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Slide 1
Strategic Leadership
Adjusting your approach to reflect employee capabilities and desires
1
23
4
Copyright © 2003Alexander Hiam
Day One: SLTi Online Cert.
Introductions Adult Learning and SLTi History of SLTi Components & System of SLTi Management vs Leadership The Culture of Organizational Leadership
Adult Learning Principles
Adults are autonomous and self-directed.
Adults are goal-oriented.
Adults are relevancy-oriented.
Adults need to be shown respect
Motivating Adult Learners
External expectations
Social aspects
Personal advancement
Escape/Stimulation
Cognitive interest
Motivating Adult Learners
What Are Some Barriers to Adult Learning?
What Can You Do To Maximize Effectiveness?– Motivation– Reinforcement– Retention– Transference
Other Questions/Discussion?
SLTi Program Components
Leader’s/Instructor’s Guides Participant Coursebooks Assessment Options PowerPoint DVD Support SLTi Game Starfish Files
A Historical Perspective Fleishman, Ohio State
University – 1957
Likert, New Patterns of Management – 1961
Blake & Mouton, Managerial Grid – 1964
Hersey & Blanchard, Theory of Leadership – 1969
Hiam, Strategic Leadership Workshop - 2003
Slide 2
A Strategic Role for Leaders Employees have varied needs based on the
work they are doing and what skills and attitudes they bring to it.
Strategic leadership responds to these varying needs with appropriate strategies to guide the leader’s efforts.
The leader chooses from a handful of general strategies, then uses judgment, experience, and creativity to find (many) good ways to implement the strategy depending on circumstances.
Copyright © 2003Alexander Hiam
Slide 3
A Question for You…
What is the difference between management and leadership??
Copyright © 2003Alexander Hiam
Slide 4
Management versus Leadership
To manage can mean simply to be in charge,to control, or to take responsibility
Leadership usually means to inspire, to motivate, or to help others achieve important goals
How do we do this?
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Slide 5
Leading by Focusing on Others
Leaders generate exceptional performance by giving their attention to what others need to succeed, then
Leaders attempt to influence the performance of others through how they (the leaders) act or behave
Copyright © 2003Alexander Hiam
Slide 6
Managers’ Leadership Behaviors
Managers often take action in attempts to influence the performance of others.
What sorts of things do managers doin their efforts to lead?
Take a few minutes to LIST examplesof specific management behaviors you have seen or done.
Copyright © 2003Alexander Hiam
Slide 8
More Examples of Behaviors
Discuss
Listen
Be friendly
Ask Questions
Create deadlines
Define rules
Write reminders
Give feedback
Copyright © 2003Alexander Hiam
Slide 9
What do I do When…?
We can think of strategic leadership as making thoughtful choices about what behaviors to use.
What are the possible actions a leader can take, and which of them will work best?
Copyright © 2003Alexander Hiam
SLTi: End Of Day One
Assignment: Read Historical Sheet
Online Homework – Set Up a Sub Account, Invite a Participant.
Take the Learning Style Profile
Day Two: SLTi Online Cert.
Online Overview What Is Strategic Leader Behavior? Exploring The Strategies
– The Instruct Strategy– The Coach Strategy– The Relate Strategy
Slide 10
What is Strategic Leader Behavior?
Employee maynot improve
(Whose fault is it?)
StrategicOutcome:
Non-strategicOutcome:
Employee ismore likelyto improve.
Leader is concerned, takesaction based on leadership
habits or assumptions
Employeeis not
performingwell
Employeeis not
performingwell
Leaderevaluates the
context
Leader adaptsactions basedon needs inthis context
a)
b)
Copyright © 2003Alexander Hiam
Slide 15
Each Case Response is a Behavior
Encourage him? Remind him of
objectives he hasn’t yet met?
Give him more information about quality goals?
Put him in charge of improving the results?
Example: What should you do…
…if employee is improving but not completely meeting quality goals yet?
Copyright © 2003Alexander Hiam
Slide 16
Where do the Behaviors Focus?
TASK focus on getting the job done
Leader concerned with performance, not the performer
The Instruct strategy epitomizes this focus
PERSON focuson helping the employee
Leader concerned with the performer, not the performance
The Relate strategy epitomizes this
Copyright © 2003Alexander Hiam
Slide 17
Dividing our Lists of Behaviors
TASK focus: Instruct Set goals Give feedback Check quality Give out
assignments
PERSON focus: Relate Listen, sympathize Praise, encourage Feed Discuss common interests
Copyright © 2003Alexander Hiam
Slide 19
4 Combinations of 2 Dimensions
Copyright © 2003Alexander Hiam
Delegate Instruct
involvement onboth dimensions
Less leadership Task-orientedbehaviors
Relate Coach
involvement (likeRelate + Instruct)
More leadershipbehaviors
People-oriented
P+
P-
T- T+
Slide 20
Interpreting your Scores -
If Highest
Relate(R)
Coach(C)
Delegate(D)
Instruct(I)
Good with employeeswho can take on moreresponsibility
Good with employeeswho need support
If Highest
Good with employeeswho need supervisionand support to improve
Good with employeeswho need informationand structure to learn
Copyright © 2003Alexander Hiam
Slide 21
Interpreting your Scores -
Copyright © 2003Alexander Hiam
Instruct
Coach
Relate
Delegate
(I)
(C)
(R)
(D)
May need to give employees more information and structure
May need to focus on helping employees improve
May need to give more support
May need to give employees more responsibility
Slide 22
Interpreting your Scores -
One type of leadership is usually dominant for each leader (but ties can occur)
It gives you clues as to the special strengths of your natural orientation
One type is usually lowest for each leader too
It gives you clues as to where your development path lies as a leader
Copyright © 2003Alexander Hiam
Slide 23
ACTIVITY: Strengths & Gaps
What specific things do you do that make you effective?
What might you do more of?
?
Copyright © 2003Alexander Hiam
Slide 24
As leaders develop they become more likely to use alternate strategies
Your Strategy Variability Score gives youan indication of how adaptable your
leadership behavior is right now.
- Why might leaders want to be adaptable?
- Is it difficult to change our behavior?
Alternate Strategy Alternate Strategy Alternate Strategy
Dominant Strategy
Copyright © 2003Alexander Hiam
Slide 25
Strategy Type Varies fromPerson to Person
7
6
5
4
3
2
1
0Instruct Coach Relate Delegate
Ho
wo
fte
nis
str
ate
gy
do
min
an
t?
2.74
6.09
3.00
4.17
Copyright © 2003Alexander Hiam
Slide 26
Exploring the Strategies: Leader Behaviors
L
Per
son-
focu
sed
beha
vior
s?
H
L Task-focused behaviors? HCopyright © 2003Alexander Hiam
3-11
Instruct Strategy
Context:C1 – Incapable but willing (desires to do well)
Leader’s Goal:Increase competence; get employee “up to speed”
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HRD Press, Inc.
Performance Performer
Leader'sFocus
High
Low
4-1
Module 4 Overview
When to use the Instruct Strategy
A model for communicating assignments
Strategies for overcoming challenges when communicating assignments
Managing feedback and task structure
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4-3
Steps in Communicatingan Assignment
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4. Check EmployeeUnderstanding
3. CommunicateExpectations (How)
2. ExplainImportance (Why)
Express Confidenceand Support
5.
1. CommunicateResults (What)
4-4
Managing Feedback
Feedback is information about performance that…
Lets employee judge accurately and frequently how he/she is doing
Helps employee see how to perform better Makes employee want to improve Makes employee feel good when he/she
performs wellCopyright © 2003
HRD Press, Inc.
4-5
Managing Task Structure
You may need to modify a task if…
It lacks meaning and interest (add to it) Employees don’t make decisions or have no
control in deciding how best to do their work Task is inefficiently designed Task lacks instruction or support to keep it
“doable”
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HRD Press, Inc.
4-6
Module 4 Summary
The Instruct Strategy is used with C1 employees—not capable of doing the task perfectly
The Instruct Strategy focuses mostly on performance and how the employee does it
Sometimes feedback or task design needs to be improved
Assignments need to be communicated fully and clearly
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4-7
Module 4 Summary(continued)
In the Instruct Strategy, the leader makes sure the employee knows the what, why, where, when, and how of the assignment
There are five parts of communicating an assignment:
What Why How
Check Encourage
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HRD Press, Inc.
5-2
Coach Strategy
Context:C2 – Incapable and unmotivated
Leader’s Goal:To build competence, as well as to encourage and reinforce employees’ efforts
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HRD Press, Inc.
Performance Performer
Leader'sFocus
High
Low
5-1
Module 5 Overview
When to use the Coach Strategy Characteristics of the Coach Strategy Three useful tactics:
Listening Asking for input Giving positive and constructive feedback
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5-3
Purposes of Effective Listening
Encourages employees to share information and feelings
Allows you to check your understanding of information
Helps build trust and positive relationships
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5-5
Attentive Listening
Actions that show you are paying attention:
Saying “yes” or “ummm”
Nodding
Maintaining eye contact
Leaning toward speaker
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HRD Press, Inc.
5-6
Responsive Listening
Involving yourself in the communication:Paraphrasing
“If I understand you correctly, you’re saying…”
Clarifying
“Did you say…?”
Summarizing
“So you will be creating a new procedure?”Copyright © 2003
HRD Press, Inc.
5-7
Empathic Listening
Listening for and reflecting the speaker’s feelings and emotions.
Examples:
“It sounds as if this has been difficult for you.”
“You seem pretty excited about the project!”
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5-8
Barriers to Effective Listening
Personalizing
Passing Judgment
Lack of/LowEnergy Level
Distractions
Personal Style
Beliefs About the Messenger
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5-9
Asking for Input
To encourage employee involvement: Use an interested, considerate tone of
voice Ask open-ended questions
Examples:“What is your opinion of this format for the report?”
“How might that be done?”Copyright © 2003
HRD Press, Inc.
5-10
Basic Feedback Options
Option 1. Positive Feedback: Increases the likelihood behavior will continue
Option 2. Constructive Feedback: Increases the likelihood behavior will stop or change
Option 3. Negative Feedback: Hurts feelings and motivation
Option 4. No Feedback: Makes the outcome uncertain Copyright © 2003
HRD Press, Inc.
5-11
Good Feedback Is…
Descriptive: Describes performance, not inferences or opinions
Specific: Provides details, not vague generalities
Constructive: Provides guidance for future performance
Timely: Feedback is given soon after performance for greatest impact
Considerate: Doesn’t hurt feelingsCopyright © 2003
HRD Press, Inc.
5-12
Giving Positive Feedback
Let the associate know: What you liked Why you liked it
Example:
“Thanks for taking the initiative to organize the work group materials and cross-reference them by subject and date. This will save us a lot of time when we need that information.”
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5-13
Ineffective Responses toUndesirable Behavior
Avoiding Confrontation Overreacting Complaining Lecturing Padding
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5-14
Giving Constructive Feedback
Let the employee know: What specific behavior or result you don’t like and why What you want and the benefit
Examples:
“I’m not happy that the project reports are a day late. This gets everyone off schedule and we miss our deadlines.”
“Don’t do as much review of the project once it is basically finished. This will enable us to meet our schedules and deadlines and it will be less review work on your part.”
Copyright © 2003
HRD Press, Inc.
5-15
Constructive Feedback Tips
Build a working relationship that facilitates open communication (i.e., talk often)
Prepare for the interaction (plan) Consider how to deal with the associate’s
reactions Balance with positive feedback Ensure privacy and a non-threatening setting
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6-2
Relate Strategy
Context:C3 – Capable but unwilling/ insecure
Leader’s Goal:To build employee confidence and commitment
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HRD Press, Inc.
Performance Performer
Leader'sFocus
High
Low
6-1
Module 6 Overview
When to use the Relate Strategy
Characteristics of the Relate Strategy
Supportive performance climates
Reacting skills: agreeing, disagreeing constructively, building on ideas
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HRD Press, Inc.
6-3
Behaviors That Promote…
Self-Confidence: Set attainable goals Praise achievements Express confidence in employees Recognize intermediate goals/accomplishments Share feedback from customers
Meaningfulness: Explain how task
contributes to overall plan
Take an interest in the work
Tell them about employee accomplishments
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HRD Press, Inc.
6-4
In the Eyes of the Beholder
85% of people say their manners are good to excellent
But only 23% of other people agree with them
Most people (approx. 75%) think their boss has poor manners!
(Survey by ORC International)
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HRD Press, Inc.
6-5
It Is Polite To…
Speak with employees regularly Use polite language: “please” and “thank
you” Take a polite interest in how they are
doing Apologize for any mistakes or
impoliteness, whether it was intended or not
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6-8
Module 6 Summary
The Relate Strategy is used with employees who are capable but unwilling and/or insecure.
Relating uses few directive behaviors and many supportive behaviors to build confidence and increase motivation.
Involving employees in problem solving, planning, and decision making demonstrates confidence.
Copyright © 2003
HRD Press, Inc.
6-9
Module 6 Summary(continued)
Employees lose motivation if they think they are being treated rudely.
Listening and reacting to employees’ ideas encourages involvement.
Reacting skills include agreeing, disagreeing constructively, and building on ideas.
Copyright © 2003
HRD Press, Inc.
Day Three: SLTi Online Cert.
Online Overview The Delegate Strategy Exploring The Strategies
– The Instruct Strategy– The Coach Strategy– The Relate Strategy
7-2
Delegate Strategy
Context:C4 – Capable and willing/ confident
Leader’s Goal:To encourage the employee to work more independently
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Performance Performer
Leader'sFocus
High
Low
7-1
Module 7 Overview
When to use Delegation
Characteristics of the Delegate Strategy
Benefits and barriers to delegation
The delegation process and how to use it
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HRD Press, Inc.
Slide 35
Delegating: The win-win strategy
Benefits leader when employee self-manages, needs less attention
Benefits employee when leader trusts him/her, encourages development
Delegation uses less attention on task and person, but not no attention!
Copyright © 2003Alexander Hiam
7-3
Definition of Delegation
“Transferring to someone else
a portion of your authority
and responsibility while
retaining accountability
for the task.”
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HRD Press, Inc.
7-4
Delegation Steps
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1. Choose a Capable, MotivatedPerson
2. Explain the Objectives
3. Give the Person theResources and Authorityto Do the Job
4. Keep in Contact to ProvideHelp as Necessary
7-5
Categories of Job Tasks
Work that can be…
Done only by you
Delegated to a trained person
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7-6
Step 3: Capability is higher,leader focuses mostly on attitudeand confidence-building.
Step 2: Attitude may weakenunless leader focuses on it, andcapability is still fairly low.
Step 4: Capability is strong, andso is attitude. Less leadershipis required.
Step 1: Willingness butlow capability.
NegativeAttitude
PositiveAttitude
Step 3 Step 2
Step 1
Step 4
Step 5
Low-initiative,dependentemployeeHigh-initiative,
independentemployee
HighCapability
LowCapability Copyright © 2003
HRD Press, Inc.
7-7
Module 7 Summary
The Delegate Strategy is used with employees who are capable and self-motivated
Delegation is transferring a portion of your authority and responsibility while remaining accountable
Delegation benefits employees, leaders, and the organization
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7-8
Module 7 Summary(continued)
The delegation process involves choosing a capable person, explaining objectives, giving the person resources/authority, and providing support as needed
Developmental leaders try to keep employees moving through the other strategies and toward delegation—then introduce a new challenge and start the process again
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Applying Strategic Leadership
Apply Strategic Leadership by developing a plan for managing employees’ performance
Identify key lessons from the workshop
Slide 39
What Leadership do They Need?
The strategic leader selects a strategy before acting
The strategy is based on employee needs
The leader looks at two key areas of need: capabilities and attitudes
Does she want to do well?
Does she know how to do well?
Copyright © 2003Alexander Hiam
Slide 40
Basing Strategy on Need(s):
Does leader need to focus on the person’s attitude to make up for lack of desire to
perform?
Does leader need to focus on task
knowledge to make up for lack of
capability?
Does she want to do well?
Does she
know how to
do well?
Copyright © 2003Alexander Hiam
Slide 41
Case in Point: Assessing Task and People Issues
In Case #3
Does the employee have the full capability to perform this task? Y/N
Does the employee have a strong desire to perform this task? Y/N
Copyright © 2003Alexander Hiam
8-2
Feedback by Strategy
Instruct: Rich, frequent information about right vs. wrong performance. How to do better.
Coach: Right vs. wrong, plus feedback about effort, attitude and expectations. Use feedback to encourage employee to try harder.
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8-3
Feedback by Strategy(continued)
Relate: Feedback about attitude; correcting negative talk; reaffirming worth. Praise motivation and effort when you see it.
Delegate: Check performance against co-defined goals; use praise to encourage good performance. Get employee to give you feedback about his/her own performance.
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HRD Press, Inc.
Slide 43
Selecting the Best Strategy
What does leader need to do if employees are not capable?
Give information, briefings, examples, and check the work: Instruct.
This strategy focuses on teaching the task.
It assumes employees want to master the task, so it does not worry very much about their attitudes.
Case 3: Show and Tellwith the Instruct strategy
Copyright © 2003Alexander Hiam
Slide 53
Taking Aim: Develop by Focusingon Employee’s Key Issue
Off center
On-targetleadershipbehaviors
Off center
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8-4
Applying Strategic Leadership
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HRD Press, Inc.
James Brown
Delores Fields
Gene Rivers
Marcia Hemming
Answer customerinquiries
Budget analysisreports
Processinsurance claims
Review claimsappeals
C2
C3
C1
C3
LS1
LS2
LS2
LS3
LS3
LS1
LS3
LS3
Ask for ideas
Praise her workmore; ask for herideas
Give clear, step-by-step instructions;ask questions tosee if he/sheunderstands
Continue to involvein decision making;compliment work;actively listen toideas
Interrupt when heis answering aquestion
Tell her how to doa report she hasdone many times
Give her largeprojects withmultiple tasks thatare interdependent
Provide too muchdirection
Name ofEmployee
PrimaryTask
CapacityLevel Preferred
Strategy
Avoid/DoLess Of...
CurrentStrategy Do More
Of...
Slide 54
Sequences of Strategies
Relate
Delegate Instruct
Coach
1
23
4
When you focus on employee needs in relation to a specific task, you help the employee master that task.
Anticipate changing needs as the employee develops, and be prepared to changeyour strategy too.
When employee masters a task, introduce another.
Copyright © 2003Alexander Hiam
8-5
Module 8 Summary
To be an effective leader, you must remember that each employee is an individual with different developmental needs.
Using the right combination of supportive and directive behaviors will increase your employees’ competence and commitment.
Copyright © 2003
HRD Press, Inc.
8-6
Module 8 Summary(continued)
Matching your leadership style to the needs of your employees will build the high performance needed in a changing environment.
Develop employees by helping them become more competent and self-motivated through your appropriate use of leadership strategies.
Copyright © 2003
HRD Press, Inc.