Saturday March 14

EDL 706 Saturday, March 14  “You can accomplish anything

in life provided you don’t mind who gets the credit.” -Harry Truman

Agenda Saturday, March 17, 2009 9:00-6:00       

Questioning Teaching Leadership Lessons (5) Article Review: “Level 5 Leadership” Collins Collins Level 5 Leadership Teaching Leadership Lessons (5) Emotional Intelligence (Goleman) Teaching Leadership Lessons (5)

Questioning  

Why do we ask questions? Two types of questions:

Types of Questions  Open

questions promote discovery: what, why, and how.  Closed questions establish facts and provide yes or no answers: where, when, and who.

Closed Questions  Confirm

facts  Acknowledge emotion  Push for a decision, such as “will you marry me?”  Avoid a conversation. How often on Monday do you say, “how was your weekend?” this can lead to a long dialogue. Instead we say “did you have a good weekend” (closed question) and we can run with yes or

Closed Questions  Four

reasons for the over-use and inappropriate use of closed questions:  Education: our schooling has been more about finding answers than asking questions.  Psychology: closed questions provide immediate answers. Subconsciously we may desire this.  Ignorance: few people are taught how to ask open questions. We carry on as we know.

How to Become an Effective Questioner  Think

first: when you know the time and place in advance, think about the conversation.  Think with open questions in mind.  Avoid leading questions: they do not promote discovery. “Don’t you agree Jim has poor timing?”  Use the right wording: the way a question is worded can have a large impact on the answer. “in what ways is the job bigger,” is better than “how much bigger is the job.”

Effective Questioning  Keep

questions simple: stay to the point.  Keep questions single: one question at a time.  Practice!!  Make sure you listen

Getting the Right People on the Bus 

Teamwork, relationships and the selection of the people who you will count on is the most important aspect of building a leadership team (Collins)

Summary: Level 5   Leadership (Collins)    

Level 5 leaders exist all around us, if we just know what to look for, and that many people have the potential to evolve into Level 5.

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“Level 5” refers to a five-level hierarchy of executive capabilities, with Level 5 at the top. Level 5 leaders embody a paradoxical mix of personal humility and professional will. They are ambitious for the company, not themselves.

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Level 5 leaders set up their successors for even greater success in the next generation, whereas egocentric Level 4 leaders often set up their successors for failure.

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Every good-to-great company had Level 5 leadership during the pivotal transition years.

Level 5   Leadership  

Level 5 leaders display a compelling modesty, are self-effacing and understand,. In contrast, two thirds of the comparison companies had leaders with gargantuan personal egos that contributed to the demise or continued mediocrity of the company.

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Level 5 leaders are fanatically driven, infected with an incurable need to produce sustained results. They are resolved to do whatever it takes to make the company great, no matter how big or hard the decisions.

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Level 5 leaders display a workmanlike diligencemore plow horse than show horse.

Level 5   Leadership  

Level 5 leaders look out the window to attribute success to factors other than themselves. When things go poorly, however, they look in the mirror taking full responsibility. The comparison CEOs often did just the opposite – they looked in the mirror to take credit for success, but out the window to assign blame for disappointing results.

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One of the most damaging trends in recent history is the tendency (especially by boards of directors) to select dazzling, celebrity leaders and to de-select potential Level 5 leaders.

Letting Go  Good

leadership requires the leader to ‘let go.’ A

good leader helps others solve problems.

Goleman (2001)-Six Types of Leaders  Coercive-the

leader demands compliance “do whatever I tell you.”  Authoritative-the leader mobilizes people toward a vision “come with me.”  Affiliative-the leader creates harmony and builds emotional bonds “people come first.”

Goleman (2001)  Democratic-the

leader forges consensus through participation “What do you think?”  Pacesetting-the leader sets high standards for performance “Do as I do, now.”  Coaching-the leader develops people for the future “try this.”

Emotional Intelligence and Leadership (Goleman)    

Self-Awareness Self-Management Social Awareness Relationship Management

1. SELF – AWARENESS

Emotional

self-awareness. Leaders high in emotional self-awareness are attuned to their inner signals, recognizing how their feelings affect them. They are attuned to their guiding values and can often intuit the best course of action, seeing the big picture in a complex situation. Emotionally selfaware leaders can be candid, able to speak openly about their emotions or with conviction about their guiding vision.

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Accurate self-assessment. Leaders with high self-awareness know their limitations and strengths. They exhibit a gracefulness in learning where they need to improve, and welcome constructive criticism and feedback. Accurate self-assessment lets a leader know when to ask for help and where to focus in cultivating new leadership strengths.

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Self-confidence. Knowing their abilities with accuracy allows leaders to play to their strengths. Selfconfident leaders can welcome a difficult assignment. Such leaders often have a sense of presence, a self-assurance that lets them stand out in a group.

2. SELF – MANAGEMENT 

Self-Control. Leaders with emotional selfcontrol find ways to manage their disturbing emotions and impulses, and even to channel them in useful ways. A hallmark of self-control is the leader who stays calm and clear-headed under high stress or during a crisis.

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Transparency. Leaders who are transparent live their values. Transparency —an authentic openness to others about one’s feelings, beliefs, and actions—allows integrity. Such leaders openly admit mistakes or faults, and confront unethical

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Adaptability. Leaders who are adaptable can juggle multiple demands without losing their focus or energy. Such leaders can be flexible in adapting to new challenges. Achievement. Leaders with high personal standards drive them to constantly seek performance improvements—both for themselves and those they lead. They are pragmatic, setting measurable but challenging goals, and are able to calculate risk so that goals are worthy but attainable. A hallmark of achievement is in

Self Management

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Initiative. Leaders who have a sense of efficacy— that they have what it takes to control their own destiny—excel in initiative. They seize opportunities—or create them—rather than simply waiting. Such a leader does not hesitate to cut through red tape, or even bend the rules, when necessary to create better possibilities for the future.

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Optimism. A leader who is optimistic can roll with the punches, seeing an opportunity rather than a threat in a setback. Such leaders see others positively, expecting the best of them. And their "glass half-full" outlook leads them to expect that changes in the future will be for the better.

3. SOCIAL AWARENESS 

Empathy. Leaders with empathy are able to attune to a wide range of emotional signals, letting them sense the felt, but unspoken, emotions in a person or group. Such leaders listen attentively and can grasp the other person's perspective. Empathy makes a leader able to get along well with people of diverse backgrounds or from other cultures.

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Organizational awareness. A leader with a keen social awareness can be politically astute, able to detect crucial social networks and read key power relationships. Such leaders can understand the political forces at work in an organization, as well as the guiding values and unspoken rules that operate among people there.

Social Awareness 

Service. Leaders high in the service competence foster an emotional climate so that people directly in touch with the customer or client will keep the relationship on the right track. Such leaders monitor customer or client satisfaction carefully to ensure they are getting what they need. They also make themselves available as needed.

4. RELATIONSHIP MANAGEMENT  Inspiration. Leaders who inspire both create resonance and move people with a compelling vision of shared mission. Such leaders embody what they ask of others, and are able to articulate a shared mission in a way that inspires others to follow. They offer a sense of common purpose beyond the day-to-day tasks, making work exciting. 

Influence. Indicators of a leader’s powers of influence range from finding just the right appeal for a given listener to knowing how to build buy-in from key people and a network of support for an initiative. Leaders adept in influence are persuasive

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Developing others. Leaders who are adept at cultivating people’s abilities show a genuine interest in those they are helping along , understanding their goals, strengths, and weaknesses. Such leaders can give timely and constructive feedback and are natural mentors or coaches. Conflict management. Leaders who manage conflicts best are able to draw out all parties, understand the differing perspectives, and then find a surface the conflict, acknowledge the feelings and views of all sides, and then redirect the

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Teamwork and collaboration. Leaders who are team players generate an atmosphere of friendly collegiality and are themselves models of respect, helpfulness, and cooperation. They draw others into active, enthusiastic commitment to the collective effort, and build spirit and identity. They spend time forging and cementing close relationships beyond mere work obligation.

Personal Leadership Activity 

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Write down all of your success in your past, any achievements you feel proud of. There is no maximum but you need at least 10. Take the statement of which you are most proud and answer the question: “what are all the skills and qualities I demonstrated to achieve this success?” (should have 20)

Problems 

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Hasty thinking, characterized by impulsiveness and mindlessness-people reacting and acting without thinking about what they are doing Narrow thinking, marked by bias and fixed, limited patterns of information. Fuzzy thinking that fails to seek clarity, precision, and distinctions in information. Sprawling thinking that wanders in a disorganized way without ever converging.