Transcript Values - Webster in china

LEADERSHIP:
week #3
Dr. Fred Heismeyer
Adjunct Professor
Webster University
Shanghai, China
[email protected]
Presentation requirements
 Minimum of 3 examples from Global Enterprises
 Minimum of 2 theories on your topic
 Discussion of strengths and weaknesses of topic area
 Minimum of 6 peer-reviewed sources
 PPT with References/Work Cited slide at the end
Presentation requirements
 3 questions your presentation will answer
 Listed at the beginning of your presentation
 Answers at the end of your presentation.
 One questions (of the three) will be asked on the final
exam.
 All members of your team must have a “significant”
role in the preparation and delivery of your group’s
presentation.
PRESENTATION
 20 minutes per presentation
 Minimum 18 minutes and maximum 22 minutes

NOTE: you will need to practice
 Be prepared to answer questions
 All team members are expected to present
 Slides
 Supports your presentation
 Do not need graphics or animations
 Use bullet points
 When using a quote or statistic – must be cited on slide
 No minimum or maximum number of slides
PRESENTATION
 The following students do not appear to be on
a team – see me after class:
 a.m. class:
 Mint, Monrudee Wongsaroj, Boom, Eve and Anan
 p.m. class:
 Vang Xiaoyin, Cai Hua, Chen Zhonga, Liu Lu, Ma
Yong, Ren Jianli, Zhang Yan, Zhu Lei
QUESTIONS FROM
LAST WEEK?
Remember,
this is your time
to ask questions.
MEMORABLE QUOTE
“Behaving as and becoming
an effective leader is a
secondary by-product of an
intense commitment to a
purpose.”
--Level Three Leadership (2e) by James Clawson
What is
EFFECTIVE LEADERSHIP?
What is
EFFECTIVE LEADERSHIP?
Leader are effective when their
followers achieve their goals, can
function well together, and can
adapt to the changing demands
from external forces.
By Afsaneh Nahavandi
The Art and Science of Leadership (3e)
What is
EFFECTIVE LEADERSHIP?
An effective leader has a powerful
purpose or cause. In the relentless
desire to accomplish that purpose,
one becomes a leader, influencing
others voluntarily to join in it.
By James Clawson
Level Three Leadership (2e)
SIX STEPS TO
EFFECTIVE LEADERSHIP
1. Clarify your center (VABEs)
2. Clarify what’s possible (Environment)
3. Clarify what others can contribute
(Strengths)
SIX STEPS TO
EFFECTIVE LEADERSHIP
4. Supporting others so they can
contribute (Empowerment)
5. Relentlessness (Purpose Driven)
6. Measuring and celebrating progress
(Goals and Evaluation)
QUESTION:
What are VABEs?
DISCUSSION:
VABEs
ANSWER
Values
Assumptions
Beliefs
Expectations
SMALL GROUP DISCUSSION:
VABEs
Group 1:
Group 2:
Group 3:
Group 4:
Group 5:
Group 6:
communication
conflict resolution
decision making
problem solving
trust
strategic thinking
SMALL GROUP DISCUSSION:
VABEs
SMALL GROUP DISCUSSION
How do our VABEs impact, affect or
force our behaviors relating to
communication, conflict resolution,
decision making, problem solving,
trust and strategic thinking?
“Leaders have to be continually
broadening their vision and
deepening their insight into the
global, societal, market,
competitive, consumer, and related
issues that surround any
organization.”
from Level Three Leadership by James Clawson
“Many aspects of the Information Age
shape our thinking about
organizations and leadership. In this
new age, power revolves around the
people who coordinate resources to
meet customer needs. Information
becomes the key competitive and
managerial advantage.”
from Level Three Leadership by James Clawson
Peter Senge’s
THE LEARNING ORGANIZATION
“characterized by widely distributed power
and structures that recognize much better
the value of all organization members
receiving, processing, and making
decisions from new and exploding
oceans of information.”
from Level Three Leadership by James Clawson
Rate
of
change
in
society
1900
Rural/Agriculture
1950
Urbanization/Industrial
2000
Global/Information
Text – pg 44
INFOCRACIES
VS.
BUREAUCRACY
from Level Three Leadership by James Clawson
Primogeniture
Max Weber
ARISTOCRACY
Through 18th Century
Warren Bennis
BUREAUCRACY
19th and 20th Century
INFOCRACY
Information Age
TIME
Power is distributed by
gender and lineage
Power is distributed by
gender and office.
Assumption is, “Father
knows best.”
Assumption is, “Boss
knows best.”
Power is distributing
to key process
contributors (KPCs)
Assumption is, “KPCs
Know best.”
Text – pg 48
Environmental
Forces
LEADER
Strategic
Thinking
Influence
Shared vision
OTHERS
TASK
Organizational design
Employee
Bonding
Managing
Change
ORGANIZATION
Four Cornerstones
Moral Foundation of Effective Leadership
• Telling the Truth
• Promise Keeping
• Fairness
• Respect for the Individual
Clawson calls this the Ethical Leadership Litmus Test
Text: page 86
Morals
• Morals are your personal
beliefs about what is
right and wrong.
Ethics
• Ethics are codes of
conduct that define right
and wrong in a particular
group.
Values
• Values are those beliefs
or standards in life that
we prioritize above all
others. (part of VABE’s)
Morality, Ethics, and Legality
• MORALITY: individual determination of
what’s right and wrong
• ETHICS: the established and accepted
guidelines of behavior for groups or
institutions
• LEGALITY: obeying the established laws
of society
JOHARI WINDOW
What I see in me
What I do not
see in me
What you see
in me
Open / Public self
Blind Self
What you do
not see in me
Hidden / Private Self
Unknown Self
JOHARI WINDOW
What I see in me
What I
do not
see in me
What you see
in me
Open / Public Self
Blind Self
What you do
not see in me
Hidden / Private Self
Unknown Self
Knowing yourself through the
PERSONAL
STYLE
INVENTORY
Personal Styles
Inventory
Just as every person has differently shaped feet and
toes from every other person, so we all have
differently “shaped” personalities. Just as no
person’s foot shape is “right” or “wrong,” so no
person’s personality shape is right or wrong. The
purpose of the Personal Styles Inventory is to give
you a picture of the shape of your preferences, but
that shape, while different from the shapes of other’s
personalities, has nothing to do with mental health or
mental problems.
From The 1980 Annual Handbook for Group Facilitators by Craig Hogan and David W. Chapagne
Personal Styles
Inventory
Everyone brings to interactions a headful of
assumptions, values and needs that engender either
congenial, comfortable, productive discussion or
frustrating, conflicting, unproductive argument (or
worse, silent uncooperation) that reflects the prejudices
and needs of the participants rather than the real issues.
From The 1980 Annual Handbook for Group Facilitators by Craig Hogan and David W. Chapagne
Personal Styles
Inventory
When people who interact daily understand their own
VABEs (values, assumptions, beliefs and expectations)
that affect their thinking and interaction, they will more
likely be tentative about the ideas and suggestions they
advance, seeing them as ideas they value rather than as
commandments carved in stone. They also will be
more able to accept the ideas or actions of others that
differ from their own, realizing that these, too, are the
results of the values and assumptions of others.
From The 1980 Annual Handbook for Group Facilitators by Craig Hogan and David W. Chapagne
PERSONAL STYLE
“Looking at your
preferences for
personal success,
understanding others’
preferences for team
success.”
EXTROVERSION/INTROVERSION
dimension
•Where you like
to focus your
attention
EXTROVERSION/INTROVERSION
dimension
• EXTROVERSION • INTROVERSION
– You prefer to focus
on the out world of
people and things
– You prefer to focus
on the inner world of
ideas and impressions
EXTROVERSION/INTROVERSION
dimension
• Extroversion
–
–
–
–
–
–
–
Like variety and some distraction
Are faster, dislike complicated procedures
Are good at greeting people
Are impatient with long slow jobs
Often enjoy telephoning
Usually act quickly, sometimes without thinking
Are interested in how other people do the job
EXTROVERSION/INTROVERSION
dimension
• Introversion
–
–
–
–
Like quiet for concentration
Are more careful with details
Have trouble remembering names and faces
Don’t mind working on one project for a long time
uninterruptedly
– Like to think before they act
– Are interested in the idea behind the job
INTUITIVE/SENSING
dimension
•The way you
like to look at
things
INTUITIVE/SENSING
dimension
• SENSING
– You tend to focus
on the present and
on concrete
information gained
from your senses
• INTUITION
– You tend to focus
on the future, with
a view toward
patterns and
possibilities
INTUITIVE/SENSING
dimension
• Intuitive
–
–
–
–
–
–
–
Like solving new problems
Dislike doing the same thing over and over again
Enjoy learning a new skill more than using it
Work in bursts of energy powered by enthusiasm
Are patient with complicated situations
Are impatient with routine and details
Follow their inspirations, good or bad
INTUITIVE/SENSING
dimension
• Sensing
–
–
–
–
–
Dislike problems unless there are standard ways to solve them
Don’t mind routine
Enjoy using skills already acquired
Work more steadily
Are impatient when there are too complicated details to
remember
– Are patient with routine and details
– Don’t usually get inspired
INTUITIVE/SENSING
dimension
• Intuitives need a
Sensing type:
– To bring up pertinent facts,
to remember things that
weren’t relevant at the time
they happened, to check
records, proofread, score
tests, to read the fine print
of a contract, to notice what
should be attended to, to
inspect, to keep track of
detail and to have patience
• Sensing type needs an
Intuitive:
– To see the possibilities, to
supply ingenuity on
problems, to deal with
complexity having too
many imponderables, to
explain what another
intuitive is talking about, to
look far ahead, to furnish
new ideas, to “spark” things
that seem impossible
THINKING/FEELING
dimension
•The way you
like to go about
deciding things
THINKING/FEELING
dimension
• THINKING
– You tend to base
your decisions
primarily on logic
and on objective
analysis of cause
and effect
• FEELING
– You tend to base
your decisions
primarily on values
and on subjective
evaluation of
person-centered
concerns
THINKING/FEELING
dimension
• THINKING
–
–
–
–
–
Are not very interested in people’s feelings
Relatively unemotional
May hurt people’s feelings without knowing it
Like analysis, enjoy putting things into logical order
Make decisions impersonally, sometimes ignoring people’s
wishes
– Need to be treated fairly
– Are able to reprimand people or fire them when necessary
THINKING/FEELING
dimension
• Feeling
– Are very aware of other people and their feelings
– Like to please people or help them
– Like harmony. Efficiency may be badly disturbed by office
feuds
– Have decisions influenced by personal likes and wishes
– Need occasional praise
– Dislike telling people unpleasant things
THINKING/FEELING
dimension
• Feeling type needs a
Thinker:
– To analyze, to organize, to
find the flaws in advance,
to reform what needs
reforming, to weigh “the
law and the evidence”, to
hold consistently to a
policy, to fire people when
necessary and to stand firm
against opposition
• Thinker needs a
Feeling type:
– To persuade, to conciliate,
to forecast how others will
feel, to arouse enthusiasm,
to teach, to sell, to
advertise and to appreciate
the thinker him/herself
JUDGING/PERCEIVING
dimension
•How you deal
with the outer
world
JUDGING/PERCEIVING
dimension
• JUDGING
– You like a planned
and organized
approach to life
and prefer to have
things settled
• PERCEIVING
– You like a flexible
and spontaneous
approach to life
and prefer to keep
your options open
JUDGING/PERCEPTIVE
dimension
• Judging
– Like to plan their work and be able to get it finished on
schedule
– Like to get things settled and wrapped up
– May decide things to quickly
– May not like to interrupt one project for a more urgent one
– May not notice new things which need to be done
JUDGING/PERCEPTIVE
dimension
• Perceptive
–
–
–
–
–
Like to adapt to changing situations
Like to leave things free for alterations
May have trouble making decisions
May start too many projects and finish too few
May postpone unpleasant jobs
PROBLEM SOLVING MODEL
Decide on course of action.
Act on it! Evaluate the process.
Facts
Details
Sensing
Define the problem
Gather relevant data
Be realistic
Logic
Cause
& Effect
Thinking
List steps involved
Weigh practicality of
each course
Examine consequences
Intuitive
Possibilities
Options
List possible solutions
Generate alternatives
Use your imagination
Feeling
Determine harmony with
personal values
Assess effects on self and
others
Weigh gains/losses
Feelings
Values
COMMUNICATE
for understanding
Sensing
Be factual
Document successful application
Reduce risk factors
Thoroughly work out details in advance
Show why it makes sense
Finish sentences and
Thinking
Be logical
State principles involved
Stress competent handling of issues
Be well organized, moving logically
from point to point
List the costs and benefits
Intuitive
Give global scheme
Don’t overwhelm with details
Use confidence and enthusiasm
State facts as contributions to ideas
Point out the future benefits
Indicate challenges
Feeling
Tell who else is for the idea
Be personable and friendly
Indicate how its helpful
Tell why its valuable
First mention points of agreement
Career Dimensions
By Jim Laub, 2000
Organizational Functions
•
•
•
•
•
•
Provides Leadership
Shares Leadership
Values People
Develops People
Builds Community
Displays Authenticity
ETHICS
Clarify
Goals
Envision
the Future
HEALTHY
ORGANIZATION
Take
Initiative
Provide
Leadership
MORALS
Share
Leadership
Share
the Vision
Share
the Status
Share
the Power
VALUES
Listen
Receptively
Believe
in People
Model
Behaviors
Serve
Others First
Provide for
Learning
Encourage
and Affirm
ETHICS
Value
People
Develop
People
HEALTHY
ORGANIZATION
MORALS
VALUES
ETHICS
HEALTHY
ORGANIZATION
Be Willing
To Learn
Have
Integrity
Be Open &
Accountable
Display Authenticity
MORALS
VALUES
Build Community
Build
Relationships
Work
Collaboratively
Value
Differences
Value
People
Develop
People
ETHICS
HEALTHY
ORGANIZATION
Provide
Leadership
Display Authenticity
MORALS
Share Leadership
VALUES
Build Community
Listen
Respectively
Believe in
People
Model
Behaviors
Serve Others
First
Provide for
Learning
Value
People
Encourage
and Affirm
Develop
People
ETHICS
HEALTHY
ORGANIZATION
Clarify
Goals
Envision
the Future
Take
Initiative
Provide
Leadership
Be Willing
To Learn
Have
Integrity
Be Open and
Accountable
Display Authenticity
MORALS
Share Leadership
Share
the Vision
Share
the Power
Share
the Status
VALUES
Build Community
Build
Relationships
Value
Differences
Work
Collaboratively
DISCUSSION:
Healthy Organizations
SMALL GROUP DISCUSSION
Discuss and give an example of how the
organizational function fits into the model
of Level Three Leadership, the
Leadership Point of View and VABEs?
Listen
Respectively
Believe in
People
Model
Behaviors
Serve Others
First
Provide for
Learning
Value
People
3
Encourage
and Affirm
Develop
People
4
ETHICS
HEALTHY
ORGANIZATION
Clarify
Goals
Envision
the Future
Take
Initiative
Provide
Leadership
Be Willing
To Learn
Have
Integrity
Be Open and
Accountable
Display Authenticity
MORALS
VALUES
2
5
Share Leadership
1
Share
the Vision
Share
the Power
Share
the Status
Build Community
Build
Relationships
Value
Differences
Work
Collaboratively
6
World-Class Performers:
The text refers to WCP as:
“People who are performing at
the pinnacle of their
professions.”
World-Class Performers:
GROUP DISCUSSION
What measures does your
group feel are important for
WCP and why?
Please rank the top five
measures.
Newburg’s Resonance model
E
N
E
R
G
Y
Dream
Revisit the
Dream
RESONANCE
C
Y
C
L
E
Preparation
Setbacks, Obstacles, Successes
RESONANCE
 Feeling of wholeness
 Comes to people from different
sources
 Resonant experiences are
transferable
 Experiencing resonance is a fleeting
thing that comes and goes and
cannot be recreated
RESONANCE
“Resonance is the sense of seamless
harmony with one’s surroundings so
that internal experience and external
experience are one, the fulfillment of
performing at your best without
strain.”
By James Clawson
Level Three Leadership (2e)
PURPOSE OF LIFE




To
To
To
To
find your resonance
invest in your resonance
enjoy your resonance
help other find their resonance
RESONANCE:
When have you
experience this
feeling of
resonance?
RESONANCE:
How will you
help others find
their resonance
in your current
job/situation?
THE 12 QUALITIES OF
LEADERSHIP
Another way of stating
leadership is:
World-Class Performers
QUALITIES OF LEADERSHIP
HAS A MISSION
THAT MATTERS
Quality
1
QUALITIES OF LEADERSHIP
IS A BIG THINKER
Quality
2
QUALITIES OF LEADERSHIP
HAS HIGH ETHICS
Quality
3
QUALITIES OF LEADERSHIP
MASTERS CHANGE
Quality
4
QUALITIES OF LEADERSHIP
IS SENSITIVE
Quality
5
QUALITIES OF LEADERSHIP
IS A RISK TAKER
Quality
6
QUALITIES OF LEADERSHIP
IS A DECISION
MAKER
Quality
7
QUALITIES OF LEADERSHIP
USES POWER
WISELY
Quality
8
QUALITIES OF LEADERSHIP
COMMUNICATES
EFFECTIVELY
Quality
9
QUALITIES OF LEADERSHIP
IS A TEAM
BUILDER
Quality
10
QUALITIES OF LEADERSHIP
IS COURAGEOUS
Quality
11
QUALITIES OF LEADERSHIP
IS COMMITTED
Quality
12
Leadership and Communication
Communication Blunders
Letters to the Welfare Department
“I want money as quick as I can get it. I have been in bed with the
doctor for two weeks and he doesn’t do me no good. If things don’t
improve, I will have to send for another doctor.”
“I am glad to report that my husband who was reported missing is now
dead.”
“This is my eighth child, what are you going to do about it?”
“You have changed my little boy to a girl. Will this make a
difference?”
Great Country Western Lines
“When the phone don’t ring, you’ll know it’s me.”
“I’ll even tell you I love you, if you want me to.”
“You’re the reason our kids are ugly.”
A Little Story
This is a story about four people named Everybody,
Somebody, Anybody, and Nobody. There was an
important job to be done and Everybody was sure that
Somebody would do it. Anybody could have done it, but
Nobody did it.
Somebody got angry about that, because it was
Everybody’s job. Everybody thought Anybody would do it,
but Nobody realized that Everybody wouldn’t do it. It
ended up that Everybody blamed Somebody when Nobody
did what Anybody could have done!
(Sound Familiar?)
Sam Walton Rules for Building a Business
Rule 4: Communicate everything you possibly
can to your partners. The more they know,
the more they will understand. The more
they understand, the more they will care.
Communication is a Leader’s Role
Communication Basics
Communication is a process by which people transmit
information about ideas and feelings to one another for the
purpose of accomplishing a task or relating a message.
Communication has three elements: a sender, a message,
and a receiver.
Dr. Stephen Covey states that communication is the most
important skill in life. However, it is often under
appreciated and under utilized.
Communication is both verbal and nonverbal.
30 to 35 percent of communication is verbal and the
remaining 65 to 70 percent is nonverbal. Example: eye
contact.
Leadership-Communication Link
Leadership is enacted through
communication.
Communication allows a leader to be
effective through the sharing of goals, ideas,
and visions.
Communication builds trust between
leaders and followers.
Leadership-Communication Stats
80% of a leader’s time is spent on
communication or roughly 2,000 hour per
year.
University of Minnesota study indicates that
60% of mistakes are due to poor listening.
This can be very costly to companies.
Communication MUST be a priority.
Three Components of Effective Communication
Talking-Use “I” Messages.
Frequent approach: “You are late completing your report and that
stinks! You are a terrible employee!”
Instead try: “I am disappointed that the report was not completed on
time. When this happens, the team suffers and we all fail in our
obligations. I would appreciate you correcting this problem.”
Listening
Understanding
Leaders are in positions of power and can influence
situations greatly with their responses.
“Seek first to understand, then to be understood.”
Dr. Stephen Covey
Communication Builds Trust
When a leader utilizes talking, listening, and
understanding, trust develops.
The most effective leader is the leaders who gets
personal with followers by inquiring about goals,
needs, desires, or ambitions and learns to
appreciate the whole person.
A leader’s role is to serve followers and to
promote their potential.
A leader can avoid “losing touch” through
effective communication.
Avoid buzzwords like downsizing, resizing, etc.
Communication Myths
1)
2)
3)
4)
5)
Words Contain Meaning
Communication and Information are not the
same. Dissemination of information is NOT
communication.
Effective communication does not require much
effort.
Communication is a product on an assembly
line. The post a poster theory.
Good speakers are good communicators.
Summary
Communication is the single most important tool a
leader can employ to be effective.
Leadership is enacted through communication.
A leader can be only as effective as the individual
mastery of the art and ability to communicate.
Communication skills can be taught and improved
upon by all.