02:03 |
colleagues, innovating new ideas, and
engaging in your own professional
| | 02:07 |
development.
You may need to clear some tasks from your
| | 02:12 |
plate to have the time and energy to focus
on honing your leadership skills and
| | 02:16 |
developing the next set of nuance tools.
This is why delegation is so important.
| | 02:22 |
It not only serves to create more space in
your work day but can also harness the
| | 02:25 |
potential of your employees and their
professional development.
| | 02:30 |
I explain this further in my course,
Delegating Tasks to Your Team.
| | 02:34 |
The benefit of finding a balance between
managing and leading is that you'll be
| | 02:37 |
better at both.
Understanding the challenges that
| | 02:41 |
currently face the organization will help
you strategize new directions.
| | 02:45 |
And understanding where the organization
is headed can lead to better tactical
| | 02:48 |
decisions today.
| | 02:50 |
| | Collapse this transcript |
| Finding your leadership level| 00:00 |
Think about the organization you're in
right now.
| | 00:02 |
As you're aware, the leadership and the
responsibilities of the president are very
| | 00:06 |
different from the leadership of a
front-line staff member.
| | 00:09 |
Large organizations often have five levels
of leadership, each requiring a different
| | 00:13 |
balance of the four clusters of skills.
Smaller organizations might have a blend
| | 00:17 |
of these levels.
As we go through these levels, I want you
| | 00:20 |
to do two things.
First, think about where you are now.
| | 00:24 |
Which of these levels describes your
current role?
| | 00:27 |
And second, which level describes where
you aspire to be?
| | 00:30 |
By doing this, you can identify your
leadership development plan.
| | 00:34 |
At Level 1, you're an individual
contributor who focuses on
| | 00:37 |
self-leadership.
You're responsible for producing the work
| | 00:40 |
for which you were hired and getting along
with others.
| | 00:45 |
As an example, let's follow Serena's
career at KinetEco.
| | 00:48 |
She began as an entry level employee at
one of the national retail stores.
| | 00:52 |
As an individual contributor, Serena's
focus was inward.
| | 00:56 |
She developed her reputation for getting
things done, being a good team member, and
| | 00:59 |
being a pleasure to work with.
Because she also wanted to be promoted,
| | 01:04 |
she honed her business and industry
knowledge and built key relationships
| | 01:06 |
within the organization.
At Level 2, you're either an expert or a
| | 01:11 |
manager.
First, let's look at the expert, where you
| | 01:14 |
become the best at what you do and work on
more complex projects.
| | 01:19 |
For example, Serena displayed a talent for
showcasing merchandise and she was asked
| | 01:22 |
to design the store's plan for new product rollouts.
| | 01:27 |
As an expert, you'd want to further
develop your craft, innovating on current
| | 01:30 |
projects to demonstrate your readiness to
tackle more challenging ones.
| | 01:35 |
Second is the manager, which involves
leading others.
| | 01:38 |
Serena was in fact promoted to store manager.
| | 01:41 |
She continued to shine by achieving sales
outcomes, developing her staff, navigating
| | 01:45 |
the structures of national headquarters
and innovating ways to improve her store.
| | 01:51 |
At this level, you'll focus on on further
building your skills in the four areas,
| | 01:54 |
paying special attention to your weaknesses.
| | 01:57 |
You'll also want to maximize the talent of
your team.
| | 02:00 |
And think strategically about how you and
your team can contribute to the
| | 02:03 |
organization's goals.
Level 3's are leaders who lead other
| | 02:09 |
leaders.
Your role now shifts to training and
| | 02:11 |
developing the Level 2's on their managing
and leading skills.
| | 02:16 |
This position is critical to the success
of the organization as research shows that
| | 02:20 |
people leave a boss, not a company.
Poor managers have a huge and damaging
| | 02:25 |
impact because they leave high turnover
and disengagement, as well as low morale
| | 02:29 |
and productivity in their wake.
Serena was promoted to a Regional Director
| | 02:34 |
position, where she supervised all of the
store managers.
| | 02:38 |
She mentored and engaged her leaders, so
they, in turn, could mentor and engage
| | 02:41 |
their employees.
She became known for her ability to
| | 02:44 |
motivate and professionally develop people
in sales.
| | 02:48 |
As a Level 3 leader, you'll want to refine
your communication skills, acting as a
| | 02:52 |
reliable conduit for information to flow
quickly up and down the organization.
| | 02:58 |
You'll have to further develop your
business acumen and organizational
| | 03:01 |
strategy, so you can anticipate and
develop new leadership opportunities.
| | 03:06 |
Level 4's are the leaders of the functions
or divisions, like marketing, finance, or
| | 03:10 |
sales.
You would maximize the contributions of
| | 03:14 |
all the groups within that function and
strategize the development of the function
| | 03:17 |
as it relates to the future of the whole organization.
| | 03:21 |
Serena's success at leading her region has
led to a role at headquarters as the Vice
| | 03:25 |
President of National Sales.
She now looks across and outside the
| | 03:30 |
organization to build competitive strategy
and ensure long-term growth.
| | 03:35 |
At Level 4, you'd continue to mentor and
engage your direct reports, build key
| | 03:39 |
relationships both within and outside your
organization, deepen your knowledge of
| | 03:43 |
other functions, and attune to key factors
that will shape the future of the industry
| | 03:46 |
and market.
At Level 5 is the leader of the
| | 03:51 |
organization, such as the president or CEO.
| | 03:55 |
This role manages all the functional
leaders but the primary responsibility is
| | 03:59 |
setting the vision and strategy to ensure
the future of long-term success of the
| | 04:02 |
organization.
When Serena steps into this role, she
| | 04:07 |
would want to build a team that brings
other strengths and expertise to the
| | 04:10 |
table.
She'd empower her functional leaders to
| | 04:13 |
innovate solutions, create a culture that
motivates employees at all levels by
| | 04:17 |
sharing her vision for the future, and
strive to be at the front edge of industry
| | 04:20 |
national and global trends.
Take stock of your current level and make
| | 04:26 |
notes of two things.
First, think about what skills you need to
| | 04:29 |
hone to maximize your potential.
You may want to revisit the handout where
| | 04:33 |
you rated your leadership skills to
identify top priorities.
| | 04:37 |
Second, consider the next level above you
and identify what skills you need to
| | 04:40 |
develop to prepare for that level.
| | 04:43 |
| | Collapse this transcript |
| Changing scope and stakes| 00:00 |
As you move up the five levels of
leadership, three key things shift, scope,
| | 00:04 |
stakes, and proportion of management and leadership.
| | 00:09 |
First, the scope of the view changes.
Individual contributors have the narrowest
| | 00:13 |
scope, focusing mainly on their specific
tasks, and others with whom they interact.
| | 00:18 |
Whereas the leader of the organization has
the broadest scope.
| | 00:21 |
Not only looking across the whole
organization but outside to the industry,
| | 00:24 |
market, and other influencing factors such
as the economy and global affairs.
| | 00:29 |
I don't know about you but every time I've
gotten promoted, I've become privy to
| | 00:32 |
whole new level of knowledge about the
complexity of the organization.
| | 00:37 |
And while I may have been previously
confused or even critical of decisions,
| | 00:40 |
when I moved up I had a new perspective.
And I found myself saying, oh, now I get
| | 00:45 |
it.
This whole moment is the shift in scope
| | 00:48 |
and it's what Transparency is all about.
The more you can share the view from your
| | 00:52 |
level, the more you can harness the
contributions of those below you in the
| | 00:55 |
organization.
The second thing that shifts is the Stakes
| | 01:00 |
get higher.
The decisions of individual contributors
| | 01:03 |
can have some impact on the organization.
But usually poor work, or poor decisions
| | 01:07 |
can be quickly and easily rectified.
As you move up, the stakes increase.
| | 01:12 |
The cost or consequences grow with greater
fiscal impact, harm to employee engagement
| | 01:16 |
and customer satisfaction.
And at the top the stakes may include
| | 01:21 |
others outside the organizations like
board members.
| | 01:24 |
Shareholders and even our society as we
know it.
| | 01:27 |
The third thing that shifts is the
proportion of when you're being tactical
| | 01:30 |
versus when you're being strategic provisionary.
| | 01:33 |
You're obviously doing both at every
level, but the proportion changes.
| | 01:37 |
Higher levels of leadership demand more
vision and strategy.
| | 01:41 |
There is also an expectation that your
tactical skills have become so honed that
| | 01:44 |
they don't take to much of your time or
your energy or your focus.
| | 01:49 |
So let's think about Serina again.
At level two, when she became a store
| | 01:52 |
manager, the majority of her work week was
taken up with tactical issues.
| | 01:56 |
With a much smaller portion on stragy and vision.
| | 02:00 |
At level three as regional director,
Serena was roughly balanced equally
| | 02:04 |
between tactical and strategic skills.
When Serena achieved level four Vice
| | 02:09 |
President of National Sales her job was
75% strategic in visionary.
| | 02:13 |
And at level 5 the work of the president
or CEO is primarily strategic or
| | 02:17 |
visionary.
Why the CEO can focus less on management,
| | 02:21 |
is because they've built a strong team of people.
| | 02:24 |
Choosing those with excellent tactical and
strategic skills to serve in level 4
| | 02:28 |
positions.
If Serena has made the right hiring and
| | 02:31 |
promotion choices, she doesn't have to
worry about the tactical details.
| | 02:35 |
Because she can entrust her team to handle them.
| | 02:38 |
Take a moment to reflect on your role.
You may want to revisit the handout, where
| | 02:41 |
you estimated the amount of time you spend
managing and leading.
| | 02:46 |
What scope do you have in your role?
Identify what you can see across and
| | 02:49 |
outside the organization.
What are the stakes for your daily
| | 02:53 |
decision and choices?
How do those differ from the levels below
| | 02:58 |
and above you?
Finally, are you engaging in the right
| | 03:01 |
proportion of tactical skills and
strategic skills?
| | 03:04 |
If not, what do you need to shift in order
to get the right balance?
| | 03:08 |
The answers to these questions should
become the framework for your leadership
| | 03:11 |
development plan.
| | 03:13 |
| | Collapse this transcript |
| Organizational dynamics| 00:01 |
Let's turn our attention to the context in
which you're leading and how it shapes
| | 00:03 |
some of your choices.
One key component is the stage of
| | 00:07 |
development your organization is currently
moving through.
| | 00:11 |
This is part of the life cycle of any
organization and each stage is
| | 00:14 |
characterized by different goals and needs.
| | 00:17 |
See if you can identify the stage your
organization is currently in.
| | 00:21 |
The first stage is inception.
Where a new organization is created from
| | 00:24 |
an inspiring idea.
This is where you do all the ground work
| | 00:28 |
before you can open.
Next is the launching phase, where you
| | 00:32 |
open for business.
Implementing the dream takes a constant
| | 00:35 |
infusion of resources.
The organization moves to the growth
| | 00:39 |
stage.
And the focus is getting on established
| | 00:41 |
and profitable.
The fourth stage is maturation, where the
| | 00:45 |
organization is established, but now seeks
to grow in its market.
| | 00:50 |
The next stage is peak performance, where
it turns its energy internally to maximize
| | 00:54 |
its own development.
The goal here is to improve all its
| | 00:58 |
functions like talents, systems, and
products, in order to be ready for future
| | 01:01 |
growth and opportunities.
The last stage can either be termination,
| | 01:07 |
which happens to organizations that don't
have a way of reinventing themselves.
| | 01:11 |
Or the last stage can be rejuvenation,
where the organization is nimble and
| | 01:15 |
adaptive enough to change as needed to
sustain growth.
| | 01:20 |
This takes us back to the launching phase.
Where new elements such as products or
| | 01:23 |
divisions, are launched to drive the next
round of the organizations development.
| | 01:29 |
Apple is a great example, it first
invented itself with the Macintosh
| | 01:32 |
computer.
And then it struggled for a bit and came
| | 01:35 |
close to termination.
Of course, it is now famous for it's very
| | 01:39 |
successful development and we can see the
rejuvenation stages were marked by the
| | 01:43 |
release of the iPod, then iPhone, and iPad.
| | 01:48 |
No matter where your organization is, you
should be focused on helping your
| | 01:51 |
organization improve it's performance and
move on to the next stage.
| | 01:55 |
That's what makes the concept of
leadership so interesting.
| | 01:58 |
What is considered the future vision or
leadership for one organization, could be
| | 02:01 |
a standard practice or management in another.
| | 02:05 |
That is why there is no one answer that
fits every company or serves every leader.
| | 02:10 |
Organizations are dynamic things.
They're complex and always changing.
| | 02:15 |
Every organization is shaped and effected
by lots of varying factors.
| | 02:18 |
And a large part of being a good leader is
understanding the impact that these
| | 02:22 |
factors currently have or will have on
your organization.
| | 02:26 |
What are some of the external factors that
are affecting your organization?
| | 02:30 |
For example, local, state and national
policies and regulations.
| | 02:36 |
The pace of changing technology.
The fluctuating cost of key resources like
| | 02:41 |
fuel or food.
Generational differences in workplace
| | 02:45 |
expectations.
And predicted shortages in certain skilled
| | 02:48 |
workforces.
And how about internal factors?
| | 02:52 |
What would you identify as a source of challenges?
| | 02:55 |
For example, the leadership philosophy of
the top executives, access to key
| | 03:00 |
resources, the motivation and engagement
of employees, customer satisfaction, and
| | 03:05 |
even company culture.
It's a moving target to say the least, and
| | 03:11 |
if you add to the notion that
organizations are made up of humans all
| | 03:14 |
with their own complexities, needs,
talents and quirks, you've got a
| | 03:17 |
challenging environment to navigate.
That is exactly what a good leader does,
| | 03:23 |
she or he navigates these waters by paying
attention to what is really happening.
| | 03:27 |
Understanding the context and weighing
various factors to make good decisions.
| | 03:32 |
| | Collapse this transcript |
|
|
2. Developing Your Leadership SkillsMapping leadership competencies| 00:00 |
As we already discovered, leadership
skills fall into four main clusters that
| | 00:04 |
together rest on the bedrock of integrity.
As you rise in your leadership level, you
| | 00:09 |
need to develop each cluster more
thoroughly, as the scope and stakes
| | 00:13 |
change.
While a low to medium level of skill in
| | 00:16 |
building relationships might suffice for
an individual contributor, level three
| | 00:20 |
leaders and above rely on high level of
competence to be successful.
| | 00:25 |
Let's delve a little deeper into the
competencies that sit within each cluster.
| | 00:29 |
See the handout in the exercise files for
the complete list.
| | 00:33 |
I've mapped the clusters to common lists
of professional competencies that many
| | 00:36 |
organizations use, like Lomenger and DDI.
These competencies are often used as the
| | 00:41 |
base for their performance assessment and
training systems.
| | 00:46 |
First and foremost, remember that your
integrity is your most precious asset.
| | 00:51 |
You want to tend to your reputation
carefully, because you're through to move
| | 00:54 |
into higher levels of leadership, you must
become known as a person who's trustworthy
| | 00:57 |
and has integrity.
Be sure your words and actions align with
| | 01:01 |
your values so that you act ethically.
Next, self-awareness is your awareness and
| | 01:06 |
management of your inner world.
It includes the competences of knowledge
| | 01:11 |
of self, accurate self-assessment,
self-confidence, emotional self-control,
| | 01:16 |
achievement drive, Adaptability, and
learning orientation.
| | 01:23 |
Next is building relationships, which is
the ability to build positive and
| | 01:27 |
effective relationships with directory
ports, peers, customers, higher
| | 01:30 |
management, and all stakeholders both
within and outside the organization.
| | 01:37 |
The competencies here are reading people,
empathy and compassion, communication
| | 01:42 |
skills, developing others, maximizing team
performance, managing conflict,
| | 01:47 |
appreciating difference, building
influence, and service orientation.
| | 01:55 |
Both self-awareness and building
relationships are part of emotional
| | 01:57 |
intelligence.
The third cluster is business acumen.
| | 02:02 |
Which is the ability to perform functions,
and attain goals with minimum guidance.
| | 02:07 |
This includes the competencies of
functional or technical skills, adherence
| | 02:11 |
to culture, planning and organizing,
decision making, initiative and
| | 02:15 |
innovation, managing work, and knowledge
of industry.
| | 02:21 |
Finally, there's organization strategy,
which is the ability to set the vision and
| | 02:25 |
direction for the long term success of the organization.
| | 02:30 |
Its comprised of the following
compatencies, industry analysis, political
| | 02:34 |
acumen, global awareness, vision and
purpose, strategic direction, dealing with
| | 02:39 |
complexity.
Catalyzing change and inspirational
| | 02:44 |
leadership.
While we can separate skills into neat
| | 02:47 |
categories on paper, the reality is that
they're all related to leadership.
| | 02:52 |
And depending on your organization and
position you will utilize some more than
| | 02:55 |
others.
In the rest of this course, I'll focus on
| | 02:58 |
the twelve competencies I believe to be
the most foundational to be a great
| | 03:01 |
leader.
This will help you develop in each of the
| | 03:05 |
four clusters.
And give you a broad range of key
| | 03:08 |
foundational skills.
| | 03:09 |
| | Collapse this transcript |
| Leading with vision and values| 00:00 |
How much do you think people trust you?
By far and away above any other skill you
| | 00:03 |
can cultivate, your most precious asset is
actually your integrity.
| | 00:08 |
This is why values based leadership is so important.
| | 00:11 |
Having integrity means acting and speaking
in consistent accordance with your values.
| | 00:15 |
There's no one right set of values, but
you do have to be clear about what your
| | 00:19 |
set of values are.
To be a good leader, you must be grounded
| | 00:23 |
in who you are and what matters to you.
When you truly know yourself and what you
| | 00:27 |
stand for, it's much easier to make
decisions and take action.
| | 00:32 |
The right choice in any situation becomes
more obvious, when you have a north star
| | 00:35 |
to guide you.
Having a clear set of values will help you
| | 00:39 |
navigate the complex and ever changing world.
| | 00:41 |
Not the least of which is your
professional environment.
| | 00:44 |
There have been several international
studies that have measured what people
| | 00:47 |
look for in their leaders.
And a consistent finding is that people
| | 00:50 |
like working for leaders who do two things.
| | 00:53 |
One, they lead from their values, and two,
they share an inspiring vision for the
| | 00:57 |
future.
These two things are clearly connected.
| | 01:01 |
If you're grounded in your values, you can
build a culture of trust and transparency.
| | 01:05 |
And simultaneously, your values will
compel you toward a future that is
| | 01:08 |
meaningful.
You just have to articulate your values
| | 01:11 |
and your vision for others to see.
This is also true for an organization.
| | 01:16 |
Having a clearly articulated set of values
and a vision for the future both
| | 01:19 |
contribute to a healthy and positive culture.
| | 01:23 |
But it can't just be lip service.
Do you know what happens when the senior
| | 01:26 |
management's behavior is inconsistent with
the core values?
| | 01:30 |
It creates mistrust, cynicism and low
performance among the employees.
| | 01:34 |
And the reverse is also true.
When leaders walk their talk, employees
| | 01:38 |
see them as credible and trustworthy.
Which drives higher levels of morale,
| | 01:42 |
engagement, and productivity.
So the first step to leading the vision of
| | 01:47 |
values is to get clear about what your
core values are.
| | 01:51 |
Some examples of values are things like
quality, dependability, autonomy,
| | 01:55 |
perserverance, and humor.
While you may have lots of values, keep it
| | 02:00 |
down to just a handful that become the
cornerstone or guiding star of your
| | 02:02 |
leadership.
I've included a simple but compelling
| | 02:06 |
activity in the exercise files to help you
do this.
| | 02:10 |
Next, it's very important to find ways to
share your values with others.
| | 02:14 |
Your core values should be evident
everyday in the things you say and the
| | 02:17 |
actions you take.
Find ways to weave them into conversations
| | 02:21 |
and demonstrate them in your efforts.
This is how you build your credibility by
| | 02:26 |
consistently talking your talk and then
walking it.
| | 02:30 |
Third let your values guide you to what
you want to create.
| | 02:33 |
You need to find the vision that inspires
you first and then you can get others on
| | 02:36 |
board by sharing your excitement.
Let's look at some examples.
| | 02:42 |
Steve Jobs inspiring vision was to create
powerful computers that were beautifully
| | 02:46 |
simple in design and function.
Ben and Jerry wanted to make rich and
| | 02:51 |
creamy, fun and chunky ice cream flavors
using all natural and fair trade
| | 02:54 |
ingredients and Martin Luther King Junior
had a dream that all children would not be
| | 02:58 |
judged by the color of their skin, but by
the content of their character.
| | 03:04 |
Your vision may be large and international
or it could be small and local.
| | 03:07 |
Size is not important.
All that matters is that you are clear and
| | 03:10 |
committed about your goal.
Last but not least, you need to be
| | 03:14 |
relentless in your pursuit of your vision.
That's to say that you are consistent and
| | 03:19 |
persistent.
You may learn lessons and make changes
| | 03:22 |
over time but the guiding vision and the
values that drive them should endure.
| | 03:26 |
So first get clear about what you value
and what you stand for.
| | 03:29 |
Then you can use the rest of the
leadership tools, we cover in this course
| | 03:33 |
to help you achieve your vision.
| | 03:36 |
| | Collapse this transcript |
| Cultivating emotional intelligence| 00:00 |
Emotional intelligence is the mother skill
of effective leadership and should be your
| | 00:04 |
first priority.
Emotional intelligence is essentially how
| | 00:08 |
smart you are about reading and working
with emotions, both your own and those of
| | 00:11 |
others.
The key to developing emotional
| | 00:14 |
intelligence is understanding that humans
are complex beings driven by a variety of
| | 00:18 |
physical and emotional factors. Period.
| | 00:21 |
Organizations always succeed or fail based
on how well they address the human factor.
| | 00:26 |
There are two primary components to
emotional intelligence.
| | 00:29 |
The first component is self-awareness.
This means being aware of when you're
| | 00:33 |
having a physical or emotional reaction to
something, exercising emotional self
| | 00:37 |
control and finding health ways to
navigate challenging situations.
| | 00:42 |
Let's see what self-awareness looks like
with Serena, who's about to be surprised
| | 00:45 |
by an announcement that will dramatically
affect her team.
| | 00:49 |
>> The sales team has seen tremendous
growth, the the promoting of feature of
| | 00:52 |
the R3000.
Our customers are responding positively.
| | 00:56 |
Investment in implementing and training
the new sales process, has been a lot of
| | 00:58 |
work.
But we're really reaping the benefits, and
| | 01:01 |
I believe our sales team is going to
exceed fourth quarter projections.
| | 01:04 |
>> Thank you, Serena.
That brings me to some news I need to
| | 01:07 |
share with the entire team.
The executive team has decided to shift
| | 01:11 |
company focus, and to start promoting our
new t line of products.
| | 01:16 |
Production on the t100 is ahead of schedule.
| | 01:19 |
We're going to move the release data up by
six weeks.
| | 01:21 |
And what this means is that we're going to
begin a phases out of production on all
| | 01:25 |
the R model products and that we're
going to need to start promoting the new
| | 01:28 |
product lineup.
>> Wow, this is a dramatic change.
| | 01:33 |
My team is going to need at least two
months to make the shift.
| | 01:35 |
We need to push this back.
>> That's not going to happen, okay?
| | 01:37 |
You just need to make it work.
>> Anything else?
| | 01:42 |
>> No.
I just need the process this.
| | 01:43 |
I'll connect with you later.
>> Okay.
| | 01:47 |
>> Serena has just utilized the
self-awareness component of emotional
| | 01:50 |
intelligence.
In the middle of the meeting, she was
| | 01:53 |
aware that she was having a reaction to
Michael's announcement and she exercised
| | 01:56 |
emotional self control by not speaking up inappropriately.
| | 01:59 |
Self-awareness takes some practice to develop.
| | 02:03 |
The two key strategies I want to leave you
with are, one, know what triggers a strong
| | 02:06 |
emotional or physical reaction in you.
If you can figure out what types of
| | 02:11 |
situations tend to activate your reaction,
you're well on your way to being more
| | 02:14 |
emotionally intelligent.
And two, have one to two things you can do
| | 02:18 |
when that feeling comes up.
It might be breathing or venting your
| | 02:22 |
feelings quickly on paper or with a
confidant, or using physical exercise to
| | 02:26 |
release it.
Whatever works for you is fine.
| | 02:29 |
But the goal is to use these practices to
bring down your reaction before you
| | 02:33 |
interact with another person.
This will prevent you from aggravating an
| | 02:37 |
already tense situation or having you do
something you later regret.
| | 02:41 |
The more time and space you can create,
the more you'll be able to move into the
| | 02:44 |
second component of emotional
intelligence, which is awareness of
| | 02:47 |
others.
This means accurately sensing and
| | 02:51 |
understanding others' emotions and taking
an active interest in their needs and
| | 02:54 |
concerns.
Following the meeting, Serena exercised
| | 02:58 |
and then journaled to process her reaction
and feelings.
| | 03:01 |
Then she was be to turn her attention to
understanding the situation from Michael's
| | 03:05 |
perspective.
She explored the complexity of the
| | 03:08 |
situation and focused on meeting Michael's
and the organization's needs.
| | 03:13 |
Let's see what awareness of others looks like.
| | 03:15 |
>> Thank you for taking the time to meet
with me today.
| | 03:18 |
I really appreciate it.
>> Sure.
| | 03:20 |
>> So, I imagine the shift has been
stressful for you too.
| | 03:23 |
Probably have to make some travel changes, right?
| | 03:25 |
>> Yes, and my family is not too happy
about that.
| | 03:27 |
>> Sorry about that.
>> Thank you.
| | 03:29 |
>> Well, what I want to talk to you about
today is and we're onboard 100% to help in
| | 03:33 |
any way we can, but I'm a little worried
about my team.
| | 03:38 |
And the reason why is because, you know,
we've been on a real roll, and morale's
| | 03:41 |
been really high.
And the momentum's moving forward, and I
| | 03:44 |
just want to make sure that the momentum
is maintained during the shift.
| | 03:48 |
>> I agree with you, so what can I do to help?
| | 03:52 |
>> Well, I was wondering if I could have a
week before the company makes the
| | 03:55 |
announcement, with my team to make sure
that they understand why the change is
| | 03:58 |
important to the company, get their input,
and how we can best meet this challenge.
| | 04:04 |
What do you think?
>> I can't give you a week.
| | 04:08 |
But, I can give you two more days.
Will that help?
| | 04:15 |
>> Yeah, that will work.
>> Great.
| | 04:18 |
>> Thank you.
>> You're welcome.
| | 04:19 |
>> As you can see, Serena used emotional
intelligence to successfully navigate the
| | 04:25 |
situation.
Because she thought about Michael and her
| | 04:29 |
team, she was able to begin from a place
of empathy, which always builds a
| | 04:32 |
connection with another.
She focused on the outcome she wanted,
| | 04:36 |
which was to support the company while
maintaining her team's morale.
| | 04:41 |
Her awareness of herself and others helped
her to make good choices throughout the
| | 04:44 |
situation.
She advocated for her team while also
| | 04:47 |
supporting the company.
If you've been using the exercise files,
| | 04:51 |
you've already rated your skill level in
both self-awareness and building
| | 04:54 |
relationships.
Look at your ratings and identify two to
| | 04:57 |
three areas you'd like to hone, like
communication or managing conflict.
| | 05:02 |
I recommend starting with self-awareness
and work with any competencies that you
| | 05:05 |
rated lower than a four.
Then, make this your focus over the next
| | 05:09 |
four to six weeks, so that you can
intentionally change your behaviors and
| | 05:11 |
form new habits.
Developing your emotional intelligence can
| | 05:16 |
take time and energy, but it will serve
you well in every leadership role that you
| | 05:19 |
hold.
| | 05:20 |
| | Collapse this transcript |
| Motivating and engaging others| 00:00 |
Effective leaders motivate and engage all
of the people who are connected to the
| | 00:03 |
organization.
This not only includes the employees at
| | 00:06 |
every level, from front line to the
executives, but also the customers and
| | 00:09 |
other stakeholders like investors and
board members.
| | 00:13 |
Let's first look at motivation.
Research in psychology and human potential
| | 00:16 |
show us that humans are motivated by three
driving forces.
| | 00:20 |
In ranking order, these are first, the
need for physical survival and safety.
| | 00:25 |
This includes the most basic necessities,
from air, food, and water, to our more
| | 00:28 |
modern versions of being able to buy a
home, afford healthcare, and have job
| | 00:31 |
security.
When this level is tended to, we can focus
| | 00:35 |
more energy on the next level, which is,
the need to belong.
| | 00:38 |
This includes the social needs of having
friends, family and loved ones, and being
| | 00:42 |
able to spend quality time with them.
In addition, this level includes our sense
| | 00:47 |
of achievement and competence in
professional settings.
| | 00:50 |
When this level is tended to, we can focus
on the highest level, which is the need to
| | 00:53 |
achieve our full potential.
Humans are drawn to becoming the best they
| | 00:57 |
can be.
This not only includes personal excellence
| | 01:00 |
but also expressing and appreciating
creativity, as well as making a difference
| | 01:04 |
in the lives of others.
In fact, research has shown that when the
| | 01:08 |
other levels are met, humans are most
motivated by having autonomy, developing
| | 01:12 |
mastery, and contributing to a meaningful purpose.
| | 01:16 |
Organizations are also most successful
when their people can be focused on the
| | 01:19 |
top level, achieving their full potential.
This not only unleashes the highest levels
| | 01:25 |
of their skills and intelligence, but also
supports an ever growing and improving
| | 01:28 |
workforce, because we're innately drawn
towards self-improvement.
| | 01:33 |
Now let's look at engagement.
Engagement is the level of positive
| | 01:36 |
attachment employees feel toward their job
and organization, which serves as a
| | 01:40 |
profound motivator for productivity and growth.
| | 01:44 |
Interestingly, research has shown that the
ten causes of employee disengagement are:
| | 01:49 |
Feeling invisible.
Our efforts are not measured or
| | 01:53 |
recognized.
The work you do seems irrelevant.
| | 01:56 |
The job or workplace is not as you expected.
| | 01:59 |
The job doesn't fit your talent or interest.
| | 02:02 |
You receive little to no feedback or coaching.
| | 02:05 |
You don't have access to professional
development programs.
| | 02:10 |
You dont' see a viable career path.
You feel overworked and stressed out.
| | 02:15 |
And you don't trust or have confidence in
the senior leaders.
| | 02:19 |
So engaging employees obviously involves
tending to these issues.
| | 02:22 |
And it's not just a one shot deal.
It has to be an organizational value that
| | 02:26 |
drives various aspects of how employees
are treated on a daily basis.
| | 02:31 |
This includes a variety of policies and
practices like hiring people into the
| | 02:34 |
right positions, making sure job
descriptions match real work expectations.
| | 02:39 |
Providing training and development, and
having performance review systems that
| | 02:43 |
accurately measure contributions.
But the true spirit of engaging employees
| | 02:47 |
lives in the relationships that leaders
build with their people.
| | 02:51 |
Here are some specific strategies to use
for building a culture of employee
| | 02:54 |
engagement through individual relationships.
| | 02:58 |
First make a point of getting to know
people individually.
| | 03:01 |
Focus on the whole person and not just
their work life.
| | 03:05 |
Remember whose daughter is leaving for
college, whose beloved pet just passed
| | 03:08 |
away, and who is making an offer on a new home.
| | 03:12 |
This shows that you genuinely care about them.
| | 03:15 |
Second, use your one on one meetings to
not only discuss performance but actively
| | 03:18 |
support the professional development plans.
| | 03:21 |
Make sure that their interests and
ultimate career goals are a regular part
| | 03:24 |
of your check-ins.
Third, regularly provide coaching and
| | 03:28 |
training to enhance their skills.
Fourth, keep an eye out for relevant
| | 03:33 |
opportunities.
Advocate for them to be able to projects
| | 03:35 |
or committees that will help them with
their development goals.
| | 03:40 |
When employees feel respected and
empowered they can face challenges with a
| | 03:43 |
collaborative spirit and positive attitude.
| | 03:46 |
Let's look at some strategies to use for
engaging a group or a team.
| | 03:50 |
First, be clear about what is happening
and about what goals you expect the group
| | 03:53 |
to achieve.
Second, always share the business case for
| | 03:57 |
why things are happening.
When you give the group the bigger
| | 04:00 |
picture, you first demonstrate trust and
you also harness their intelligence and
| | 04:03 |
talent to solve the problem.
Third, express your faith in the team by
| | 04:07 |
allowing them to generate their own
solutions to the problem.
| | 04:10 |
They'll think of things you did not see
and this will lead to better ideas and
| | 04:13 |
decisions.
Fourth, help the group identify what
| | 04:17 |
support they need and do your best to
deliver that support.
| | 04:20 |
You want to facilitate their success in
whatever ways that you can.
| | 04:24 |
Finally, celebrate successes both large
and small with individuals and the group.
| | 04:29 |
People are most motivated when they're
moving towards something and have a sense
| | 04:32 |
of their progress, rather than having
their failings highlighted.
| | 04:36 |
As a leader, consider how you can use
these ideas to motivate and engage your
| | 04:39 |
people.
The benefits to your organization are
| | 04:42 |
numerous.
| | 04:42 |
| | Collapse this transcript |
| Developing your team| 00:00 |
One of the ways to motivate and engage
your people is to focus on their
| | 00:03 |
professional development.
This is much more than the annual
| | 00:06 |
performance review.
This is an ongoing process that supports
| | 00:09 |
the growth and development of your people
in all the competencies.
| | 00:12 |
Affiliated with self awareness, building
relationships, business acumen and
| | 00:16 |
organizational strategy.
To effectively cultivate another person's
| | 00:20 |
potential, you must get to know him or her
on a deeper and more holistic level.
| | 00:25 |
Particularly you must discover six core
components of each person.
| | 00:29 |
In the exercise files, I've shared some
questions to guide this exploration.
| | 00:33 |
Number one, what are your employees
strengths and weaknesses in the four
| | 00:35 |
areas?
Knowing this will help you identify
| | 00:38 |
specific opportunities to harness their
strengths and develop weaknesses.
| | 00:42 |
Let's say your employee has a weakness
with financial planning.
| | 00:45 |
Knowing that this could harm his potential
for future promotions, you could arrange
| | 00:48 |
for him to take some classes.
As well as be mentored by someone with
| | 00:51 |
more skill in financial planning.
Number two, what are the factors that
| | 00:56 |
motivate and engage your employees.
Knowing these factors will help you make
| | 01:00 |
accurate choices when offering
opportunities and challenges.
| | 01:04 |
Number three, what is their learning style?
| | 01:07 |
You'll need to tap into their preferred
learning style to help them grow, so both
| | 01:09 |
of you should know how best the person learns.
| | 01:12 |
For example, some people learn best by
thinking things through alone and other
| | 01:16 |
learn best by talking things through with others.
| | 01:19 |
Some people thrive through reading, others
want online learning, and others enjoy
| | 01:23 |
experiential learning.
Number four, how well do they manage their
| | 01:27 |
triggers?
The reality is that every person's trigger
| | 01:30 |
eventually show up in the workplace.
So it's helpful to have an open and honest
| | 01:33 |
discussion about it.
They need to manage their triggers to
| | 01:37 |
level that their reaciton doesn't
negatively impact the workplace.
| | 01:41 |
Let's say that one of your people becomes
very defensive when receiving any form of
| | 01:44 |
critique.
This harms many of her relationships, so
| | 01:47 |
one thing you could do would be to arrange
for her to work with a career coach.
| | 01:52 |
Number five, what are their work life
balance needs?
| | 01:56 |
You want to know about the whole person,
because the rest of their life will
| | 01:58 |
ultimately affect their professional role.
And it's a way to create an authentic and
| | 02:02 |
caring work environment.
When necessary you can also make
| | 02:06 |
appropriate adjustments to their work load
to create better balance.
| | 02:10 |
Imagine that you have an employee who's
going through a major life change.
| | 02:13 |
Like becoming a parent or recovering from
a serious illness.
| | 02:17 |
You'd want to chat with them about options
that support their work-life balance, like
| | 02:20 |
job sharing.
Being assigned to less time consuming
| | 02:23 |
projects.
Or even reducing their hours for a period
| | 02:26 |
of time.
Number six, what are their long-range
| | 02:29 |
career dreams?
This is beyond the job they are currently
| | 02:32 |
doing which means you have to create a
safe space for them to share their dreams.
| | 02:36 |
But if you can do so, you can build a
relationship where you can guide and
| | 02:39 |
mentor their professional development in a
deeply meaningful way.
| | 02:44 |
Let's say one of your employees has shared
that she wants to start a nonprofit.
| | 02:47 |
If you know that this employee can
maintain her productivity, it's great to
| | 02:50 |
support her goals.
For example, you can approve flex time so
| | 02:54 |
that she can attend a course on nonprofit management.
| | 02:57 |
You could also benefit your department by
having her do a presentation about what
| | 03:00 |
she is learning.
As you can see you have a lot of options
| | 03:03 |
for developing your people.
While it's important to treat every person
| | 03:07 |
fairly, this does not mean that you have
to treat them identically.
| | 03:11 |
Plans can vary widely, and you want to
customize them to meet the needs of each
| | 03:14 |
person, as well as your organization.
Each year should begin with a clear plan
| | 03:19 |
that is assessed at least quarterly in one
on one meetings.
| | 03:23 |
Some aspects of this plan will also tie to
the performance review process.
| | 03:27 |
Developing your people is a craft, and
involves much more than we can cover in
| | 03:30 |
this video.
I encourage you to further your learning
| | 03:33 |
by watching some of the other courses on
coaching employees and career development
| | 03:37 |
here at lynda.com.
| | 03:39 |
| | Collapse this transcript |
| Increasing team performance| 00:00 |
In today's organizations, more and more
work is being done in teams.
| | 00:04 |
A team is different from a group of
individuals who may form a department or
| | 00:07 |
cross functional group.
Specifically, to be a team, the group must
| | 00:11 |
have the following four qualities.
Number 1, a common purpose.
| | 00:16 |
This would be the clear goal they are to achieve.
| | 00:19 |
Number 2, their efforts must be inter-dependent.
| | 00:22 |
Otherwise, it's just coordinate efforts of
individual contributors, and that's not a
| | 00:27 |
team.
Number 3, they must share accountability.
| | 00:30 |
Everyone is held responsible for the
group's success or failure.
| | 00:34 |
And number 4, the members must believe
that the outcome will be better together
| | 00:37 |
than working alone.
When done right, the benefits of teams are
| | 00:41 |
compelling.
Research shows, that when teams work
| | 00:44 |
effectively, they can solve more complex
problems, make better decisions, be more
| | 00:48 |
productive and creative, and build more
skills, than when individuals work alone.
| | 00:55 |
But creating a team, is not just putting
folks together to work on a project.
| | 00:59 |
To reap the benefits of teams, the group
must be set up for success and facilitate
| | 01:03 |
it to achieve maximum performance.
This is where you come in.
| | 01:08 |
There are several strategies effective
leaders use to increase team performance.
| | 01:12 |
Managing a high-performing team takes
effort so plan to spend time and energy on
| | 01:15 |
implementing these tactics.
This will also help you address the most
| | 01:21 |
common reasons teams fail, which are:
Unclear purpose or goals.
| | 01:25 |
Lack of a clear plan or commitment to the plan.
| | 01:28 |
Inability to deal with conflict.
Lack of shared accountability for results.
| | 01:34 |
Insufficient resources.
And a lack of trust.
| | 01:39 |
The first thing you want to do is set your
team up for success by helping them create
| | 01:42 |
team guidelines or a playbook, if you
will, for the team's efforts.
| | 01:47 |
I've included a handout in the exercise
files for you to utilize.
| | 01:51 |
The first meeting you have with the team
will be the longest, as you co-create the
| | 01:54 |
document.
You'll facilitate this discussion and
| | 01:57 |
together the team should understand and
agree on the goal that the team is to
| | 02:00 |
accomplish by when.
You'll want to be sure that everyone is
| | 02:04 |
clear about the purpose, scope, and
quality and other important aspects of the
| | 02:07 |
goal.
If your team is comprised of members from
| | 02:11 |
different functions or who have not worked
together in the past have them discuss
| | 02:14 |
their work preferences.
Things like their work styles,
| | 02:18 |
expectations, challenges, and pet peeves
are a good place to start.
| | 02:24 |
Using that information, flush out shared
practices they all agree to utilize for
| | 02:27 |
the duration of the teams work together.
This includes how they will evaluate ideas
| | 02:32 |
and make decisions, what is appropriate
behavior, and how and when they'll
| | 02:35 |
communicate.
Next, you'll want to help the team
| | 02:40 |
identify the roles each person will play
in the project.
| | 02:43 |
This is an excellent way to highlight each
individual's strengths and to further
| | 02:46 |
develop their belief that they will
achieve a better outcome together.
| | 02:51 |
In particular, they can discuss when
certain people will lead and others will
| | 02:53 |
embrace followership.
Knowing that teams often experience
| | 02:57 |
conflict, it's vital that you have the
team create their plan for dealing with
| | 03:01 |
conflict.
For example, the members might decide to
| | 03:04 |
first approach a person directly.
And if that's not fruitful, then bring the
| | 03:08 |
issue to the team leader or you.
Next, guide them through a discussion of
| | 03:13 |
what resources they currently have
available and what the team thinks it
| | 03:15 |
needs.
This can include things like access to
| | 03:19 |
information, financial resources,
authority, training, and so on.
| | 03:25 |
Finally, discuss how the team is
accountable for the results.
| | 03:27 |
Describe how you will verify that they're
meeting their milestones and that the
| | 03:30 |
results align with the goal.
Conclude the meeting by finalizing
| | 03:35 |
agreement on the key points.
Then, type up the team playbook and share
| | 03:38 |
a copy with each member.
You'll use the playbook to guide both team
| | 03:42 |
meetings, as well as one-on-ones with the members.
| | 03:46 |
Your work is not done, however.
As an effective leader, you need to
| | 03:49 |
continue to support the team by helping
build trust, coaching them when needed.
| | 03:55 |
Helping them move through the inevitable
conflict that will arise and valuing their
| | 03:58 |
worth by praising their efforts and successes.
| | 04:02 |
If there are challenges, you'll need to
speak with the team.
| | 04:04 |
Empowering them to identify the problem,
create solutions and implement those
| | 04:08 |
solutions in ways that keep the team
cohesive as a group.
| | 04:12 |
Think about the teams that you work with.
Utilize these practices to maximize their
| | 04:17 |
performance and help your organization to
achieve it's goals.
| | 04:20 |
| | Collapse this transcript |
| Facilitating change| 00:00 |
No matter what industry you're in, you're
dealing with change.
| | 00:03 |
If for no other reason than the fact that
technology is changing so fast.
| | 00:07 |
Some industries are built on change, and
are in fact about getting others to
| | 00:10 |
change.
Like fashion for example.
| | 00:12 |
They sell change for every season.
Change happens all the time, but the
| | 00:17 |
impact of change can be either positive or negative.
| | 00:20 |
Did you know that 70% of change
initiatives fail?
| | 00:24 |
Think about that.
This statistic represents a huge loss of
| | 00:27 |
time, energy, and money.
and this failure is due mainly to poor
| | 00:30 |
leadership, because the change process was
not correctly facilitated, dooming the
| | 00:34 |
initiative and possibly the organization.
This is because people focus mainly on the
| | 00:41 |
change, and they forget to address the transition.
| | 00:44 |
Let's take a common example.
Serena is promoted to a new position,
| | 00:48 |
regional director.
Change is the structural shift that
| | 00:52 |
occurs, like the new job description,
placement on the org chart, and the moving
| | 00:55 |
of her belongings to a new office.
It's factual and unemotional.
| | 01:01 |
Transition on the other hand, is the
psychological process that involves the
| | 01:04 |
human thoughts and feelings that accompany
any change.
| | 01:08 |
In this case, Serena may be thrilled for
this opportunity, but feels some sadness
| | 01:11 |
at leaving her team.
Other people may also have reactions such
| | 01:16 |
as happiness for Serena or even worry
about what this change might mean for
| | 01:19 |
them.
And this is what facilitating change is
| | 01:23 |
all about, Tending to the psychological
process of transition.
| | 01:28 |
Research has shown again and again, that
humans have a fairly predictable pattern
| | 01:31 |
when it comes to change.
In fact, it's called the change curve and
| | 01:34 |
it looks like a roller coaster.
While there might be excitement, there's
| | 01:39 |
an initial and sometimes dramatic drop in
productivity and morale.
| | 01:44 |
Effective leaders can impact the change
curve, by making the hills less dramatic
| | 01:48 |
and shortening the length of time the
process takes.
| | 01:52 |
All of this can result in huge savings in
all key measures of performance and
| | 01:55 |
productivity.
The three key strategies I want to give
| | 01:59 |
you today are these.
Number one, empower people in the change
| | 02:02 |
process.
This means that instead of pushing people
| | 02:06 |
to change which triggers resistance, you
genuinely involve them in designing and
| | 02:09 |
implementing the change.
Bring the people who will experience the
| | 02:14 |
change into the decision making process
early, and have them co-create the change.
| | 02:19 |
This not only creates buy in, but you will
yields far more effective ideas because
| | 02:22 |
the people who are most impacted can bring
their experience to the table.
| | 02:28 |
Number two, build and maintain trust.
Because of the emotional nature of change,
| | 02:33 |
you want to do everything you can to
create a culture of trust.
| | 02:37 |
This means clarifying the organization's
intentions with a change, being reliable
| | 02:41 |
by matching your words to your actions,
and being trustworthy by honoring your
| | 02:44 |
agreements.
You can't build trust overnight, so if
| | 02:49 |
your organization has low trust, you
should first prioritize building it,
| | 02:52 |
before you tackle big changes.
Number three, tend to the power of habit.
| | 02:59 |
Recent research has shown that humans are
by and large, creatures of habit.
| | 03:03 |
Every day we engage in habit loops that
have been built over time and in many
| | 03:06 |
cases, are quite grooved, both
behaviorally and neurologically.
| | 03:09 |
Think about your own day, habit is behind
your commute to the office, how you behave
| | 03:13 |
in meetings, and even how you answer your phone.
| | 03:18 |
When we implement change, we are
simultaneously asking people to break old
| | 03:21 |
habits that are well grooved, familiar and comfortable.
| | 03:24 |
To be replaced by new behaviors that are
not yet habits, and are therefore
| | 03:28 |
unfamiliar, sometimes awkward and uncomfortable.
| | 03:32 |
Even Serena whose going to a new and
exciting role, will have some discomfort
| | 03:35 |
as she learns new habits for her position.
Luckily, Serena's supported by a clear
| | 03:40 |
visual reminder as she has a new office.
But what about the majority of people who
| | 03:44 |
must change while sitting at their same
desk and doing their same job.
| | 03:50 |
Effective leaders facilitate the change
process by intentionally shifting old
| | 03:53 |
behaviors.
They create an ending to the old way, even
| | 03:57 |
if it's symbolic.
And then generate excitement about the
| | 04:00 |
implementation of the new way.
Here's an example.
| | 04:03 |
If you're moving people to a new space or
building, have some kind of symbolic
| | 04:06 |
closure of the old, like a casual
gathering with food, and share a few words
| | 04:10 |
about all the great things that happened
in that space.
| | 04:15 |
When you get to the new space, have a
grand opening of sorts, where you
| | 04:17 |
acknowledge some of the key changes and
you talk about what you hope to accomplish
| | 04:20 |
there.
Effective leaders are patient, and allow
| | 04:24 |
people time to make the transition,
knowing that after about 40 repetitions of
| | 04:27 |
the new behavior things will settle down.
Think about how you can use these
| | 04:33 |
strategies to facilitate change in your organization.
| | 04:36 |
As a leader, you have a powerful role to
play in helping others move through
| | 04:39 |
change.
| | 04:40 |
| | Collapse this transcript |
| Developing political acumen| 00:00 |
Another key leadership skill is developing
political acumen.
| | 00:03 |
This is not about being political or being
a master manipulator.
| | 00:07 |
Acumen means accuracy and keenness of
judgement or insight, so political acumen
| | 00:11 |
is the ability to accurately perceive and
judge the formal and informal influences
| | 00:16 |
that shape decision making.
It's about correctly reading your contexts
| | 00:22 |
and being able to make sound decisions
based on what is really going on.
| | 00:26 |
Every organization has a level of subtext,
the undercurrent of things that are
| | 00:30 |
happening behind or underneath the daily
machinations of the organization.
| | 00:35 |
Transparent organizations have a higher
match between what is said and what is
| | 00:39 |
done, while others are a complex web of
invisible factors.
| | 00:43 |
No matter your context, your effectiveness
as a leader will be enhanced by developing
| | 00:47 |
your political acumen.
You can do this by looking at the two P's.
| | 00:52 |
Power and priorities.
First, you want to identify who has power
| | 00:56 |
in the organization.
Power comes in many forms.
| | 01:00 |
As I go through them, think about who in
your organization holds the following
| | 01:03 |
kinds of power.
There can be overlaps between them.
| | 01:07 |
The first three have to do with the kind
of position you hold.
| | 01:10 |
Number one is legitimate power, which is
based on a person holding a formal
| | 01:13 |
position.
Others comply because they accept the
| | 01:16 |
legitimacy of the position of the power holder.
| | 01:19 |
Examples include elected officials, CEO's,
university presidents, etc.
| | 01:25 |
Number two is reward power, which based on
a person's ability to offer rewards.
| | 01:30 |
Others comply because they want the
rewards the power holder can offer.
| | 01:34 |
These are obviously things like promotions
and raises but could also include more
| | 01:38 |
subtle things like faster service, better
seating assignments, or even extra
| | 01:41 |
servings.
Number three is coercive power, which is
| | 01:46 |
based on a person's ability to punish.
Others comply because they fear
| | 01:50 |
punishment.
Again, this could be things like demotions
| | 01:53 |
and pay cuts but could also include things
like speeding tickets and public
| | 01:56 |
humiliation or shame.
The last two have to do with the
| | 02:00 |
individual person in particular.
Number four is referent power.
| | 02:05 |
Others comply because the genuinely
respect and like the power holder.
| | 02:09 |
Leaders who have integrity and lead from
their values often have referent power.
| | 02:14 |
Number five is expert power, which is
based on the person's expertise,
| | 02:17 |
competence, and information in a certain area.
| | 02:20 |
Others comply because they believe in or
have to rely on the power holder's
| | 02:23 |
knowledge and competence.
Common examples are medical doctors,
| | 02:28 |
lawyers, and financial investors.
Clearly people at the top of the
| | 02:32 |
organization chart hold a lot of power,
but folks at the bottom can too.
| | 02:37 |
Think about how much power an IT person or
executive assistant hold.
| | 02:41 |
Part of political accumen is knowing who
holds what kind of power, not just in
| | 02:45 |
paper but in reality.
This is a key element to your success as a
| | 02:49 |
leader.
Second, you want to understand the
| | 02:53 |
priorities of the organization.
There may be stated goals and values but
| | 02:56 |
you want to pay attention to whether or
not those are the real priorities.
| | 03:01 |
You will know the real priorities by
looking for where the organization invests
| | 03:04 |
its money, time, and energy.
Investment of money includes where hiring
| | 03:09 |
dollars are spent, proposals get funded,
and key supplies like computers get
| | 03:13 |
purchased.
The same goes for time.
| | 03:17 |
Where is a lot of staff time invested?
You can measure this by the size of a
| | 03:21 |
department, as well as the projects or
issues that we see a lot of times in terms
| | 03:23 |
of hours.
Even who gets to meet with the top
| | 03:27 |
leaders, and how long those meetings are,
indicates a ranking of priorities.
| | 03:32 |
Finally, look for where the organization
spends it's collective energy.
| | 03:35 |
Is it on customer service, product
development, or the training and
| | 03:38 |
development of employees?
While all may receive some energy, the
| | 03:43 |
amount of energy indicates which issues
the organization values most.
| | 03:47 |
At least for that time period.
To further hone your political acumen, try
| | 03:52 |
these specific strategies.
First, identify and understand the power
| | 03:56 |
and priorities in your organization.
Second, demonstrate this understanding
| | 04:01 |
through your words and actions.
Third, find a mentor who's politically
| | 04:06 |
savvy, and can help you analyze your context.
| | 04:10 |
Fourth, utilize your analysis to inform
your decision making and actions.
| | 04:15 |
And finally, if you're confused about
something that is happening, discreetly
| | 04:18 |
communicate with your mentor to gain new insights.
| | 04:22 |
All of these strategies will build upon
each other to help you gain more and more
| | 04:25 |
useful information about your context.
Remember that as you change roles or
| | 04:29 |
organizations, you need to continually
update your knowledge to be current and
| | 04:33 |
accurate.
Ultimately, being politically savvy helps
| | 04:36 |
you be the most effective leader you can
be.
| | 04:39 |
| | Collapse this transcript |
| Scanning your environment and industry| 00:00 |
As we have discussed, the quality of your
decisions and the effectiveness of your
| | 00:03 |
leadership depends on how well you read
your context.
| | 00:07 |
This includes knowing what is happening in
your organization and industry.
| | 00:11 |
No matter what level of leader you are,
using the following tips will help you
| | 00:14 |
stay informed of the current happenings
within your organization.
| | 00:18 |
Number one, frequently review all of the
organization's publicity materials like
| | 00:22 |
the website and press releases.
Organizations are complex and
| | 00:27 |
communication doesn't always flow efficiently.
| | 00:30 |
You'll be surprised how much you learn
about your organization by seeing what it
| | 00:33 |
says about itself to the public.
Number two, also review the internal
| | 00:37 |
communication often housed in the employee portal.
| | 00:41 |
You can gain a lot of information by
seeing what positions are hiring, changes
| | 00:45 |
on organizational charts, and formation of
new policies and procedures.
| | 00:50 |
Number three, listen in meetings for
comments about pressures, challenges, and
| | 00:53 |
opportunities that shape the actions of
the organization.
| | 00:58 |
Number four, engaging discussions with
higher management, peers, and employees
| | 01:02 |
about current and future developments.
Remember your goal is to gain a broad and
| | 01:07 |
an accurate picture of your organization.
So take a step back to see what the
| | 01:11 |
information might mean, by looking at the
broader scope and the longer term.
| | 01:16 |
You'll identify issues that may be driving
subtle changes in the organization.
| | 01:22 |
Since leadership is inherently future
focused you must always keep an eye to
| | 01:25 |
where things are headed.
And scan for potential roadblocks and
| | 01:28 |
opportunities on the path ahead.
Let's see how Serena stays ahead of the
| | 01:33 |
curve as her organization and industry change.
| | 01:36 |
As you recall she's the Vice President of
sales for Kinetico, a level four leader.
| | 01:41 |
Serena stays up on her industry by joining
all of the major organizations affiliated
| | 01:45 |
with her field.
She knows that the magazines, conferences,
| | 01:49 |
and industry blogs will keep her up to
date on current trends, thought leaders
| | 01:52 |
and influential forces.
She also periodically reviews the academic
| | 01:57 |
journals affiliated with business,
psychology, global studies and
| | 02:00 |
communication.
She knows that research findings can be a
| | 02:04 |
good source of new information that might
guide future trends in sales.
| | 02:09 |
Serena also frequently reviews the news.
She makes a point of reviewing
| | 02:12 |
independently owned media sources for both
national and international news.
| | 02:18 |
And she spends time thinking about the
connecting points.
| | 02:21 |
This is how she learned about the new
shipping port that congress is reviewing.
| | 02:25 |
Even though it wont be completed for a
decade, she can see how this will create
| | 02:28 |
immense opportunities for reaching new markets.
| | 02:32 |
Finally Serena leads her team through an
annual SWOT Analysis.
| | 02:36 |
Which stands for, Strengths, Weaknesses,
Opportunities, and Threats.
| | 02:41 |
Serena asks here group to assess these
items on three levels.
| | 02:45 |
The division for the upcoming 18 months,
the company for the upcoming 24 months,
| | 02:49 |
and the industry for the upcoming 36 months.
| | 02:54 |
Serena delegates the work of researching
and presenting information among the team,
| | 02:57 |
and rotates the assignments each year.
This annual practice not only serves to
| | 03:02 |
keep her team informed, it allows each of
them to make better choices as leaders.
| | 03:07 |
In addition, she's also training her team
on key leadership practices that will
| | 03:10 |
serve as part of their professional development.
| | 03:14 |
Knowing your organization and industry
requires an ongoing practice of gathering
| | 03:18 |
and analyzing information.
Find ways to build this key strategy into
| | 03:22 |
your schedule, setting aside specific
time, each couple of weeks for engaging in
| | 03:26 |
these practices.
You can even partner with other colleagues
| | 03:31 |
to share the work and foster cross
function analysis.
| | 03:34 |
As you learn more about your organization
and industry, see how you can address
| | 03:38 |
needs, identify trends and facilitate change.
| | 03:42 |
You will not only be an effective leader
but you may also become one of the thought
| | 03:45 |
leaders that others follow.
| | 03:47 |
| | Collapse this transcript |
| Building key relationships| 00:00 |
As we've seen throughout this course, a
large part of any leader's success is a
| | 00:03 |
function of the relationships they build
with employees, peers, and upper
| | 00:07 |
management, as well as customers, board
members, investors, and leaders in the
| | 00:10 |
industry.
The relationships you need to build are
| | 00:15 |
related to your leadership level, but I
always think it's a good idea to build the
| | 00:17 |
relationships of one level above you.
This will allow you to expand your
| | 00:22 |
professional network, which not only
serves your current level but prepares you
| | 00:25 |
for the next one.
Ultimately, the goal is to be a
| | 00:29 |
relationship builder who can synthesize
connections and maximize collaborative
| | 00:33 |
environments.
You want to build relationships with other
| | 00:37 |
influential people.
Some of the strategies you learn for
| | 00:40 |
developing your political acumen and
understanding your industry should help
| | 00:43 |
you generate a list for people.
Don't expect to reach out to them all at
| | 00:48 |
once, but you should have an active and
ongoing plan for identifying and building
| | 00:51 |
key relationships.
The order and pace at which you tackle
| | 00:55 |
your list will largely be determined by
your context and your preferences.
| | 01:00 |
Recent research in neurobiology and
psychology have shown that our
| | 01:03 |
relationships with others largely reflects
how we approach them.
| | 01:07 |
Humans have something called mirror
neurons, and outside of our conscious
| | 01:10 |
control, we tend to read and mirror the
emotions of others.
| | 01:14 |
This means that how you approach others
will largely shape how they respond to
| | 01:17 |
you.
If you are open, positive and warm, they
| | 01:20 |
will likely meet you there.
Let's look at some key strategies for
| | 01:24 |
building authentic relationships.
First, remember that building
| | 01:28 |
relationships takes time.
You should establish rapport over several
| | 01:32 |
interactions, not just rushing in when you
need something.
| | 01:37 |
Demonstrate that you're open and
trustworthy, as you do so trust can grow,
| | 01:40 |
allowing the relationship to deepen.
Second, all people want to be seen and
| | 01:45 |
heard.
So enter each interaction with genuine
| | 01:48 |
care and interest for the other person.
Demonstrate your interest with open
| | 01:52 |
posture and eye contact, knowing that if
you're rushed or distracted it will short
| | 01:55 |
change your opportunity to connect.
Over time, you'll want to learn more about
| | 02:01 |
the whole person, their professional
interests certainly, but also their
| | 02:04 |
values, goals, and passions including
those outside of work.
| | 02:10 |
Build rapport over time by checking in
occasionally, asking about those key
| | 02:12 |
aspects of their life.
Third, use your emotional intelligence to
| | 02:17 |
tune into their verbal and nonverbal cues,
so that you read them accurately.
| | 02:22 |
Over time, you will build and maintain a
wide network of key relationships, both
| | 02:26 |
within your organization and across your industry.
| | 02:30 |
Once you've built solid relationships, you
can tap into the collective wisdom and
| | 02:33 |
influence of your network when the need arises.
| | 02:37 |
For example, let's say you need to garner
support for a proposal you've offered.
| | 02:40 |
You should make a meeting to discuss the
issue with key people.
| | 02:44 |
Be clear about asking for help and specify
what kind of help you need.
| | 02:48 |
Perhaps you want advice, constructive
feedback, or even advocacy with other
| | 02:51 |
people in the organization.
Phrase your request as an invitation for
| | 02:55 |
people to support you but also give them
the clear option to say no.
| | 03:00 |
Continue to tend the relationship by
acknowledging and thanking the person for
| | 03:03 |
the help once it is given.
And when you can, reciprocate when they
| | 03:06 |
need support.
You should make it a goal to build key
| | 03:10 |
relationship, not only with people in your
organization, but with thought leaders in
| | 03:13 |
the industry, peer colleagues who hold
similar roles in other organizations, and
| | 03:16 |
even with appropriate elected officials.
Perhaps most importantly help people in
| | 03:23 |
your network connect with each other.
And as they do the same, you will each
| | 03:26 |
further support and enhance each others effectiveness.
| | 03:29 |
Finally, I strongly recommend that you
tend to your own professional development
| | 03:33 |
by always having a mentor.
A mentor is someone who holds a
| | 03:38 |
professional position you aspire to have.
They could be within or outside your
| | 03:41 |
organization, and it's okay to have one of each.
| | 03:45 |
Personally, I've had a mentor for every
stage of my career and I've always gained
| | 03:48 |
a lot of insight and wisdom from their guidance.
| | 03:51 |
And now that I'm more advanced in my
career, I really enjoy mentoring others.
| | 03:55 |
Consider how you can use some of these
strategies for building your own network
| | 03:58 |
of influential relationships.
| | 04:00 |
| | Collapse this transcript |
| Creating a culture of trust and integrity| 00:00 |
While we've been focusing in this course
on how to be a successful leader, it is
| | 00:03 |
also the role of leaders to build and
maintain a great culture in the
| | 00:06 |
organization.
An organization's culture becomes the
| | 00:10 |
diving force that shapes the attitudes and
behaviors of everyone in the organization.
| | 00:15 |
And it's the most effective way to improve
productivity, engagement, and other key
| | 00:18 |
measures of success.
A leader's efforts are most effective when
| | 00:23 |
they can spend or focus and energy on
creating the culture, because they can
| | 00:26 |
create more widespread change than working
with one department at a time.
| | 00:31 |
When you have a great culture, you can
retain your best people, and you attract
| | 00:35 |
other top talent who want to work there.
Productivity soars, because people are
| | 00:40 |
motivated and engaged.
Employees are loyal and take great pride
| | 00:43 |
in the organization and the work they do,
thus driving innovation and effort.
| | 00:48 |
The term great is somewhat subjective.
What is great in a fast-growing tech
| | 00:52 |
company with a high percentage of young
employees, may be different from what is
| | 00:55 |
great for a national nonprofit that fights
for social justice, or a long-standing
| | 00:58 |
financial institution.
Each industry region and organization has
| | 01:04 |
its own vibe, and people usually seek out
the culture that matches their needs.
| | 01:10 |
But research has shown we can measure how
people feel about where they work.
| | 01:14 |
Studies done on thousands of organizations
in a wide range of industries, shows us
| | 01:17 |
that great cultures have four key factors
in common.
| | 01:21 |
Number one, there is a high level of trust
between employees and management.
| | 01:26 |
Number two, people have pride in what they
do, either their specific task or the
| | 01:30 |
meaningful purpose that the organization serves.
| | 01:34 |
Number three, they genuinely like and
enjoy their colleagues.
| | 01:38 |
And number four, everyone is encouraged to
learn and develop, individually and
| | 01:42 |
collectively.
Certainly, a leader who practices the
| | 01:46 |
leadership skills I've outlined in this
course will contribute to a great culture,
| | 01:49 |
but this effect could be limited to just
that leader's team or department.
| | 01:55 |
To truly create a great culture these
ideas and practices must come from the top
| | 01:58 |
and be infused into every aspect of the organization.
| | 02:01 |
Including its values, hiring practices,
performance measurement system, training
| | 02:06 |
and development opportunities, policies
and procedures.
| | 02:11 |
That is why creating a great culture comes
from the collaboration of all the leaders
| | 02:14 |
in the organization, especially those at
the top.
| | 02:18 |
If you want to drive the creation of great
culture in your organization, I suggest
| | 02:21 |
the following strategies.
First, partner with other effective
| | 02:26 |
leaders to move this important agenda forward.
| | 02:29 |
Second, do research on the benefits of
having a great culture.
| | 02:34 |
Third, present the impressive data,
showing the return on investment.
| | 02:38 |
Fourth, partner with influential people to
create advocacy for this initiative.
| | 02:44 |
Fifth, create ample opportunities for
learning and development.
| | 02:47 |
And sixth, check out the efforts of greatplacetowork.com.
| | 02:51 |
If you watch the news, you will see that
culture is a key factor used to analyze an
| | 02:54 |
organization's effectiveness.
With your help, your organization can also
| | 02:59 |
reap the benefits of a great culture.
| | 03:02 |
| | Collapse this transcript |
| Practicing sustainability| 00:00 |
As you can see from this course, being an
effective leader takes a lot of
| | 00:03 |
intentional focus, time and energy.
You have to be constantly reading and
| | 00:07 |
responding to the people and environment
around you, and making good choices.
| | 00:12 |
In order to be at your best, you must
engage in a consistent practice of self
| | 00:15 |
care.
That is what Sustainability is all about,
| | 00:19 |
keeping yourself in good shape so that you
can meet and respond to the daily
| | 00:22 |
challenges over the long haul.
We all know about the idea of self-care,
| | 00:27 |
but for many, it's the first thing to go
out the door when things get busy or
| | 00:29 |
stressful.
But effective leaders know that the busy
| | 00:32 |
and stressful times are when you should
double down on self-care.
| | 00:37 |
This is the primary strategy of sustainability.
| | 00:39 |
Keeping yourself physically and
emotionally strong so that you not only
| | 00:43 |
avoid burnout but can actually perform at
your peak level.
| | 00:48 |
None of the key practices will surprise
you but I want to be sure that you see how
| | 00:51 |
they are related to your leadership skills.
| | 00:53 |
Number one, Exercise.
Yeah, yeah, I know, we all know about
| | 00:57 |
exercise but it's related to effective
leadership in the following ways.
| | 01:02 |
It's one of the primary tools we have for
managing our emotions and triggers.
| | 01:06 |
A key component of our emotional
intelligence and it has the added benefit
| | 01:09 |
of raising serotonins in your brain which
improve mood even under trying times.
| | 01:15 |
Finally, exercise gives you physical
strength and endurance, which makes your
| | 01:18 |
body more able to deal with stress and
resist illness.
| | 01:22 |
Even 20 minutes a day can make a big
difference, so make it a consistent part
| | 01:25 |
of your week.
Number two, Nutrition.
| | 01:29 |
No surprise here, either, but how it
relates to leadership is two fold.
| | 01:33 |
First, it helps to keep your immune system
strong so that you can fight stress.
| | 01:38 |
Our thoughts are actually the biochemical
process of our neurons connecting, and a
| | 01:42 |
nutritious diet promotes this process.
Number three, Meditative activities.
| | 01:49 |
Now, I'm not talking solely of the sitting
practice of watching your breath, although
| | 01:52 |
that's certainly one option.
Meditative activities take our active
| | 01:56 |
thinking brain offline so to speak.
As we enter a place of quiet and deep
| | 02:00 |
focus.
For some this happens when playing music
| | 02:04 |
or making art, or something physical like
walking or fly fishing.
| | 02:08 |
Using media actually stimulates the brain,
so watching tv or playing video games does
| | 02:12 |
not count.
Meditative activities support leadership
| | 02:16 |
in three ways.
First, they provide a great method of
| | 02:19 |
stress reduction.
But it's even better than that.
| | 02:22 |
Second, taking time for quiet reflection
allows you to listen to your own inner
| | 02:26 |
knowing where you can achieve clarity and inspiration.
| | 02:31 |
Third, good ideas often happen during
meditative activities.
| | 02:35 |
Neuroscience has shown that those aha,
moments are the actual connection of
| | 02:38 |
neurons firing.
When one piece of information in our brain
| | 02:41 |
meets up with another.
This process can best happen when our
| | 02:45 |
brain is not busy thinking, but doing
meditative activities.
| | 02:49 |
So build this kind of practice into your
life, preferably daily, but at least two
| | 02:52 |
to three times a week.
Number four, Sleep.
| | 02:57 |
Oh, sleep.
I'm a working mom, so this is a particular
| | 03:00 |
challenge for me, but it's so necessary
for our leadership skills.
| | 03:05 |
Being at your sharpest and most rested
will only increase your chances of making
| | 03:08 |
good leadership choices throughout the day.
| | 03:10 |
Do you know how much sleep you need to be
at your best?
| | 03:14 |
The rule of thumb is that when you wake up
naturally without the need of an alarm
| | 03:17 |
clock, that's how many hours you need.
For some of us it's eight hours but for
| | 03:22 |
other it's six or even ten.
There are a number of things you can do to
| | 03:27 |
enhance your sleep like cutting down on
caffeinated drinks.
| | 03:30 |
Reducing the use of media at least one
hour before bedtime and making your
| | 03:33 |
bedroom a sanctuary like environment.
And finally Play, yes I said play.
| | 03:40 |
Effective leaders know that play is one of
the best ways to increase their
| | 03:43 |
creativity.
It also has the side benefit of reducing
| | 03:47 |
stress and increasing happiness.
When was the last time you had a play
| | 03:51 |
date?
It's not just for children, make it a
| | 03:54 |
priority to schedule time for fun and play.
| | 03:57 |
This could be simply hanging out with
friends who make you laugh, literally,
| | 04:00 |
playing games or sports.
Or doing something more elaborate, like
| | 04:04 |
taking a ski trip.
But try to build at least one chunk of
| | 04:07 |
play time, into your week.
More is better, but one will make a
| | 04:10 |
difference.
As a leader, also consider how you can
| | 04:14 |
support your people, in practicing
substainability as well.
| | 04:18 |
Many companies are offering health and
wellness programs to intentionally enhance
| | 04:21 |
their organization's well being.
The return on investment is impressive,
| | 04:25 |
with increased productivity and employee
engagement coupled with reduced sick time
| | 04:29 |
and turn over.
So to motivate you to take care of
| | 04:32 |
yourself, I'm going to give you a prescription.
| | 04:35 |
I am a doctor after all.
You are now officially directed to go play
| | 04:38 |
and get some sleep.
| | 04:40 |
| | Collapse this transcript |
| Developing resilience| 00:00 |
Resilience is the ability to recover
quickly from adversity, and clearly this
| | 00:04 |
is a skill that all leaders need.
People who are resilient not only perform
| | 00:09 |
competently under stress, but they recover
quickly from negative circumstances, and
| | 00:13 |
they use those experiences to grow,
becoming more resilient in the future.
| | 00:19 |
Throughout your career, you need to not
only bounce back from challenges yourself,
| | 00:22 |
but help your people and your organization
do so as well.
| | 00:26 |
Resilience is related to adaptability and
agility, both key factors in successful
| | 00:30 |
organizations.
It turns out that resilience is actually a
| | 00:34 |
two phase process.
The first phase is self protective.
| | 00:38 |
With the person assessing and reducing
potential sources of adversity.
| | 00:43 |
For leaders, this would include much of
what we've covered in this course.
| | 00:47 |
Using your emotional intelligence,
developing key relationships, scanning
| | 00:51 |
your industry, and facilitating the change
process are always to reduce sources of
| | 00:55 |
adversity.
The second phase focus on promoting well
| | 00:59 |
being to effectively bounce back from the
effects of adversity when it does happen.
| | 01:05 |
Interestingly, many of these strategies
are also related to positive psychology,
| | 01:08 |
and all that we now know about how to
increase happiness.
| | 01:12 |
So implementing these strategies will get
you a double bonus.
| | 01:16 |
The first strategy is practicing
sustainability through the forms of
| | 01:19 |
self-care we covered in the last video.
There's just no getting around taking care
| | 01:23 |
of yourself.
The second strategy is spending time with
| | 01:27 |
your supportive social network.
This would be the friends, family, and
| | 01:30 |
colleagues who are outside your organization.
| | 01:33 |
Now it's not just having trusted friends
and family.
| | 01:35 |
But that you turn to them when under stress.
| | 01:38 |
And they offer encouragement, love, and support.
| | 01:41 |
One of the mistakes busy leaders make is
that they pull back from their social
| | 01:44 |
engagements to put all their energy into work.
| | 01:47 |
And that's exactly the wrong thing to do.
The third strategy is to express your
| | 01:52 |
feelings about what is happening.
This one is clearly tied to emotional
| | 01:55 |
intelligence.
Being resilient depends on your ability to
| | 01:59 |
feel, identify and honor your feelings,
especially the intense feelings that come
| | 02:03 |
with adversity, like frustration, anger
and fear.
| | 02:08 |
Research has shown that feelings need to
be outwardly expressed either through
| | 02:11 |
talking or writing in order to be truly
processed and shifted.
| | 02:15 |
Have you ever noticed that you can spend
hours thinking about something and not
| | 02:18 |
feel better, but if you chat about it for
a few minutes with a friend, the feelings
| | 02:22 |
shift, that's why.
And we have to express the raw, messy
| | 02:26 |
feelings, and not just our cleaned-up,
polite way of talking about things.
| | 02:30 |
You may be able to do some of this with
your social network, but I have found that
| | 02:33 |
most people benefit from having other avenues.
| | 02:36 |
Three great options are: a structured
journaling process, working with a career
| | 02:40 |
coach, and or having a personal counselor.
These all offer a truly safe space to do
| | 02:46 |
the emotional expression that is need to
be resilient.
| | 02:50 |
The process should include, one, the raw
venting of emotions.
| | 02:54 |
Two, processing of the situation with a
realistic assessment of the circumstances.
| | 02:59 |
Three, getting clear about what you want.
And four, designing an action plan for
| | 03:04 |
moving forward.
There are more details to this process,
| | 03:07 |
but this gives you the broad brush strokes.
| | 03:10 |
The fourth strategy is grounding yourself
in a daily practice of gratitude.
| | 03:15 |
Study after study has proven the immense
benefits of gratitude.
| | 03:18 |
Not only for boosting resilience, but
happiness as well.
| | 03:22 |
I suggest that you end every day with a
simple ritual.
| | 03:25 |
As you go to bed, identify three things
that you're grateful for.
| | 03:29 |
The goal is to find three new things and
only repeating after you've gone 15 days.
| | 03:34 |
In other words, if you're grateful for
your home, you cannot mention it again for
| | 03:37 |
15 days.
This is purposeful, because it forces you
| | 03:41 |
to keep expanding your perception to see
the bigger picture and the longer term
| | 03:44 |
view of your life.
Also, it's okay, if the things you're
| | 03:48 |
grateful for have nothing to do with the
adverse situation you're facing, but as
| | 03:52 |
you go on with this daily practice, see if
you can find things to be grateful for
| | 03:55 |
about the situation.
For example, maybe you can see that you're
| | 04:00 |
getting an opportunity to learn a new
skill or develop a better relationship
| | 04:04 |
with your supervisor.
Finally, the fifth strategy is keeping
| | 04:08 |
your sense of humor.
You may not be able to see any humor in
| | 04:11 |
the situation itself, but you definitely
want to keep some levity in your life.
| | 04:17 |
Laughter has so many physical and
emotional benefits, so make a point to
| | 04:20 |
finding ways to laugh.
Play games and sports with a lighthearted
| | 04:23 |
view.
Watch comedies, go to amusement parks, and
| | 04:26 |
hang out with children and pets.
Personally, I think this is why cat videos
| | 04:30 |
are so popular on the internet.
They always provide a source of laughter.
| | 04:34 |
And as you develop these practices, you'll
boost your resilience and your happiness.
| | 04:39 |
As a leader, you can also help others do
the same.
| | 04:43 |
Think about how these strategies can be
applied to your people.
| | 04:46 |
For your organization, think about how you
can promote on-site coaching programs,
| | 04:50 |
cover counseling through insurance,
provide opportunities to play and laugh at
| | 04:54 |
work, and even promote gratitude
practices.
| | 04:58 |
| | Collapse this transcript |
|
|
