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Leadership May 2013
The document outlines the core principles and practices of effective leadership as taught by Toronto Training and HR. It covers various topics including leadership development, management styles, and the importance of building strong interpersonal relationships. Additionally, it provides insights into the competencies required for global leadership and the significance of organizational support.
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Leadership May 2013
- 1. Leading with positiveresults by Toronto Training and HR February 2013
- 2. CONTENTS 3-4 Introduction toToronto Training and HR 62-63 Well rounded leadership 5-6 Definitions 64-65 Advisory boards 7-9 Issues at the top 66-68 Eliminating blame 10-11 Getting history on your side and excuses 12-17 Old school and new school practices 69-70 Building bonds 18-19 Levers of influence 71-72 Drill 20-22 Legacy teasers 73-76 Talent management 23-24 Ways that leaders fail 77-78 Body language 25-34 Leadership development 79-81 Misalignment 35-36 Being comfortable with discomfort 82-83 Common transitions 37-40 Styles of leadership 84-86 Stakeholders 41-42 Competencies for global leadership 87-88 Leading an 43-45 Leaders who can succeed globally enterprise 46-47 Guiding principles of great leaders 89-91 Creating the 48-50 Support organization as a 51-52 Practices of exemplary leadership container 53-55 Leadership traits 92-93 Honing your optimism 56-58 Behaviours and attitudes 94-96 Dual operating systems 59-61Skills needed 97-98 High-performance leadership 99 Case studies 100-101 Conclusion and questions
- 3.
- 4. Page 4 Introduction toToronto Training and HR Toronto Training and HR is a specialist training and human resources consultancy headed by Timothy Holden 10 years in banking 10 years in training and human resources Freelance practitioner since 2006 The core services provided by Toronto Training and HR are: Training event design Training event delivery Reducing costs, saving time plus improving employee engagement and morale Services for job seekers
- 5.
- 6. Definitions • What leadershipis • What leadership is not • Management and leadership Page 6
- 7. Page 7 Issues atthe top
- 8. Issues at thetop 1 of 2 • Concern over appearing too weak • Source of ambiguity • Curse of power Page 8
- 9. Issues at thetop 2 of 2 • Fear • Assumptions Page 9
- 10. Page 10 Getting historyon your side
- 11. Getting history onyour side • Corporate archives • Survey what is known and understood • Make the history accessible • Conduct post-mortems on major projects and initiatives • Seek a historical perspective before making a decision • Talk at every opportunity about the history Page 11
- 12. Page 12 Old schooland new school practices
- 13. Old school andnew school practices 1 of 5 OUT/IN • Micro-management • Empowerment • Leading others by walking round the office • Leading others by watching and listening, engaging in conversation Page 13
- 14. Old school andnew school practices 2 of 5 OUT/IN • Pretending you know everything • Know your team members and trust them • No mistakes • Learning from mistakes Page 14
- 15. Old school andnew school practices 3 of 5 OUT/IN • The balance sheet drives the business • People drive the business • Job competency is sufficient • Recruit “A” players who will go the extra mile Page 15
- 16. Old school andnew school practices 4 of 5 OUT/IN • Invest in technology to increase productivity • Invest in people • Demand change • Nurture change Page 16
- 17. Old school andnew school practices 5 of 5 OUT/IN • Fried food in the cafeteria • Wellness in the workplace • Incentives • Rewards Page 17
- 18. Page 18 Levers ofinfluence
- 19. Levers of influence •Manage yourself • Manage your network • Manage your team Page 19
- 20.
- 21. Legacy teasers 1of 2 • Do managers reflect on events with their team to make sense out of difficult events or projects? • Are direct reports interested in the knowledge and experience of the managers they work for? • Is mentoring a more sustainable form of problem solving? Page 21
- 22. Legacy teasers 2of 2 • What kinds of storytelling would add valuable continuity and depth to the department‟s work? • How can peers learn to talk to each other about lessons learned? • Can learning leaders play a role in debriefing employees on the new rules of thumb they gain by observing others? Page 22
- 23. Page 23 Ways thatleaders fail
- 24. Ways that leadersfail • Avoid feedback • Stick to the status quo • Hold onto technical prowess • Don‟t grow a strong, talented and high-performance team • Role-model dysfunction • Don‟t hold people accountable for results • Don‟t bother building strong interpersonal relationships Page 24
- 25.
- 26. Leadership development 1of 9 • The leadership development orthodoxy • Creating deference • Starting a revolution Page 26
- 27. Leadership development 2of 9 MOVING TOWARDS A CHANGE PARADIGM • Will the training generate behaviour change in the job? • What in the work setting would act as an obstacle? • How will I create needed changes in the work setting that will make it more likely a meaningful transfer will occur? Page 27
- 28. Leadership development 3of 9 CONTRASTS BETWEEN A TRAINING AND A CHANGE PARADIGM • Focus • Theoretical foundations • Expected results • Metrics • Responsibility Page 28
- 29. Leadership development 4of 9 A SYSTEMIC FRAMEWORK • Project the demand for leaders in the foreseeable future • Inventory current talent • Define the behaviours, skills and experiences that leaders will need to meet future demands • Assess current leaders against those expectations Page 29
- 30. Leadership development 5of 9 A SYSTEMIC FRAMEWORK (CONTINUED) • Have a framework for developing talent • Measure success Page 30
- 31. Leadership development 6of 9 TRAPS AROUND THINKING • Seizing shortcuts to real mastery, underestimating the real costs • Overemphasizing technical competence • Ignoring inner mindsets and assumptions Page 31
- 32. Leadership development 7of 9 MINDSETS THAT LIMIT LEADERS • Excessive control • Excessive aloofness and criticalness • Excessive approval-seeking • Rewarding only external achievements while overlooking hardship and inward struggle Page 32
- 33. Leadership development 8of 9 DESIGN PRINCIPLES • Design followership experiences as preparation for and participation in leadership • Design the leadership experience in reciprocity with followership Page 33
- 34. Leadership development 9of 9 REFLECTION • What things went well? • What could the developing leader have done differently? • What theories were useful in the experience? • Did leadership preconceptions enhance or harm successful leadership? • If I were in a situation like that, how would I act? Page 34
- 35. Page 35 Being comfortablewith discomfort
- 36. Being comfortable withdiscomfort • Mystery as a motivating factor • Undaunted by risk • Sensitive to faint signals • Tenacity • Creating excitement • Flexibility • Simplifying • Focus Page 36
- 37. Page 37 Styles ofleadership
- 38. Styles of leadership1 of 3 DIMENSIONS OF PERSONALITY STYLE • Assertiveness • Expressiveness Page 38
- 39. Styles of leadership2 of 3 COMBINING ASSERTIVENESS AND EXPRESSIVENESS • Direct style • Spirited style • Considerate style • Systematic style Page 39
- 40. Styles of leadership3 of 3 AREAS OF FOCUS • Envisioning the future • Engaging others • Encouraging others • Executing results Page 40
- 41. Page 41 Competencies forglobal leadership
- 42. Competencies for globalleadership • Adapting socially • Demonstrating creativity • Even disposition • Respecting beliefs • Instilling trust • Navigating ambiguity Page 42
- 43. Page 43 Leaders whocan succeed globally
- 44. Leaders who cansucceed globally 1 of 2 • Selecting overseas managers • Growing international leadership bench strength • Ensuring success of leaders in new international roles • Localizing country management teams • Measuring success Page 44
- 45. Leaders who cansucceed globally 2 of 2 DEFINING THE SUCCESS OF INTERCULTURAL ADJUSTMENT • Acceptance • Knowledge • Affect • Lifestyle • Interaction • Communication Page 45
- 46. Page 46 Guiding principlesof great leaders
- 47. Guiding principles ofgreat leaders • Committed to double-digit growth • Let go • Make lots of small bets • Ensure that everyone knows the strategy • Get everyone to think and act like the owner • Good stewards Page 47
- 48.
- 49. Support 1 of2 TYPES OF SUPPORT • Professional or technical support • System support • Emotional support Page 49
- 50. Support 2 of2 • Issues which leaders face • Perceptions by leaders • Perceptions by non-leaders • The best support • A support score card • Positive and negative Page 50
- 51. Page 51 Practices ofexemplary leadership
- 52. Practices of exemplaryleadership • Model the way • Inspire a shared vision • Challenge the process • Enable others to act • Encourage the heart Page 52
- 53.
- 54. Leadership traits 1of 2 TRAITS NEEDED • Influence over others • High energy levels • A take-charge approach Page 54
- 55. Leadership traits 2of 2 TRAITS TO LET GO OF • Passive aggressiveness • Micro-management • Manipulation • Attention to detail Page 55
- 56. Page 56 Behaviours andattitudes
- 57. Behaviours and attitudes1 of 2 WINNING • Read then understand your emotions in order to recognize the impact on self and others • Know your strengths and limits • Appreciate and have a good sense of your self-worth and capability • Think and act with optimism- seeing the upside • See and seize opportunities for contributing to the greater good
- 58. Behaviours and attitudes2 of 2 LOSING • Discount others‟ emotions and perspective • Miss key clues, norms, decision networks and politics • Blame others for outcomes • Avoid dealing with and resolving conflicts • Isolate self and/or team from others Page 58
- 59.
- 60. Skills needed 1of 2 • Translate your vision into action • Align your strategy with the entire organization • Select and develop great talent • Ability to build loyalty • Delegate appropriately • Expect much Page 60
- 61. Skills needed 2of 2 • Listen • Be approachable • Be predictable • Resilience Page 61
- 62.
- 63. Well-rounded leadership • Createpurpose • Deliver excellence • Develop self and others • Lead change Page 63
- 64.
- 65. Advisory boards • Nicheboards • Qualities desired in an advisory board member • Typical compensation • Benefits for organizations Page 65
- 66. Page 66 Eliminating blameand excuses
- 67. Eliminating blame andexcuses 1 of 2 • Look at the man or woman in the mirror • Get real about how your organization handles mistakes • Preach the “choose or lose” gospel • Set clear goals with deadlines • Get people thinking in terms of solutions not problems Page 67
- 68. Eliminating blame andexcuses 2 of 2 • Dissect outcomes in a “no excuses” moratorium • Partner up Page 68
- 69.
- 70. Building bonds • Definethe future • Be clear about how your team works • Your team members are individuals Page 70
- 71.
- 72.
- 73.
- 74. Talent management 1of 3 • Recognize and encourage • Self-confidence • Support system • Relentless and often uncomfortable to be around • Like-minded peers • Hear, acknowledge, recognize and encourage • Uniqueness • Foster a great organization Page 74
- 75. Talent management 2of 3 WAYS TO RECOGNIZE TALENT • Ask the right questions • Pose a „what if‟ question • Dig deeper into responses • Allow unpredictability to surface • Recognize drive, desire and sheer determination Page 75
- 76. Talent management 3of 3 LEAD • Learn from theory • Experience through practice • Analyze using reflection • Deepen understanding through mentoring Page 76
- 77.
- 78. Body language • Cuesin leaders • Predictions Page 78
- 79.
- 80. Misalignment 1 of2 SOURCES OF MISALIGNMENT • Gaps in strategic thinking and contextual intelligence • Gaps in competence, character and capability • Gaps in resilience, flexibility and adaptability • Gaps in execution and accountability Page 80
- 81. Misalignment 2 of2 STEPS TO TAKE • Explore, not exploit • Modernize and tighten the metrics • Anchor accountability • Enforce consequences • Harmonize and calibrate standards Page 81
- 82.
- 83. Common transitions • Departingabruptly • Managing former colleagues • Being managed by a younger boss Page 83
- 84.
- 85. Stakeholders 1 of2 SUCCEEDING AS A LEADER • Identify your stakeholders • Understand their needs, expectations and perceptions • Proactively manage these perceptions Page 85
- 86. Stakeholders 2 of2 • Impact • Perceived status Page 86
- 87. Page 87 Leading anenterprise
- 88. Leading an enterprise SHIFTSTHAT NEED MAKING • Immediately declare independence • Disregard the financials • Don‟t delegate anything • Stop making nice • Play to your weaknesses • Assume that you are wrong Page 88
- 89. Page 89 Creating theorganization as a container
- 90. Creating the organizationas a container 1 of 2 PARTS OF THE BRAIN • Reptilian-brain • Wise-brain Page 90
- 91. Creating the organizationas a container 2 of 2 • Model wise-brain behaviour • Demonstrate wise-brain behaviour • Create safe places for others Page 91
- 92. Page 92 Honing youroptimism
- 93. Honing your optimism •Work on your self-talk • Stay focused on your goals • Find positive people to spend time with them • Read inspirational literature • Time out negative people and sources • Look for opportunities to take action Page 93
- 94. Page 94 Dual operatingsystems
- 95. Dual operating systems1 of 2 • Many change agents • Want-to and get-to • Head and heart • Leadership rather than management • Two systems, one organization Page 95
- 96. Dual operating systems2 of 2 ACCELERATORS • Sense of urgency • Guiding coalition • Strategic vision and change • Communicate vision and strategy • Remove barriers • Celebrate wins • Keep learning and never quit • Institutionalize change Page 96
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- 98. High-performance leadership • Questionsto ask • Behaviours that get leaders fired Page 98
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- 100. Page 100 Conclusion andquestions
- 101. Page 101 Conclusion andquestions Summary Videos Questions