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PARTICIPANT GUIDE

Leadership and Management Skills for Non-Managers

Management Concepts [email protected]

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© Management Concepts, Inc., exclusive of U.S. government material, works in the public domain, or as otherwise indicated in the manual. This manual is protected by U.S. and international copyright laws. Except for any U.S. government material or works in the public domain contained in the manual, no reproductions, distributions, public performances/displays, or derivative works of the manual may be made in any format now known or later developed without Management Concepts’ prior written permission.

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Printed in the United States of America.

Leadership and Management Skills for Non-Managers Course #4000 Version: 20-08-18

LEADERSHIP AND MANAGEMENT SKILLS FOR NON-MANAGERS

TABLE OF CONTENTS

Syllabus .............................................................................................................................. 9

Course Overview ............................................................................................................... 9

Who Takes This Course ................................................................................................. 9

Learning Objectives ........................................................................................................ 9

Prerequisites .................................................................................................................. 9

Course Expectations .......................................................................................................... 9

Required Texts ............................................................................................................... 9

Course Schedule .......................................................................................................... 10

Requirements for Successful Completion ..................................................................... 11

Quick Response (QR) Technology ............................................................................... 11

Professional Benefits ....................................................................................................... 11

Opening Exercise ............................................................................................................. 15

Exercise: Identifying Your Leadership Challenge ............................................................. 15

Module 1: Launching Your Leadership Journey .......................................................... 19

Qualities of Effective Leaders .............................................................................. 21 Lesson 1:

1.1 Exercise: Examining Leadership Qualities ............................................................. 22

1.2 Traits of Effective Leaders ..................................................................................... 25

1.3 Leadership Behaviors ............................................................................................ 25

Defining Leadership and Management ................................................................ 27 Lesson 2:

2.1 Leadership vs. Management ................................................................................. 27

2.2 Misconceptions ...................................................................................................... 28

2.3 Interrelationship of Leadership and Management .................................................. 28

2.4 Exercise: Identifying Leadership and Management Functions ............................... 31

Module 2: Emotional Intelligence .................................................................................. 37

The Importance of Emotional Intelligence ............................................................ 39 Lesson 1:

1.1 Exploring Emotional Intelligence ............................................................................ 39

1.1.1 Misconceptions of EI ........................................................................................ 40

1.1.2 Emotional Intelligence Framework ................................................................... 40

1.2 Business Case for Emotional Intelligence .............................................................. 41

1.2.1 OPM Executive Core Qualifications ................................................................. 42

1.3 Exercise: Applying Emotional Intelligence ............................................................. 43

Self-Awareness and Self-Management................................................................ 45 Lesson 2:

2.1 Neuroscience of Emotions ..................................................................................... 45

2.2 Self-Awareness ..................................................................................................... 46

TABLE OF CONTENTS

4 © Management Concepts. See inside front cover for additional details.

2.2.1 Self-Awareness Strategies ................................................................................46

2.3 Self-Management ...................................................................................................47

2.3.1 Reframing Negative Thoughts ..........................................................................47

2.4 Exercise: Managing Your Emotions ........................................................................49

Social Awareness and Relationship Management ................................................53 Lesson 3:

3.1 The Social Brain .....................................................................................................53

3.2 Social Awareness ...................................................................................................53

3.2.1 Empathy ...........................................................................................................54

3.2.2 The Ladder of Inference ....................................................................................54

3.2.3 Exercise: Practicing Social Awareness .............................................................56

3.3 Relationship Management ......................................................................................57

3.3.1 Johari Window ..................................................................................................58

3.3.2 An Intentional Approach ....................................................................................59

3.3.3 Exercise: Mapping the Johari Window ..............................................................60

Module 3: Communication Skills ................................................................................... 65

Qualities of Effective Communicators ...................................................................67 Lesson 1:

1.1 Exercise: Evaluating Communication .....................................................................68

1.2 Types of Communication ........................................................................................70

1.2.1 Written ..............................................................................................................70

1.2.2 Verbal ...............................................................................................................71

1.2.3 Nonverbal .........................................................................................................71

1.3 Effective Communication Practices ........................................................................73

Effective Listening Practices .................................................................................75 Lesson 2:

2.1 Communication Filters ............................................................................................75

2.2 Effective Listening ..................................................................................................77

2.2.1 Listening Gap ...................................................................................................77

2.2.2 Levels of Listening ............................................................................................78

2.2.3 Improving Listening and Understanding ............................................................79

2.2.4 Exercise: Practicing Effective Listening .............................................................80

2.3 Asking Questions ...................................................................................................81

2.3.1 Exercise: Asking the Right Questions ...............................................................82

Using Communication to Achieve Your Goals ......................................................83 Lesson 3:

3.1 Developing Your Message .....................................................................................83

3.2 What's In It For Me? (WIIFM) .................................................................................84

3.3 Connecting Emotionally ..........................................................................................85

3.4 Exercise: Preparing for an Effective Conversation ..................................................86

LEADERSHIP AND MANAGEMENT SKILLS FOR NON-MANAGERS

Module 4: Leading Without Authority ........................................................................... 91

Influence and Collaboration ................................................................................. 93 Lesson 1:

1.1 Principles of Influence ........................................................................................... 93

1.2 Sources of Influence .............................................................................................. 95

1.3 Locus of Control .................................................................................................... 95

1.3.1 Exercise: Expanding Your Locus of Control ..................................................... 97

1.4 Collaboration and Knowledge Sharing ................................................................... 98

1.4.1 Collaborative Communication .......................................................................... 98

Managing Up ..................................................................................................... 101 Lesson 2:

2.1 Exercise: Relating to Your Boss .......................................................................... 102

2.2 Defining Managing Up ......................................................................................... 103

2.3 Sources of Power ................................................................................................ 103

2.3.1 Common Outcomes ....................................................................................... 104

2.4 Balancing the Relationship .................................................................................. 104

2.5 Working Toward an Improved Relationship ......................................................... 105

2.6 Exercise: Engaging with Your Manager ............................................................... 106

Module 5: Practicing Accountability, Adaptability, and Resilience.......................... 111

Accountability .................................................................................................... 113 Lesson 1:

1.1 Defining Accountability ........................................................................................ 113

1.2 Accountability Connotations ................................................................................ 113

1.3 Levels of Accountability ....................................................................................... 114

1.4 Accountable Leadership ...................................................................................... 115

1.5 Exercise: Identifying Opportunities for Accountability ........................................... 116

Adaptability ........................................................................................................ 119 Lesson 2:

2.1 Defining Adaptability ............................................................................................ 119

2.2 Adaptability Connotations .................................................................................... 119

2.3 Maintaining Adaptability ....................................................................................... 120

2.4 Exercise: Improving Adaptability .......................................................................... 121

Resilience .......................................................................................................... 123 Lesson 3:

3.1 Defining Resilience .............................................................................................. 123

3.2 Resilience Connotations ...................................................................................... 123

3.3 Why We Lose Resilience ..................................................................................... 124

3.4 Sustaining Resilience .......................................................................................... 125

3.4.1 Techniques for Improving Your Balance......................................................... 125

3.5 Exercise: Staying Resilient .................................................................................. 127

Module 6: Managing Your Career ................................................................................ 131

Broadening Your Perspective ............................................................................ 133 Lesson 1:

1.1 Understanding the Big Picture ............................................................................. 133

TABLE OF CONTENTS

6 © Management Concepts. See inside front cover for additional details.

1.1.1 Mission and Vision .......................................................................................... 134

1.1.2 Culture and Climate ........................................................................................ 134

1.2 Considering Your Role ......................................................................................... 135

1.3 Exercise: Aligning My Work to the Organization ................................................... 136

Expanding Your Network .................................................................................... 137 Lesson 2:

2.1 The Need For Networks ....................................................................................... 137

2.2 Getting the Right People on Your Team ............................................................... 137

2.3 Contemporary Networking Skills ........................................................................... 138

2.4 Exercise: Networking Skills Assessment .............................................................. 139

Building Your Brand ........................................................................................... 143 Lesson 3:

3.1 Personal Brands ................................................................................................... 143

3.2 Considerations for Building Your Brand ................................................................ 144

3.3 Credibility ............................................................................................................. 145

3.4 Exercise: My Brand in Five Words ........................................................................ 146

Action Plan .............................................................................................. 151 Resource A:

Overview ........................................................................................................................ 151

Part I: Key Learning Points ............................................................................................. 151

Part II: On the Job........................................................................................................... 153

Presentation Slides ................................................................................. 157 Resource B:

Overview ........................................................................................................................ 157

Bibliography .................................................................................................................... 203

Syllabus

LEADERSHIP AND MANAGEMENT SKILLS FOR NON-MANAGERS

SYLLABUS

COURSE OVERVIEW

You do not need a managerial title to be a leader. No matter their role, successful leaders use

communication, emotional intelligence, and accountability to achieve work and further the interests

of the organization. Learn the qualities and behaviors of effective leaders, including the ability to

collaborate, exert influence, and adapt to changing circumstances. Using real-world examples, you

will expand your leadership capabilities and recognize opportunities for growth at your organization.

Who Takes This Course

This course is designed for aspiring leaders and other individuals who are not formal managers but

need to accomplish work through others.

Learning Objectives

 Analyze leadership and management skills needed for professional growth

 Illustrate the importance of emotional intelligence as a management skill for self and others

 Practice communication skills needed to lead others and build relationships

 Use leadership strategies to amplify your impact throughout the organization

 Analyze how accountability, adaptability, and resilience improve individual and organizational performance

 Evaluate strategies for building long-term credibility throughout your career

Prerequisites

There are no prerequisites for this course.

COURSE EXPECTATIONS

Required Texts

The following required materials will be issued to each participant and will be used throughout the

course.

Management Concepts®, Leadership and Management Skills for Non-Managers© [Includes text,

appendices, and handouts.]

Access electronic course materials on Student Central at

https://managementconcepts.csod.com.

https://managementconcepts.csod.com/

SYLLABUS

10 © Management Concepts. See inside front cover for additional details.

PARTICIPANT GUIDE ICON KEY

Discussion

Example

Refer to Resource

Refer to Website

Tip

These icons are used throughout your Participant Guide. Words that are bolded and italicized appear as terms in the Glossary.

Please note that the page numbers of this Participant Guide differ from the page numbers of the Course Delivery Guide used to conduct this class. This is because the Course Delivery Guide contains additional notes and solutions to exercises. Therefore, section numbers are provided along with topic titles to help navigate the course text.

Course Schedule

Day One

Morning Module 1: Launching Your Leadership Journey

Lunch

Afternoon Module 2: Emotional Intelligence

Day Two

Morning Module 3: Communication Skills

LEADERSHIP AND MANAGEMENT SKILLS FOR NON-MANAGERS

Day Two

Lunch

Afternoon Module 4: Leading Without Authority

Day Three

Morning Module 5: Practicing Accountability, Adaptability, and Resilience

Lunch

Afternoon Module 6: Managing Your Career

Requirements for Successful Completion

Attendance and Participation

Full (100%) attendance is expected and required. Successful completion of the course depends on

full class attendance and active participation in individual and group exercises.

Quick Response (QR) Technology

There are several instances throughout this course where Quick Response (QR) codes are used in

conjunction with URLs. Using a smartphone, participants are encouraged to scan the QR codes to

quickly navigate to the URLs.

You can scan a QR code with your smartphone by either:

 Opening the Camera app and focusing in on the QR code. This functionality is only available on

newer versions of smartphones that run on more recent operating systems.

 Downloading and using a free QR Scanner app from your smartphone’s App Store

Refer to Website Here is an example of a QR code. This QR code navigates to: www.managementconcepts.com

PROFESSIONAL BENEFITS

Many Management Concepts courses are designed to meet the standards and requirements of

leading industry organizations. Participants seeking information regarding earned credentials or

recognition, such as college and continuing education credit and professional certification, should

refer to the certificate of completion issued at the end of the course.

http://www.managementconcepts.com/

SYLLABUS

12 © Management Concepts. See inside front cover for additional details.

Refer to Website For additional information about credits and certifications available for Management Concepts courses, please visit: https://www.managementconcepts.com/Certifications/Professional- Certifications-Training/Certifications-Training

https://www.managementconcepts.com/Certifications/Professional-Certifications-Training/Certifications-Training

Opening Exercise

LEADERSHIP AND MANAGEMENT SKILLS FOR NON-MANAGERS

OPENING EXERCISE

EXERCISE: IDENTIFYING YOUR LEADERSHIP CHALLENGE Directions

Think of a specific leadership challenge that you are currently experiencing or have recently 1.

experienced. Examples might include:

— Dealing with difficult coworkers or managers

— Not having your ideas entertained seriously

— Working through "red tape" and bureaucracy

— Maintaining a successful work-life balance

Define your leadership challenge in 2-3 sentences. Select a challenge that you have enough 2.

energy to realistically focus on to achieve an effective resolution.

Working in groups, introduce yourself and explain your leadership challenge. Discuss these 3.

questions with your teammates:

— What is my challenge? Who is involved?

— How is this challenge impacting my work?

— What have I tried so far? What worked? What didn't?

— What opportunities are possible if I am able to overcome this challenge?

Be prepared to discuss your leadership challenge with the class. Continue to reflect upon this 4.

challenge throughout the course.

OPENING EXERCISE

16 © Management Concepts. See inside front cover for additional details.

Launching Your Leadership Journey

MODULE 1 | LAUNCHING YOUR LEADERSHIP JOURNEY

LAUNCHING YOUR LEADERSHIP

JOURNEY

Module Objective

 Analyze leadership and management skills needed for professional growth

It is sometimes assumed that leadership exists solely at the top of an organizational structure.

However, leadership does not require supervisory authority; individuals can lead from any role and

in any situation. Whenever there is an opportunity for collaboration, leadership can emerge. Even if

you do not currently consider yourself to be a leader, it is very likely that others in the organization

look to you for guidance and support. Everyone has expertise in something. You may be great at

analysis. You may always meet your deadlines. You may be the go-to person for system or process

questions. You may be a leader in your family or community. You may not have the formal title of

team lead, supervisor, or manage, but you are leading people by providing them with your

expertise.

Lessons

1. Qualities of Effective Leaders

2. Defining Leadership and Management

MODULE 1 | LAUNCHING YOUR LEADERSHIP JOURNEY

20 © Management Concepts. See inside front cover for additional details.

MODULE 1 | LAUNCHING YOUR LEADERSHIP JOURNEY

LESSON 1

QUALITIES OF EFFECTIVE LEADERS

Lesson Objective

After completing this lesson, you will be able to: 1.1.1 Identify traits and behaviors of effective leaders

Have you ever had a leader in your personal or professional life who inspired you to go the extra

mile, tackle challenges, and work more productively? If so, you know the wide-reaching impact of

effective leadership. Successful leaders encourage people to be the best versions of themselves.

No two leaders are exactly alike, but there are leadership traits and behaviors that more reliably

result in positive outcomes. In exploring the qualities of effective leaders, you can more precisely

identify the characteristics you want to exhibit.

LESSON 1 | QUALITIES OF EFFECTIVE LEADERS

22 © Management Concepts. See inside front cover for additional details.

1.1 EXERCISE: EXAMINING LEADERSHIP QUALITIES

Directions

Review the case study. 1.

Working in groups, identify: 2.

— Personal traits that supported effective leadership

— Behaviors that demonstrated effective leadership

Be prepared to share with the class. 3.

MODULE 1 | LAUNCHING YOUR LEADERSHIP JOURNEY

Case Study: Maggie Lena Walker1

Maggie L. Walker (née Draper) was born on July 15, 1864 in Richmond, Virginia. Her mother was a former slave who worked as a paid cook on an abolitionist estate. Walker was among the first group of African Americans to attend public schools in the United States. When the city prevented her class from having a graduation ceremony at a local theater, she participated in one of the nation's first school segregation protests. Though the protest was unsuccessful, this experience set the stage for a life of fighting for equality for the black community.

By the age of 14, Walker volunteered at the local chapter of the Independent Order of St. Luke, a humanitarian group that provided money, medical aid, and educational opportunities to sick African Americans in the community. She worked with this organization in different capacities for the rest of her life.

She became a school teacher in 1883 because she wanted to contribute to the continuing education of members of her community. However, she was forced out of this job in 1886 after marrying contractor Armstead Walker Jr. After marriage, women were expected to care for the family at home rather than pursue independent careers. Walker managed to raise a family while continuing her work with the Independent Order of St. Luke. She established a youth division of the Independent Order to provide educational opportunities to children in need.

The Reconstruction Era was a difficult time for African Americans across the United States. Though slavery had been abolished, African Americans faced discrimination from Jim Crow laws, segregated public spaces, and unequal economic opportunities. As a result, by 1899, the Independent Order of St. Luke faced existential threats. The organization was out of money and its top leader resigned. Walker assumed a leadership position as the "Right Worthy Grand Secretary." In this role, she crafted a multi-year plan to create economic independence for her organization. In 1902, she had published a newspaper (The St. Luke Herald) to raise money and provide public information to her community. She also opened the St. Luke Emporium, a successful department store that primarily hired African American women. In addition to providing money for her organization, Walker wanted to empower women with economic opportunities that were not previously available. By 1924, the Independent Order of St. Luke had over 50,000 members and 1,500 local chapters.

However, Walker is likely best known for founding the St. Luke Penny Savings Bank. This gave her the distinction of being the first African American woman to charter a bank in the U.S. After

1 Marlowe 2003

LESSON 1 | QUALITIES OF EFFECTIVE LEADERS

24 © Management Concepts. See inside front cover for additional details.

many years of success, her bank merged with two other African American-owned banks to form the Consolidated Bank and Trust Company in 1930. She served as the chairperson for this new bank, which provided economic opportunities to the black community for decades.

Walker faced many challenges late in life, but managed to persevere. Her husband was tragically killed in a shooting accident by her son in 1915. It was around this time that she also developed diabetes. In 1921, she ran for office as a local superintendent, but was defeated. Despite these setbacks, Walker managed to create an indelible legacy in her community. She died on December 15, 1934 at the age of 70. Her home in the Jackson Ward neighborhood of Richmond is a national landmark.

MODULE 1 | LAUNCHING YOUR LEADERSHIP JOURNEY

1.2 TRAITS OF EFFECTIVE LEADERS Character traits are the overarching internal qualities that make up our personality. In the field of leadership, research consistently demonstrates that the following traits are common to effective leaders:

 Empathy toward others

 Intellectual curiosity

 Ability to think metacognitively (noticing your

thoughts as you are thinking them)

 A resilient and adaptable mindset

 Self-discipline in approaching problems

 Self-efficacy (personal confidence in your

ability to get something done)

 Ability to influence and persuade

 Willingness to hold self and others accountable

 Commitment to integrity and ethics

 Passion

 Ability to make decisions

1.3 LEADERSHIP BEHAVIORS

Though certain people may seem born with natural leadership tendencies, it is important to

remember that leadership is a skill that can be learned and improved over time. Leadership is not a

one-time occurrence; it requires a daily, intentional commitment to helping others thrive. For this

reason, it is worthwhile to consider the individual behaviors that successful leaders use to maximize

positive outcomes.

Leaders:

 Communicate, listen, and ask questions

 Practice what they preach

 Keep promises

 Act consistently and fairly

 Forge new paths by challenging the status quo

 Treat others with respect and compassion

 Rely on the expertise of others

 Express gratitude and empathy

 Solve problems

 Take ownership and responsibility

 Articulate clear direction and purpose

These traits are common to most successful leaders.

Leaders create a system of support needed to effectively accomplish shared goals.

LESSON 1 | QUALITIES OF EFFECTIVE LEADERS

26 © Management Concepts. See inside front cover for additional details.

Discussion

 How are you a leader in your personal and professional life?

 What leadership traits and behaviors do you currently possess?

MODULE 1 | LAUNCHING YOUR LEADERSHIP JOURNEY

LESSON 2

DEFINING LEADERSHIP AND

MANAGEMENT

Lesson Objective

After completing this lesson, you will be able to: 1.2.1 Analyze the interrelationship between leadership and management functions

Though these words are often used interchangeably, there are meaningful differences between

"leaders" and "managers." While managers typically have formal power over a project or team,

leaders more often rely on informal tactics such as influence and motivation. Despite these

distinctions, both roles ultimately come down to the ability to interact with others in the workplace.

Managers and leaders at all levels of an organization need to be able to communicate, foster trust,

and work toward common goals.

Poll: Leaders vs. Managers

 True or False: Leaders and managers share the same responsibilities within an organization. o True o False

2.1 LEADERSHIP VS. MANAGEMENT

Traditionally, leadership and management have been regarded as two independent disciplines.

Managers oversee the day-to-day operations needed to get work done. In contrast, leaders are

often described as strategic, visionary, and human-centered. Organizations need both management

and leadership to be successful. Even the most eloquently stated vision cannot be accomplished

without a detail-oriented approach to how work gets completed. For this reason, it is best to think of

these positions as complementary rather than oppositional.

Generalizations about leadership and management include:

 Leadership:

— Is people-centered

— Helps set the vision

— Uses a strategic approach

— Advocates for change

— Motivates others to achieve

— Uses influence, persuasion, and charisma

 Management:

— Is task- or process-centered

— Executes toward a vision

LESSON 2 | DEFINING LEADERSHIP AND MANAGEMENT

28 © Management Concepts. See inside front cover for additional details.

— Uses a tactical or operational approach

— Reacts to change

— Ensures work gets done

— Uses formal authority

2.2 MISCONCEPTIONS How society views leaders and managers has changed over time. Organizations are more complex and have flatter hierarchical structures necessitating different leadership skills. Additionally, recent research has provided significant insights into employee motivation and interpersonal skills. Despite these changes, a number of common misconceptions about leadership and management are still prevalent in many organizations.

 "Leaders are born, not made." Though certain people may have natural leadership

tendencies, leadership is a dynamic skill set that can be improved over time. Improving how we

communicate, building emotional intelligence, and adopting a more flexible work style all result

in more positive leadership outcomes.

 "Leaders need consistent behavior styles." There is no single leadership or management

style that works universally. Effective leaders and managers need to be agile and flexible in

approaching each situation. This includes a consideration of how others are likely to respond to

different leadership styles.

 "Leaders are in positions of power or authority." Today’s global economy requires a more

highly skilled workforce with the capacity to prepare and respond swiftly to change, to engage in

critical and strategic thinking, and to maintain high levels of team engagement and

collaboration. Individuals at all levels in an organization are expected to harness leadership and

management skills to perform at their maximum capacity and contribute to the organization’s

success.

 "You are either a leader or a manager." Leadership and management skills are intertwined in

most organizational contexts. These roles and responsibilities are part of an integrated skill set,

rather than separate professional identities.

2.3 INTERRELATIONSHIP OF LEADERSHIP AND MANAGEMENT

To respond effectively to the dynamic changes of most organizational roles, professionals need to

use both leadership and management capabilities. For example, the implementation of a new

organizational process will be more successful when the needs of individual employees are taken

into account. Similarly, strategic plans will fall apart if not for oversight into the tactical, day-to-day

work that needs to be accomplished. For this reason, it is helpful to view leadership and

management as an integrated practice of capabilities.

MODULE 1 | LAUNCHING YOUR LEADERSHIP JOURNEY

INTEGRATED CAPABILITIES OF LEADERSHIP AND MANAGEMENT

When looking to integrate leadership and management capabilities, consider the following categories:

 Ongoing learning and development: Effective leaders and managers demonstrate a

commitment to personal growth. They observe their environment with curiosity and openness.

They gather information, ask questions, share and request knowledge from others, and facilitate

ongoing learning throughout the organization. When organizations foster a commitment to

ongoing growth, individuals and teams are more successful.

 Achieving results: Leaders and managers ensure the organization is capable of meeting its

mission and objectives. They face intense pressure to succeed despite tight budgets, fierce

competition for talent, and limited resources. Working with the end goal in mind requires

awareness and commitment. It also requires communication to make sure others are committed

to the same objectives.

 Shaping culture and climate: Culture is the soul of the organization. It is represented in the

organization’s behavioral norms, values, beliefs, and assumptions. Organizational climate is a

part of culture, and refers to the way people interact with one another. Leaders need to make

sure culture and climate are aligned with the broader goals of the organization. Everyone

contributes to culture and climate, and leaders need to encourage others to follow their positive

example by modeling appropriate behaviors.

LESSON 2 | DEFINING LEADERSHIP AND MANAGEMENT

30 © Management Concepts. See inside front cover for additional details.

 Cultivating relationships: Both leaders and managers must build meaningful relationships.

Leaders at every level need to be able to communicate, establish connections, and build trust.

They also must be able to influence others and advocate for individual and team needs. Building

strong relationships creates buy-in and credibility regardless of who has formal authority.

 Navigating change: Today’s organizations are expected to respond rapidly to changing

environments and demands. Leaders must be adaptable and resilient. Change requires

strategic thinking to effectively improve complex processes and balance limited resources, but it

also requires empathy to help others who may have emotional reactions to change.

MODULE 1 | LAUNCHING YOUR LEADERSHIP JOURNEY

2.4 EXERCISE: IDENTIFYING LEADERSHIP AND MANAGEMENT

FUNCTIONS

Directions

Read through the list of common workplace tasks. 1.

For each task, identify 2-3 examples of: 2.

— Related management responsibilities (tactical and operational)

— Related leadership responsibilities (strategic and people-centered)

After creating these lists, answer the questions that follow. 3.

Be prepared to share with the class. 4.

Common Workplace Responsibilities

 Facilitating effective meetings

 Ensuring projects are completed on time and under budget

 Assisting with requirements for a job description

 Communicating with external clients and stakeholders

TABLE: MANAGEMENT AND LEADERSHIP RESPONSIBILITIES

Task Management Responsibilities Leadership Responsibilities

Facilitating effective meetings



Ensuring projects are completed on time and under budget



Assisting with requirements for a job description



Communicating with external clients and stakeholders



LESSON 2 | DEFINING LEADERSHIP AND MANAGEMENT

32 © Management Concepts. See inside front cover for additional details.

Questions

1. How are the management and leadership responsibilities related?

2. What benefits are realized when an integrated approach to management and leadership is

used?

MODULE 1 | LAUNCHING YOUR LEADERSHIP JOURNEY

Action Planning

Refer to the Action Plan and record ideas to implement from this module.

MODULE 1 | LAUNCHING YOUR LEADERSHIP JOURNEY

34 © Management Concepts. See inside front cover for additional details.

Emotional Intelligence

MODULE 2 | EMOTIONAL INTELLIGENCE

EMOTIONAL INTELLIGENCE

Module Objective

 Illustrate the importance of emotional intelligence as a management skill for self and others

Have you ever been in a situation in which you let your emotions get the best of you? Emotions

exert a strong influence over our perceptions, decisions, and behaviors. Managing these natural

responses is at the heart of emotional intelligence (EI). EI allows leaders to pay attention to their

mental, physical, and emotional states in a purposeful and thoughtful manner. It also allows leaders

to better understand the emotional responses of others. Developing this awareness is a critical

personal and professional skill that can strengthen interpersonal relationships.

Lessons

1. The Importance of Emotional Intelligence

2. Self-Awareness and Self-Management

3. Social Awareness and Relationship Management

MODULE 2 | EMOTIONAL INTELLIGENCE

38 © Management Concepts. See inside front cover for additional details.

MODULE 2 | EMOTIONAL INTELLIGENCE

LESSON 1

THE IMPORTANCE OF EMOTIONAL

INTELLIGENCE

Lesson Objective

After completing this lesson, you will be able to: 2.1.1 Discuss the importance of emotional intelligence as a leadership capability

The essence of leadership is a strong sense of self and the ability to relate to others. The need for

personal awareness is why emotional intelligence is a critical leadership skill. Our emotions

influence our behavior which, in turn, impacts our interactions with others. The ability to regulate our

instinctual emotional reactions improves how we feel and how others perceive us. In this lesson, we

explore the tangible benefits of using emotionally intelligent leadership practices.

1.1 EXPLORING EMOTIONAL INTELLIGENCE

Emotional intelligence (EI) refers to the ability to accurately

read your own and others’ emotions, to effectively regulate

your emotions for intellectual growth and personal well-being,

and to use emotional information when communicating with

others.1This requires reflection and attention to the state of

your mind. When you can effectively process your emotions

in the moment, you are more able to respond constructively.

EI involves a social component as well. Emotionally intelligent

people have an awareness of how their behaviors affect

others. They are also able to act more empathetically when

others are not able to regulate their emotional responses.

Communication is a critical skill associated with EI.

1 Salovey and Mayer 1990

EI requires a recognition of how our emotions impact our thinking.

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40 © Management Concepts. See inside front cover for additional details.

1.1.1 Misconceptions of EI

Though emotional intelligence has received increased attention in the field of leadership, discussions about EI are often oversimplified or misinterpreted. Common misconceptions of EI include:

 Emotional intelligence is about "being nice." Though EI incorporates empathy and a

consideration of how your actions impact others, the ultimate goal is not simply to be nice. For

example, EI might help a leader provide direct feedback in a way that ensures mutual

understanding.

 Emotional intelligence requires that you constantly share your emotions. Emotional

intelligence is about being aware of your feelings and then, when appropriate, expressing them

in an articulate manner. There may be times when not expressing your feelings is more

appropriate. Feelings should only be shared when they enable people to more effectively work

together.

 Women are more emotionally intelligent than men. Research has consistently shown that

both men and women have strengths and areas for growth in the field of emotional intelligence.

Taken as a whole, the strengths and weaknesses average out, resulting in no meaningful

differences between men and women in their capacity for emotional intelligence.

 Emotional intelligence is genetic—either you have it or you don't. While emotional

intelligence does describe one’s capacity for emotional learning, people can develop and

enhance their emotional competence. This process does not happen overnight. However, over

time, people can learn to handle their emotions more effectively, communicate them in more

meaningful ways, and use empathy and social awareness to build relationships.

1.1.2 Emotional Intelligence Framework

EMOTIONAL INTELLIGENCE FRAMEWORK

MODULE 2 | EMOTIONAL INTELLIGENCE

Daniel Goleman, one of the leading experts on EI, outlines four primary competencies associated with emotional intelligence:2

 Self-awareness. The ability to recognize your emotions.

 Self-management. The ability to regulate your emotional reactions and engage in more rational

thought processes.

 Social awareness. The ability to read and empathize with others’ emotions.

 Relationship management. The ability to build constructive interpersonal relationships by

accurately reading your own and others’ emotions.

Each of these four competencies requires specific behaviors and techniques. However, there is a

strong interrelationship between these competencies. For example, being aware of your emotions

allows you to better regulate your responses. Similarly, maintaining an awareness of the emotions

of others allows you to develop more effective relationships.

Poll: EI Strengths

 Which of the four aspects of the emotional intelligence framework is your greatest strength? o Self-awareness o Self-management o Social awareness o Relationship management

1.2 BUSINESS CASE FOR EMOTIONAL INTELLIGENCE

Why has emotional intelligence emerged as a leadership capability in the last few decades? This is

partly a result of the changing dynamics of what we expect from our leaders and how we structure

organizations. Today's employees are tasked with making more decisions than ever before,

creating a flatter organizational structure. Additionally, the rapid pace of change and innovation has

forced organizations to become more nimble and adaptable. As a result, organizations need

employees who have flexible leadership skills.

The business case for EI for individuals and organizations:

 Individuals:

— Collaborate and communicate more effectively with others

— Feel efficacious in their work

— Accept leadership opportunities

— Make more informed decisions

— Remain resilient and adaptable to changing circumstances

 Organizations:

— Effectively communicate the mission and vision

— Cultivate an environment of motivation and engagement

— Encourage employees to reach their potential

— Promote a positive culture and climate

— Empower leaders at all levels to take ownership and accountability

2 Goleman 2005

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1.2.1 OPM Executive Core Qualifications

OPM'S EXECUTIVE CORE QUALIFICATIONS

As an example of the importance of emotional intelligence in the workplace, consider how the Office

of Personnel Management (OPM) categorizes executive qualifications. OPM defines five executive

core qualifications (ECQs) with associated leadership capabilities. Emotional intelligence is a

fundamental leadership skill supporting many of these capabilities.

Refer to Website Visit OPM's website to learn more about the ECQs: https://www.opm.gov/policy-data-oversight/senior- executive-service/executive-core-qualifications/

https://www.opm.gov/policy-data-oversight/senior-executive-service/executive-core-qualifications/

MODULE 2 | EMOTIONAL INTELLIGENCE

1.3 EXERCISE: APPLYING EMOTIONAL INTELLIGENCE

Directions

Working individually, use Daniel Goleman’s EI found in topic Emotional Intelligence Framework 1.

as a guide to fill out the table below highlighting:

— Ways that EI could benefit your individual work

— Ways that EI could benefit others in your organization

Use Daniel Goleman’s EI found in topic Emotional Intelligence Framework. Remember, they 2.

are:

— Self-awareness

— Self-management

— Social awareness

— Relationship management

Share your ideas in your assigned group. Add to your initial list with ideas from your colleagues 3.

that resonate with your experience.

Be prepared to share your top learning points with the class. 4.

TABLE: WORKPLACE APPLICATIONS OF EI

Ways EI Can Benefit Me Ways EI Could Benefit Others



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MODULE 2 | EMOTIONAL INTELLIGENCE

LESSON 2

SELF-AWARENESS AND SELF-

MANAGEMENT

Lesson Objective

After completing this lesson, you will be able to: 2.2.1 Use self-awareness and self-management strategies to productively manage emotional

responses

Emotional intelligence begins with inward reflection. Particularly during moments of stress, we can

lose the ability to see how our emotions are driving our thinking and behavior. Emotionally

intelligent people are able pay close attention to their physical, mental, and emotional states in any

given moment. In the leadership community, this practice is often expressed by the phrase "name it

to tame it." In identifying and labeling the emotion that is dominating our mental energy, you can

return to a more neutral state. Developing this awareness is key to ensuring we respond in

productive ways that further our ultimate interests.

2.1 NEUROSCIENCE OF EMOTIONS

Though it can be upsetting to let our emotions get the best of us, there is actually a good biological

reason for this process. Our brains are hardwired to keep us alive and safe from imminent threats.

When we perceive a threat to our physical or emotional well-being, our brains instantly trigger a

negative emotional reaction. One specific part of the brain, the amygdala, serves as an emotional

memory bank. When you are in an emotional situation, this part of the brain tests the current

situation against what you have experienced in the past and quickly instigates a response. In

essence, the amygdala serves as the crisis center for your emotional self.

While threats push us to adopt a "fight or flight" response, our brains are reinforced by "rewards" in

the environment. We remember situations that triggered positive emotional response and seek to

replicate these moments. Part of developing emotional intelligence is the acceptance that we have

very little control of our instinctive reactions or the neurochemistry of our brains. However,

understanding the mechanics of our internal processes gives us the power to better manage our

emotional responses and behavior.

Emotional impact of threats and rewards includes:

 Responding to threats. This results in:

— Limited critical thinking

— Avoidance behaviors

— Narrow perspectives

— A lack of communication with others

 Responding to possible rewards. This results in:

— More rational and critical thinking

— Willingness to tackle difficult problems

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— Greater perspective

— Improved communication with others

2.2 SELF-AWARENESS

Self-awareness is the foundation of emotional intelligence. In any given moment, we have

competing thoughts and feelings racing through our brains. Many of these emotions are

subconsciously affecting our behavior without us even realizing it. For example, have you ever been

in an irritable mood only to realize later that you had not eaten recently? The goal of self-awareness

is to better understand what you are thinking and feeling in the present moment. This can seem like

a simple skill, but gauging our inner thoughts in the present moment can actually be quite difficult.

Our busy lives make it difficult to stay in the present moment for any length of time.

Self-aware people are able to:

 Accurately perceive their own emotions, thoughts, and feelings

 Understand how they tend to respond in certain situations

 Recognize their own intentions and priorities

 Mitigate against unconscious biases and beliefs

2.2.1 Self-Awareness Strategies

To practice self-awareness, consider these strategies:

 Journaling. Journaling allows us to articulate and monitor our thoughts over time. When

considering an issue or problem, writing down our thoughts allows us to reflect upon what

worked well and what can be improved upon in the future. Putting our thoughts into writing often

uncovers hidden emotions that were below the surface of our understanding in the moment.

 Practicing mindfulness. Mindfulness is an

intentional process of focusing on our

awareness of the present moment. It is the

practice of noticing the thoughts, feelings, and

sensations in a non-judgmental way. Our

brains are clouded with a running commentary

of thoughts and distractions. Mindfulness

allows us to cut through these distractions and

become fully present to what is happening in

our minds, bodies, and surroundings.

Practicing mindfulness helps you slow down

and develop increased awareness of how you

are feeling. Though many people use meditation to practice mindfulness, it can be done at any

time of the day and with any level of activity.

 Metacognitive reflection. Metacognition refers to the process of critically thinking about one’s

own thinking. It is a process of self-evaluation and inquiry. This is a particularly powerful practice

when examining areas of work or life that are not satisfactory. You may consider, “What was my

thinking process that led to this result?” and start to see connections between how you think and

the results you experience. This process is an essential component of how we learn and

improve decision-making skills. To practice metacognition, ask yourself these questions:

— What am I feeling right now?

— What specifically is causing me to feel this way?

Mindfulness involves consciously returning one's thoughts back to the present moment.

MODULE 2 | EMOTIONAL INTELLIGENCE

— When have I felt this way before? What is similar or different about this situation?

— What story am I telling myself right now?

— How might I be contributing to the problem or conflict?

2.3 SELF-MANAGEMENT

Self-management is the ability to respond with intention to a situation rather than merely reacting.

When we experience heightened emotions, especially negative stress-related emotions such as

anger, fear, or shame, we often find ourselves engaging in knee-jerk reactions without giving our

brains an opportunity to engage in rational decision-making. Self-management means managing

our biases, impulses, abilities, and resources to reach our goals.

Leaders with self-management skills are able to:

 Keep disruptive emotions and impulses from negatively impacting behavior

 Think clearly and stay focused under pressure

 Stay positive and composed even in trying moments

 Avoid hidden agendas

 Act ethically and consistently

2.3.1 Reframing Negative Thoughts

REFRAMING PROCESS

Though we cannot prevent negative thoughts and feelings from occurring, we can find ways of

reframing the situation to better manage our behavior. Reframing is a useful strategy for dealing

with negative thoughts and emotions. Finding a way to view a tough situation in a more positive

light can help you feel better about dealing with things like a trying assignment or a difficult

conversation. This can be difficult in the moment, but it allows us to take greater control of any

situation.

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Example: Working with a Difficult Stakeholder

 Event: Needing to talk with a stakeholder who has been difficult in the past

 Negative Thought: "Every time I talk with Marcy, there's always an issue. This meeting won't be any different."

 Feelings: Frustration, nervousness

 Reframe: "Marcy really wants the best product for her organization. I know that her concerns come from a positive place. I want to make sure I best understand her requirements and concerns."

MODULE 2 | EMOTIONAL INTELLIGENCE

2.4 EXERCISE: MANAGING YOUR EMOTIONS

Directions

Read the following scenarios. 1.

Imagine yourself in each situation, and honestly reflect on your initial reactions. To practice self-2.

awareness, answer these questions:

— What is your immediate knee-jerk reaction?

— What emotions are you feeling?

To practice self-management, describe how you will manage your emotional reactions to 3.

achieve a positive outcome.

Be prepared to discuss your responses in groups. 4.

Scenario 1: You just found out that one of the closest colleagues on your team will be leaving your organization. Because of your familiarity with her projects, you will be tasked with taking on most her work as well as your own.

1. My reactions:

2. Self-Awareness:

3. Self-Management:

Scenario 2: Your manager has asked you to create a presentation for your upcoming team meeting.

4. My reactions:

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5. Self-Awareness:

6. Self-Management:

Scenario 3: The client for your primary project has asked to accelerate the timeline for a major deliverable by one month.

7. My reactions:

8. Self-Awareness:

9. Self-Management:

Scenario 4: After months of hard work on a project, your manager gives you recognition for your dedication and teamwork. This praise is escalated to senior management.

MODULE 2 | EMOTIONAL INTELLIGENCE

10. My reactions:

11. Self-Awareness:

12. Self-Management:

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MODULE 2 | EMOTIONAL INTELLIGENCE

LESSON 3

SOCIAL AWARENESS AND

RELATIONSHIP MANAGEMENT

Lesson Objective

After completing this lesson, you will be able to: 2.3.1 Practice social awareness to foster a stronger commitment to relationships

Emotional intelligence goes beyond our thoughts and feelings. It also requires a look outward at

how our behaviors interact with others. Emotionally intelligent leaders are able to recognize and

anticipate how others are doing and alter behavior to meet the needs of each individual. These

interactions build lasting relationships that have a real impact on the culture and performance of an

organization.

3.1 THE SOCIAL BRAIN

Think about the last time your boss was having a

really good day. She walked in, greeted everyone,

and maintained a positive attitude in her

interactions. She smiled, laughed, and seemed to

be in high spirits. It's likely that her mood was

infectious, leading others to develop a positive

attitude as well. Conversely, think about how

many people behave on social media. One

negative response in the comments section can

lead to vicious interactions among people with

different world views. With each passing

comment, the discussion becomes increasingly

negative.

Why is one attitude positively infectious while the other is negatively divisive? One of the keys to

understanding these behaviors is "mirror neurons" that exist in the human brain. These neurons

cause our brains to mimic the behavior we see in others. These cells develop throughout our

childhood, shaping how we interact in social situations. This explains why you might see a child cry

when others are crying around him.

These neurons help contribute to our emotional intelligence capabilities. They help us develop

empathy for others and a better understanding of emotional situations. As emerging leaders, the

goal is to use the preexisting structures of our brains to be more aware of those around us.

3.2 SOCIAL AWARENESS

Social awareness is the ability to sense the needs, preferences, and priorities of others. By

recognizing the emotions of others, we can make more informed decisions about how to

Have you ever seen someone yawning and then started yawning yourself? Scientists believe mirror neurons are

responsible for this phenomenon.

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communicate. Social awareness requires that we set aside our initial reactions to focus on the

emotional dynamics of the situation.

Leaders with social awareness are able to:

 Listen intently

 Show sensitivity to others’ perspectives

 Read emotional cues and body language

 Understand the dynamics of a relationship

 Empathize with how others are feeling

3.2.1 Empathy

Empathy is the ability to understand and recognize the feelings of others. It allows you to step into

someone else's shoes to better understand their perspective. Great leaders are empathetic leaders.

Leaders need the ability to relate to their colleagues and communicate in helpful ways. While some

people may be more naturally attuned to the emotions of others, empathy is very much a skill that

can be strengthened with continued practice.

Use these strategies to strengthen your empathy:

 Notice your own emotional state while gauging the emotional state of the other person

 Approach situations from a place of curiosity rather than judgment

 Try not to interrupt

 Avoid trying to fix the situation and simply listen

 In addition to listening to what the person is saying, focus on tone, body language, and word

choice

 Be patient with yourself and with the other person

 Make and sustain appropriate eye contact to show you are invested in the conversation

 Notice, and manage, your own emotional triggers

 Lean into your strengths

3.2.2 The Ladder of Inference

In a perfectly rational world, we would observe the world around us and act in ways that optimize

the situation. However, our brains sometimes short-circuit this process because of our preexisting

biases and past experiences. Developed by organizational psychologist Chris Argyris, the "Ladder

of Inference" is a tool used across cognitive domains for showing how our beliefs turn into behavior.

MODULE 2 | EMOTIONAL INTELLIGENCE

MOVING FROM OBSERVATIONS TO ACTIONS

As you can see, there are a lot of elements that influence our behavior. Much of this process occurs

automatically without us noticing. However, considering this process allows us to better question

our own thinking when interacting with others. We build social awareness when we can question

our own assumptions, biases, and beliefs. This allows us to make better behavioral decisions.

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3.2.3 EXERCISE: PRACTICING SOCIAL AWARENESS Directions

Reflect on a situation you experienced in the last few weeks that resulted in a strong emotional 1.

response. This experience should be:

— Something you have energy around

— Something you are willing to share with others

You and a partner will take turns sharing your experience for 5 minutes each. 2.

When listening to your partner, consider the following questions: 3.

— What emotions is the storyteller feeling?

— How can you tell?

— What assumptions are you making based on your own experiences in similar situations?

Be prepared to discuss with the class. 4.

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3.3 RELATIONSHIP MANAGEMENT

As social beings, humans are predisposed to behaviors that

encourage interpersonal connections and collaboration.

Relationship management focuses on how we can build trust

and demonstrate commitment to others. All relationships

require commitment from both people involved to be

productive. This requires us to take ownership of our actions

and be cognizant of how we are impacting the relationship.

Leaders can effectively manage relationships by:

 Practicing what they preach

 Building consensus by appealing to common goals or

perspectives

 Acknowledging the contributions and expertise of others

 Being open to feedback

 Dealing with difficult issues in a straightforward manner

 Maintaining a positive approach to difficult situations and conversations

 Contributing to a network of support

 Being a reliable teammate

Emotionally intelligent leaders manage relationships through trust and collaboration.

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3.3.1 Johari Window

JOHARI WINDOW

Relationship management requires an accurate self-assessment and an understanding of how you

are viewed by others. One tool for exploring these insights is the Johari Window. Originally

developed by Joe Luft and Harry Ingham, the Johari Window promotes increased awareness of the

dynamics of a relationship. This information allows us to strengthen our relationships and

communicate more effectively.

The Johari Window consists of four panes:

 Open: This contains the information you know about yourself and others know about you. This

is the "public" details of your personality that is available to everyone. The size of this pane

varies depending on your familiarity and experience with others. The larger this pane grows, the

freer you are to be yourself and perceive others as they truly are.

 Hidden: This pane contains information you know about yourself but choose not to reveal to

others. Many people hide their feelings, opinions, or beliefs because they fear judgment of what

others might think. For example, you might hide your career aspirations because you are not

confident others will understand.

 Blind: This pane consists of information that others know about you but you may not have

access to. Many people are unaware of how their behavior affects others. However, every

MODULE 2 | EMOTIONAL INTELLIGENCE

action you take has an immediate impact on those around you. You can reduce these "blind

spots" by actively soliciting feedback from others.

 Unknown: The last pane represents information about you and your behavior that is unknown

to you and others. This may include unconscious biases that are influencing your thinking and

feelings without you even noticing. As you continue to reflect upon your strengths and

weaknesses and solicit feedback from others, you may learn more about what is in this pane.

3.3.2 An Intentional Approach

ADDING INTENTION TO THE JOHARI WINDOW

To effectively use the Johari Window framework to manage relationships, we need to be intentional

about expanding the scope of the "open" panel. This can be accomplished by asking for genuine

feedback from others about our blind spots and disclosing appropriate personal information

previously hidden from public knowledge. Both of these actions create new connections by

establishing common ground and a commitment to growth.

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3.3.3 EXERCISE: MAPPING THE JOHARI WINDOW Directions

Write down two statements about your personal or professional life for each pane of the Johari 1.

Window.

You can choose to keep this information private during the debrief or share with the class. 2.

TABLE: JOHARI WINDOW

Things I Know About Myself Things I Don't Know About Myself

Things Others Know About Me

Open

Blind

Things Others Don't Know About Me

Hidden

Unknown

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Action Planning

Refer to the Action Plan and record ideas to implement from this module.

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62 © Management Concepts. See inside front cover for additional details.

Communication Skills

MODULE 3 | COMMUNICATION SKILLS

COMMUNICATION SKILLS

Module Objective

 Practice communication skills needed to lead others and build relationships

Communication sets the course of our relationships. When communication is used effectively,

people are able to forge mutual partnerships based on trust and a joint understanding of purpose.

Conversely, miscommunication reliably leads to conflict, distrust, and disengagement. Though we

constantly communicate with others, it is a difficult skill to master. However, improving how we

speak, write, and listen to others is essential to effective leadership.

Lessons

1. Qualities of Effective Communicators

2. Effective Listening Practices

3. Using Communication to Achieve Your Goals

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MODULE 3 | COMMUNICATION SKILLS

LESSON 1

QUALITIES OF EFFECTIVE

COMMUNICATORS

Lesson Objective

After completing this lesson, you will be able to: 3.1.1 Analyze practices of effective communicators

Why are we naturally drawn to communicate with certain people? We tend to gravitate toward

people who can provide information in an understandable and relatable way. Similarly, we like to be

surrounded by those who truly listen and can respond with our best interest at heart. You don't need

to be a great orator to be an effective communicator. The best communicators are able to take

complex information and simplify it to meet the needs of the audience.

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1.1 EXERCISE: EVALUATING COMMUNICATION

Directions

For this exercise, you will review two examples of workplace communication: 1.

— A short video on "Workplace Wellness"

— A written memo on working from home

Individually, write down your initial reactions to each example. 2.

Working in groups, identify elements of effective and ineffective communication for each 3.

example.

Be prepared to discuss with the class. 4.

Organizational Memo To: All Staff From: Simmons, Mark (Agency Head) Subject: No More Telework All, I trust this memo finds you well. I’m going to provide some clarification on what you may have heard regarding our agency’s telework policy. I agree that “some” work can be accomplished while you’re at home, being sick, taking care of your kids, or whatever else it is that you do there. However, my job (and all of your jobs) are better performed at your respective office. After I explained the criticality of you all being physically present in the office to senior leadership, I (on behalf of our team) was granted an exception to the agency's telework policy. The ONLY exception to this rule is during times of a National Disaster, as decreed by the President. Any state or local declarations (or other “special circumstances”) must be approved on an individual basis by me. No supervisors have this authority. Anyone found in violation of this mandate is subject to disciplinary action. Repeated violations will result in increasing severity, up to (and including) termination. Best, Mark

Questions

1. My initial reaction to the presentation:

MODULE 3 | COMMUNICATION SKILLS

2. My initial reaction to the memo:

TABLE: EVALUATING WORKPLACE COMMUNICATION

Examples of Effective Communication

Examples of Ineffective Communication

Wellness Presentation



Written Memo 



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1.2 TYPES OF COMMUNICATION One of the most basic considerations for communicating with others is how the message will be delivered. Three types of communication are most prominent:

 Written communication. Because there are no visual cues to accompany the message, written

communication requires extra attention to ensure reader understanding. Messages need to be

written with clear sentence structure, proper grammar, and appropriate transitions to eliminate

confusion. Additionally, consistency of tone and word choice provide emphasis and

communicate emotions, both intended and unintended.

 Verbal communication. These are the messages we vocally express to others and how they

are said. In addition to the specific words being spoken, the volume and tonality of a person’s

voice influences how messages are interpreted. For example, a loud speaking voice may be

interpreted as hostile or aggressive, whereas the same words spoken at a soft volume may

communicate uncertainty or uneasiness. Speaking with a certain amount of passion and energy

can engage your audience and encourage them to listen more closely.

 Nonverbal communication. These represent all forms of communication without an explicit

verbal component. Nonverbal communication is about how words are expressed. Our body

language provides a window into our inner thoughts and emotions and plays a significant role in

shaping the opinions of the audience.

Discussion

 Which workplace situations best lend themselves to verbal conversations?

 Which workplace situations best lend themselves to written communication?

1.2.1 Written

Written communication can take many forms in a professional environment, including emails,

memos, white papers, meeting minutes, or technical documents. Depending on the context, writing

can be formal or informal, and may vary in format at different organizations. While expectations for

written communication may vary depending on the circumstances, it should always contain certain

common elements.

Effective writing should:

 Demonstrate strong sentence structure with minimal

fragmented, run-on, or overloaded sentences

 Be grammatically correct and use appropriate

spelling, punctuation, and pronouns

 Contain topic sentences that identify the purpose of

each paragraph, supporting sentences that defend

the topic sentence, and transitions that clearly direct

readers when topics shift

 Maintain the same tone and voice throughout the

document

 Include appropriate word choices that align with the

other words in the sentences while reinforcing the

All emails should be professional, but the style, tone, and formality of what you write will change depending

on the subject and your audience.

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main points

If your writing does not meet these guidelines, your readers might struggle to fully comprehend the

message. You risk distracting readers with mistakes rather than informing them with your message.

1.2.2 Verbal

Consider a time when a presentation really resonated with you in the days and weeks after hearing

it. Likely, the speaker had a certain delivery style that captivated your attention. These types of

speakers have cultivated an engaging speaking presence. Developing your own speaking presence

helps improve the effectiveness of any verbal message. Part of this process is understanding how

your voice influences the message you are trying to get across.

These elements influence how verbal messages are interpreted:

 Tone

 Volume

 Quality

 Energy level

Poll: Verbal Messages

 Which of these elements of verbal messages most influence your interpretation of a speaker's message? o Tone o Volume o Quality o Energy level

1.2.3 Nonverbal

When communicating with others, many people tend to focus on the words that are said, but they

do not place nearly enough importance on how something is said. However, our body language

plays a significant role in how our messages are interpreted. Dr. Albert Mehrabian, author of Silent

Messages, conducted studies on communication in which the words expressed did not match the

facial expression of the speaker. In these cases, he found that of messages pertaining to feelings or

attitudes, 7% of the message was conveyed through words, 38% was paralinguistic (the way that

the words are said), and 55% was conveyed through facial expressions and nonverbal cues.1This

highlights the need to align our nonverbal behavior with the intent of our message, particularly when

the content is related to emotions.

1 Mehrabian 1981

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ELEMENTS OF NONVERBAL COMMUNICATION

These elements of nonverbal communication contribute to the effectiveness of the message:

 Eye contact. Eye contact establishes a relationship between the receiver and the speaker, and

helps both focus on the message. Eye contact can reflect your mood, reaction, and personality.

The seemingly simple notion of eye contact is actually a nuanced element of communication.

When we hold eye contact for too long, others may interpret that as an act of aggression or

anger. When we don’t hold it long enough, others may interpret it as nervousness, dishonesty,

or fear.

— Suggested practice: When speaking to a group, find someone who's not looking at you and

focus on them until they look up. Move on to another person.

 Facial expressions. Facial expressions provide a window in our true emotions. The can be

used to show respect, interest, curiosity, compassion, or frustration. When our faces match the

intent of the verbal communication, the message is strengthened. Conversely, when our faces

do not align with what is being said, it can cause confusion.

— Suggested practice: Be as animated as you can be naturally, then amp it up a bit

 Gestures. Hand movements can be used to accentuate an important point, show agreement, or

express interest. However, they can also distract from the overall message when used

erratically. Try to remain cognizant of hand gestures as you speak and consider how they may

be perceived by your audience.

— Suggested practice: Be aware of your physical space, and occupy it appropriately

 Posture. Your posture can convey confidence, awareness, interest, and enthusiasm. People

with straight postures and a relaxed but controlled stance are seen by others as confident,

important, and powerful. Conversely, those with stooped or hunched shoulders, or those who

hold themselves rigidly, appear less confident, less important, and less powerful.

— Suggested practice: Sit or stand as upright as possible, and lean forward to indicate

interest

 Personal space. Most of us naturally control a zone of space around us by standing at a certain

distance from family members, friends, and work colleagues. In most work-related situations in

North America, keeping an "arm’s length” of distance is a good rule to follow. Invading someone

else's personal space can make your message seem more aggressive than you intend.

— Suggested practice: Rely on societal or social norms to practice appropriate spacing

MODULE 3 | COMMUNICATION SKILLS

Tip To gain insights on your nonverbal tendencies, record yourself delivering messages on video. As you watch your delivery, consider how body language might influence the audience.

1.3 EFFECTIVE COMMUNICATION PRACTICES Use the following guidelines to maximize the effectiveness of your communication:

 Pay attention to your nonverbal behavior. Try to maintain a professional speaking presence

grounded in respect and curiosity.

 Focus on what is most important. Craft your message in a way that clearly articulates the

central purpose of what you need to communicate.

 Keep communication short. Avoid using complex and unnecessary language that might

muddle the clarity of your message.

 Include contextual detail. Help the audience understand the context surrounding your

message and your reason for delivering it.

 Say your message aloud. After crafting a written message, say it out loud to ensure that it is

sending the message you intend.

 Always keep the audience in mind. Maintaining an audience-centric approach to

communication ensures clarity and mutual understanding.

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LESSON 2

EFFECTIVE LISTENING PRACTICES

Lesson Objective

After completing this lesson, you will be able to: 3.2.1 Use effective listening skills to engage in meaningful conversations

Of all our communication skills, we use listening the most frequently. Yet, most of us have had no

real training in listening—unlike our preparation in reading, writing, and speaking. Effective

communication depends not only on the ability to send messages, but also to clearly receive and

respond to them. Hearing is simply an awareness of a recognized sound. Listening, on the other

hand, is an ongoing process that involves perception, interpretation, assimilation, association, and

reaction.

2.1 COMMUNICATION FILTERS

At a basic level, communication appears to be a straightforward process; you verbalize information

you want others to know and listen when they respond. Unfortunately, effectively communicating

with others is a more complex process. Every message we receive is shaped by our own personal

experiences and preferences, our surroundings, and our current emotional state. Our brains look for

patterns based on what we already know and try to categorize new information into a previously

understood construct of reality. Developing an awareness of these communication filters and how

they can distort a message is a critical skill in successfully communicating with others.

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THE COMMUNICATION PROCESS

Every message you give and receive is filtered through a complex set of internal and external elements.

Recognizing how these filters function is critical to avoiding communication breakdown:

 Personality: Our individual personalities, including our preferences and styles of

communication, impact how we take in information

 Language: Language can create challenges to communication, whether speaking with a non-

native speaker of your language or interacting with someone who is not familiar with the

common language, jargon, or acronyms of your team

 Culture: Individual and organizational cultural norms have an immense impact on how we

prefer to communicate, what messages or behaviors feel comfortable, and what is considered

appropriate

 Timing: How much time we have to communicate a message, or how much time goes by

before we send or receive a message, can cause significant frustrations or misunderstandings

 Perception of a situation: Our perception of the situation impacts the data we choose to share

or not share and who we share it with. Likewise, the receiver’s lens will impact the data they

choose to hear, the meaning derived, and the conclusions drawn.

 Interest: The level of interest or engagement we have will impact our willingness to focus, gain

clarity, and offer input

 Experience: Our past experiences will impact our views and beliefs of the other person, be they

positive or negative experiences. We may automatically set ourselves up to agree or disagree

with the person, to believe or not believe them, or to provide feedback or not.

MODULE 3 | COMMUNICATION SKILLS

 Emotions: The emotional state we are in at the time of the message, including the way we feel

about the other person, will have an immense impact how we interpret the message. Often, we

are not conscious of our emotional reactions in the moment.

 Internal distractions: When we are mentally focused somewhere else, it becomes much more

difficult to clearly send or receive messages

 Message design: The way the message is constructed (e.g., is there a clear beginning, middle,

and end?) as well as the level of complexity of the message itself, can impact how the receiver

understands it

 Communication channel: The channel we select to communicate our messages can

drastically impact the way others interpret the message. When the channel selected is not

appropriate for either the message or for the audience, major breakdowns in communication

occur.

2.2 EFFECTIVE LISTENING

Listening is the psychological process of forming meaning out of the messages we receive. Unlike

hearing, listening requires mental and emotional effort. Listeners must focus on what the other

person is communicating by paying attention to what they see and hear, with the intention to

accurately interpret the other person’s message.

Listening is a multi-step process:

Hearing the information. 1.

Selecting information on which to focus. 2.

Giving that information meaning. 3.

Determining how we feel about it. 4.

Deciding how best to respond. 5.

Responding. 6.

Discussion

 What are the benefits of being an effective listener?

2.2.1 Listening Gap

Have you ever found yourself listening to someone and thought, "I know where this is going."

Research suggests that our brains move faster than we speak and listen. On average, humans

speak between 125 and 175 words a minute. However, brains routinely process approximately 400

to 600 words per minute. This means that there is disconnect between how fast our brains are

moving and the words being shared in conversation. Researchers refer to this discrepancy as a

"listening gap." Our brains fill this gap by anticipating the direction of the conversation, assigning

meaning to words (real or imagined), and judging the accuracy of the information. Though it is

usually a benefit to have a brain that can rapidly process information, it can also result in bad habits

when trying to listen to others.

The listening gap can contribute to these behaviors:

 Rehearsing what we want to say next instead of concentrating on the speaker

 Assuming we know what the other person is going to say and tuning out

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 Hearing what we want to hear instead of what is actually being said

 Faking attention (nodding our heads, saying “uh-huh,” etc.) while letting our minds drift

elsewhere

Effective listeners use the "spare time" from the speed gap to focus intently on what the person is

saying. Rather than anticipating what is coming next, effective listeners are able to process

meaning, evaluate underlying emotions, and make connections to other information that has been

shared.

2.2.2 Levels of Listening

THREE LEVELS OF LISTENING

Listening can occur at three different levels:

 Level one: Competitive listening. Level one listening occurs when the listener does not want

to listen or has started to mentally check out from the conversation. The listener may interrupt

the conversation to interject a personal perspective. Even if interrupting does not occur, the

listener will mentally rehearse the thoughts and ideas to share when the speaker stops talking.

As a result, the listener does not absorb much information.

 Level two: Selective listening. At level two, the listener is intensely focused on the speaker’s

content. The direction of conversation is very much in one direction. The listener is not

distracted by their own thoughts, feelings, or opinions. However, the listener is not fully

connected with the thoughts and feelings of the other person.

 Level three: Active listening. Level three listening involves deliberately suspending our

thoughts, ideas, opinions, and even reactions to hear the real content of what the speaker is

saying. Level three listening can be difficult to achieve at first. The temptations for distraction

are always present, and it is easy to succumb to evaluating and thinking about what the speaker

just said, rather than what the speaker is saying right now. Level three listening also involves

trying to understand the feelings and values behind the speaker’s words. This is particularly

useful in conflict situations.

It is not possible to practice level three listening at all times. In fact, it would not be a prudent

investment of time and energy in situations, such as emergencies, when decisions are needed

quickly. However, thinking about listening at different levels allows us to consider when our

attention is decreasing in a conversation, so we can refocus on the speaker.

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2.2.3 Improving Listening and Understanding

To improve your listening skills, consider the following suggestions:

Remove distractions. To fully concentrate on the other person, free yourself from distractions. 1.

Turn off your computer screen. Put your phone away. Mentally put aside your own internal

monologue that takes focus away from the other person.

Try to read the feelings of the speaker. Listen to what is said and unsaid. The speaker does 2.

not always put everything that is important into words, so observe body language, changing

tones, and volume of voice. A crucial task of listening is trying to understand what the message

really means.

Summarize. Mentally summarize what the person has been saying. What crucial information 3.

has been conveyed?

Reflect. Verify your understanding by using reflection statements. Reflection is to restate, in 4.

your own words, what you understand the speaker to have said. Use reflection for both content

(what the words mean) and feeling (how the person feels).

Think. Take a moment before you respond to control for your own opinion and beliefs. Create 5.

the space to consider a response that will lead to your desired outcome.

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2.2.4 EXERCISE: PRACTICING EFFECTIVE LISTENING Directions

Select a topic you feel comfortable discussing. Consider these prompts to spur your thinking: 1.

— Where do you see your career going?

— How would you describe your leadership style?

— What is the most engaging thing about your current job?

Working with a partner or small group, take turns speaking and listening for three uninterrupted 2.

minutes.

As the listener, you cannot contribute to the conversation. You may only listen. 3.

Be prepared to discuss the experience with the class. 4.

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2.3 ASKING QUESTIONS

Asking questions is a crucial part of the communication process. At a basic level, questions help

you gather necessary information. However, questions also help you develop rapport and trust with

others. When you ask questions, you are communicating that you value the ideas, experiences, and

feelings of the other person. For this reason, it important to bring a perspective of curiosity to each

conversation. This better allows you to challenge your previous assumptions and make more

informed decisions.

Questions can be phrased in different ways. Depending on the structure of a question, you can get

very different responses from your audience. For example, asking, "Did you really think that was

the best course of action?" will likely lead to a much more defensive response than, "What was your

thought process in making that decision?" For this reason, it is important to consider your ultimate

goal, and choose a question type that matches your intent.

TABLE: QUESTION TYPES AND EXAMPLES

Question Type Examples

Evaluation  How would you describe the situation right now?

 How will we know if we are successful?

 Am I on the right track?

 What matters both in the long-term and in the short-term?

Vision  What do we want to achieve?

 What opportunities are available to us?

 What’s important about this for you?

 What can I contribute?

Perspective  What's your gut telling you?

 How are you feeling about this process?

 What concerns do you have?

 What experiences can you share that are relevant to this situation?

Problem-solving  What have you already tried?

 What obstacles are you encountering?

 Who can we call on for support?

 What might a solution look like?

Clarification  What do you mean?

 Can you say more about...?

 Am I understanding you correctly?

 Which parts are still causing confusion?

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2.3.1 EXERCISE: ASKING THE RIGHT QUESTIONS Directions

Reflect on something you would like to change about your current work circumstances. 1.

Summarize this change in one sentence.

In groups, take turns discussing one change at a time. 2.

— When it is your turn to share, read your sentence aloud to provide context. Only provide

additional details that are explicitly asked about by your teammates.

— When your situation is not being discussed, your job is to ask questions to uncover

additional information. Your goal is to understand your teammate's situation as fully as

possible.

Be prepared to share with the class. 3.

Question

1. If I could change one thing about work, it would be...

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LESSON 3

USING COMMUNICATION TO ACHIEVE

YOUR GOALS

Lesson Objective

After completing this lesson, you will be able to: 3.3.1 Use planning to effectively prepare for workplace conversations

Communication is most effective when it has a purpose behind it. We use communication to

express our perspectives and emotions, but we also use it to advance our professional goals.

Whether it is a presentation, memo, or client meeting, communication is more effective with a

deliberate plan for expressing our objectives. Though it may take time to plan out our

conversations, taking these steps ensures that we deliver the clearest message possible.

3.1 DEVELOPING YOUR MESSAGE PATS MODEL

When developing a message, four tasks are most important: identifying your purpose,

understanding your audience, stating your thesis, and defining your scope. The PATS model

provides an interrelated framework for thinking through the most critical planning considerations in

communication. By using a formal model, we ensure that the message is well-planned, coherent,

and supports our interests.

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The PATS model is comprised of four elements:

 Purpose. The purpose is the reason for communicating. Whether you are hoping to motivate,

inform, persuade, or express concerns, it is helpful to clearly articulate what you hope to

accomplish by communicating. Writing out a single, narrowly-focused purpose statement can

help clarify how to approach your task.

 Audience. The audience are the people receiving the communication. Identifying your audience

goes beyond simply naming the people who will read or listen to your message. You must also

take into account their positions and attitudes and consider how your message will be received.

Considering the audience allows you to shape your message and delivery. To develop a clearer

picture of your audience, ask:

— What knowledge and experience is my audience bringing to the table?

— What are their interests, motivations, and concerns?

— What impact will your message have on their daily lives?

— What is my current relationship with the audience?

 Thesis. The thesis is the central premise or argument of your message. A strong thesis

statement answers the question, "What point am I really trying to make?" This question serves

as a roadmap for crafting your message. Content that supports the thesis should be prioritized

over other information. Examples of thesis statements include:

— Allowing employees to telework one day a week will improve employee retention and

engagement with minimal cost to the department

— Team members should provide an agenda ahead of all scheduled meetings to ensure they

are run efficiently and all employees are prepared

 Scope. The scope is the amount of detail you intend to communicate. After defining your

purpose, audience, and thesis, you can determine the amount of information and the level of

detail you need to communicate. Determining scope can be a balancing act; you want to provide

enough information for your audience to understand without overwhelming them with

unnecessary details.

3.2 WHAT'S IN IT FOR ME? (WIIFM)

In our busy professional lives, we tend to ignore messages that do not seem relevant to our work.

Effective communicators are able to clearly express how and why a message is immediately

important to the audience. This is sometimes referred to as "What's In It For Me?" or WIIFM.

Communicating the importance of the message increases the likelihood that your audience will act

upon or internalize what you have shared. To incorporate WIIFM into your messages, you need to

have some understanding of the audience.

Examples of WIIFM messages:

 Starting next week, we ask that you please fill out your timesheets before leaving the office each day. This will improve the accuracy of project billing and allow the accounting department to issue your paychecks more expediently.

 We will be sending out a survey (following the training session) asking for your feedback. Please fill these out in a timely and truthful manner. We want to make sure future training opportunities meet your needs.

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3.3 CONNECTING EMOTIONALLY

People are not always persuaded by data, charts, and spreadsheets. Our emotions frequently drive

changes in behavior. Effective communicators find ways of connecting with the audience on a

personal level. In addition to increasing the impact of your message, finding ways of infusing

emotion into your communication builds trust and credibility with your audience.

To create emotional connections:

 Frame your communication as a story

 Personalize your message to highlight shared interests

 Demonstrate empathy and an understanding of the feelings of the audience

 Ask questions that demonstrate a genuine curiosity

 Remain open to new ideas and show a willingness to change your mind

 Give your audience a call to action to incite change (if appropriate)

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3.4 EXERCISE: PREPARING FOR AN EFFECTIVE CONVERSATION

Directions

Working in groups, you will be planning for a 10-minute presentation to give to management. 1.

Choose one of the following topics inform your presentation, or create your own:

— Advocating for a technology upgrade in your department

— Asking to join a team working on a high-profile project

— Proposing that your department go paperless

Use the table below to brainstorm how you will incorporate each element of the PATS model 2.

into your presentation.

Be prepared to share your plan with the class. 3.

TABLE: PATS CONSIDERATIONS

PATS Element Notes for the Presentation

What is the purpose of your presentation?

What considerations need to be made for the audience?

What is your thesis?

What is the scope of what you will present?

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Action Planning

Refer to the Action Plan and record ideas to implement from this module.

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Leading Without Authority

MODULE 4 | LEADING WITHOUT AUTHORITY

LEADING WITHOUT AUTHORITY

Module Objective

 Use leadership strategies to amplify your impact throughout the organization

Particularly during times of organizational upheaval, it can feel like we lack the ability to control our

professional circumstances. Without formal authority over others, how can we expect our ideas and

actions to have a noticeable impact? The truth is that regardless of your job title, you are always

exerting some level of influence on those around you, even your managers. Every person has

expertise in some aspect of the organization, whether it comes through experience, formal training,

or a knowledge of processes and structures. This means that all team members, regardless of

where they sit in an organization, can be leaders. The key to effective leadership is the ability to

maximize your influence through collaboration and building relationships. When you incorporate a

proactive leadership mentality to your daily interactions, you will find significant growth in your

personal and professional efficacy.

Lessons

1. Influence and Collaboration

2. Managing Up

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MODULE 4 | LEADING WITHOUT AUTHORITY

LESSON 1

INFLUENCE AND COLLABORATION

Lesson Objective

After completing this lesson, you will be able to: 4.1.1 Identify opportunities to expand your influence and collaboration at your organization

Consider a time when someone was able to change your mind. Why was this person able to

influence your decision-making? We are often influenced by people who have earned our trust or

respect over time. We are more likely to be persuaded by a relationship than a job title. For this

reason, collaboration is a critical component of maximizing our influence. Developing a strong

awareness of ourselves and others allows us to forge meaningful working relationships and expand

our efficacy.

1.1 PRINCIPLES OF INFLUENCE Influence is the exercise of power to:

 Persuade others

 Encourage specific actions

Influencing others is a critical quality of effective leaders and managers. The goal is to build trust,

credibility, and clarity to help others be better versions of themselves and serve the needs of the

organization.

SIX INFLUENCING PRINCIPLES

In Influence: The Psychology of Persuasion, Robert Cialdini identifies six key principles of influencing others.1

Liking: People like those who like them. 1.

Reciprocity: People repay in kind. 2.

Social proof: People follow the lead of others who are similar. 3.

1 Cialdini 1993

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Consistency: People align their actions with clear commitments. 4.

Authority: People defer to experts. 5.

Scarcity. People want more of what they can have less of. 6.

Examples of the Principles of Influence

You have been selected by your leadership team to serve 1. as an onboarding mentor for new hires. While you do not have the time or capacity for additional work, it is an honor to be asked. In your workspace, you decide to display several awards you have received during your tenure at the agency—"Most Innovative Thinker" from your department, your post-graduate diploma that the agency paid for, and the "Superior Service Award" you were most recently given. After inviting your new hire to your workspace to chat, you attend the onboarding session. When the senior sponsor asks for volunteers to determine the feasibility of piloting a new procedure, you look to your new hire and say, "I think we can do this. Shall we volunteer?"

You recently returned from a regional off-site meeting for 2. your agency. While there, you ran into your former colleague, Sue, who just retired. She mentioned that she knew the person who had been chosen to replace her: a smart, capable leader named Avery. Sue mentioned that Avery coaches high school soccer in her spare time (just like you) and that her team recently came in second place in the state championships. You know you will need Avery's support for an initiative you are spearheading. On Avery's first day, you take the initiative to create a spreadsheet of critical information to pass along about your department. With the spreadsheet, you attach a note welcoming her to the team and providing words of encouragement for her soccer team: "Runners up eventually win the race." When Avery meets you for the first time, she thanks you for the information and the personal touch you provided.

Your agency has just launched an employee wellness 3. initiative. The initiative is designed to increase employee engagement, promote a healthier lifestyle, and decrease healthcare costs. As a member of the task force in charge of agency-wide communication, you and your committee decide to publicly share success stories. You highlight one of your senior leaders who suffered recent health setbacks, started an easy to follow exercise regimen, and is now healthier than he ever has been. You also decide to offer a wearable fitness tracker for the first 100 people who sign up, with the understanding that they must upload their results to the wellness website every three weeks.

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Discussion

 How can you use these principles to maximize your influence within your department?

 How can these principles be applied to situations where there is no clear line of command, such as working across agencies?

1.2 SOURCES OF INFLUENCE

Authors Kerry Patterson, Joseph Grenny, David Maxfield, Ron McMillan, and Al Switzler spent

more than two decades helping organizations solve complex, systemic problems. In the book,

Influencer, they studied individuals around the world that were effecting real change in the lives of

others—so called “influence masters.” What they uncovered was a “unified theory of influence” that

has its roots in decades of social science research. Patterson and his colleagues propose that all

influence strategies either motivate or enable high-leverage behaviors at a personal, social, or

structural level.

TABLE: SOURCES OF INFLUENCE

Motivation (Will) Ability (Skill)

Personal Do you want to do it? Are you able to do it?

Social Are people encouraging the right behaviors?

Are your peers providing the resources for success?

Structural Does the organization and environment encourage it?

Is there environmental support to be successful?

1.3 LOCUS OF CONTROL

There will always be moments when it seems we lack the ability to influence others. These

circumstances can be frustrating and demotivating particularly when we have an emotional

investment in what we are doing. Though we want to fight for positive change, how can we make a

difference if our experiences and perspectives are not taken seriously?

Successful leaders are able to train themselves to focus on where they do have the power to

influence rather than where they do not. No matter the situation, we have power over our actions

and mindset. This emphasis on the elements of our lives that can be influenced is known as the

"locus of control." It is an important predictor of how much people can accomplish, even in the face

of great adversity. Taking the time to honestly reflect on a situation often reveals previously

undiscovered possibilities.

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LOCUS OF CONTROL

Focusing our energy on the positive does not mean we should ignore the negative. Simply ignoring

constraints, obstacles, or crises do not make them disappear or improve. However, the most

effective leaders do not allow constraints, obstacles, or crises to rule their lives. They focus on what

they have the power to control, even in very challenging situations, to achieve more effective

outcomes. Individuals who concentrate their energy and attention on what lies within their locus of

control are able to address even the most difficult situations by managing their reactions and

engaging in higher levels of strategic and creative thinking.

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1.3.1 EXERCISE: EXPANDING YOUR LOCUS OF CONTROL Directions

Consider a current situation in your professional life where you have no formal authority but 1.

need to exert influence.

Reflect on your locus of control, identifying: 2.

— What you can control

— What you can influence

— What is outside your control and influence

Discuss your situation in small groups. Use the conversation to look for additional ways to 3.

expand your personal influence.

Commit to two actions you will take to exert greater influence over the situation. 4.

Be prepared to discuss with the class. 5.

Question

1. My situation:

TABLE: MY LOCUS OF CONTROL

What I Can Control What I Can Influence Outside My Control/ Influence



Question

2. Actions I will take to exert greater control and influence:

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1.4 COLLABORATION AND KNOWLEDGE SHARING Collaboration and knowledge sharing are two leadership capabilities that expand influence:

 Collaboration refers to actively and intentionally working with others to accomplish a common

goal, such as creating a new product or process, solving a problem, or completing a project.

Collaboration requires open communication, joint understanding of purpose, and the ability to

share ideas and perspectives.

 Knowledge sharing refers to providing others with access to information. This works most

effectively when it is a proactive, rather than a reactive, activity. Leaders should seek

opportunities to share information when they perceive others can benefit from it.

1.4.1 Collaborative Communication

Collaboration is not a given within or across organizations. Personal and organizational barriers

exist that prevent the widespread distribution of important information. To overcome these barriers,

leaders need to be intentional with how they approach opportunities for collaboration. Fostering a

commitment to collaboration requires leaders to consider how they communicate about tasks and

relationships.

TABLE: EXAMPLES OF COLLABORATIVE COMMUNICATION

Elements Task Relationship

Desired Outcomes

 Is everyone clear on the goals and objectives of the project or task?

 How will we know if we are successful?

 What are the common goals everyone shares?

 What are some mutually beneficial outcomes for all involved?

 What are the potential differences in goals or expectations?

 How might individual stakeholders define success differently?

Transparency  What information can be shared with others?

 What information cannot be shared due to confidentiality?

 What channels should we use to most effectively share information?

 What is the trust level among stakeholders?

 What information may people be holding on to due to a lack of trust or fear of losing control?

Accuracy  How accurate and objective is the information being shared?

 What gaps exist in communication among stakeholders?

 What is the level of perceived credibility of key stakeholders?

 Where might individual biases or assumptions create inaccuracies in how people interpret information?

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Elements Task Relationship

Resources  What technical knowledge and skills are needed to achieve the task?

 Considering timing and availability, who should be pulled in to collaborate on this effort?

 How can personality styles be considered to create a collaborative and inclusive environment?

 Are there any conflicts or tensions that need to be addressed among stakeholders?

 When might there be a need to widen the pool of stakeholders to include new voices?

 When might we need to narrow the pool of stakeholders to respect others’ time and priorities?

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LESSON 2

MANAGING UP

Lesson Objective

After completing this lesson, you will be able to: 4.2.1 Practice communicating with managers to build balanced working relationships

We often think of management as a one-way street: managers give directions and employees

complete the work. However, this framework ignores the very real impact employees have on the

relationship. Just like any of us, managers can be persuaded to change their minds or take on new

courses of action. The key is to develop a better understanding of their interpersonal preferences

and professional goals. This requires empathy and a commitment to building your professional

relationship.

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2.1 EXERCISE: RELATING TO YOUR BOSS

Directions

Reflect on the relationship with your current boss. 1.

Try to answer the questions provided honestly. 2.

Be prepared to share with the class. 3.

Questions

1. What pressures does your boss face?

2. What are your boss' strengths?

3. How do they like to work and communicate?

4. What are your boss' blindspots?

5. What actions can you take to open up a dialogue with your boss about what you have outlined?

MODULE 4 | LEADING WITHOUT AUTHORITY

2.2 DEFINING MANAGING UP

When you occupy a management position, you are expected to have a plan for encouraging

success for each employee you supervise. However, it is also possible to take this approach toward

your manager. Managing up involves being aware of the needs and expectations of those above

you in the chain of command. It also requires a commitment to balancing your individual needs with

finding ways to make your manager successful.

TABLE: MANAGING UP

What It Is What It Isn't

 Understanding your boss' needs and preferences

 Finding ways to more effectively communicate

 Understanding how you contribute to your boss' success

 Taking ownership of the relationship

 Exploring how your personal aspirations align with the needs of the organization

 Giving and receiving feedback

 Identifying opportunities to be a resource

 Asking specifically for what you need

 Using flattery to get your way

 Ignoring your professional goals and aspirations

 Being subservient to everything your boss says

 Avoiding sharing information or ideas

 Treating shortcomings and blindspots as unchangeable

 Avoiding accountability

2.3 SOURCES OF POWER

We sometimes equate the terms "power" and

"authority" when reflecting on organizational

hierarchies. It is often the case that people in

positions of authority do have more power over

important decisions and outcomes. However,

power does not exist solely at the top of an

organizational structure. Every person in an

organization has power even if they do not

have formal authority.

Power comes from two primary sources:

 Positional. Derived from formal authority.

 Personal. Derived from authority acquired

from knowledge or experience.

Even if your boss has formal authority over your work, your knowledge and experience bring power to the relationship.

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2.3.1 Common Outcomes

Whenever there is a power dynamic present, you can expect one of these common responses:1

 Resistance. Individuals resist requests or disengage completely from the relationship.

 Compliance. Individuals meet the minimal expectations of the request but withhold extra effort

or emotional attachment.

 Commitment. Individuals not only choose to do the work, but to go beyond the initial request

based on the health of the relationship with the boss.

2.4 BALANCING THE RELATIONSHIP

The relationship you have with your supervisor or manager is one of the most influential

relationships you have in your life. It impacts the course of your career, your work-life balance, and

your daily engagement. For this reason, it is important that you have a balanced and mutually

beneficial relationship.

FINDING BALANCE BETWEEN COUNTERDEPENDENCE AND OVERDEPENDENCE

Relationships with supervisors can be classified in different ways:

 Counterdependence. This relationship type is antagonistic and full of conflict. All behavior from

the supervisor is treated with suspicion or animosity. The people involved avoid any attempt at

building a functional partnership.

 Overdependence. In this type of relationship, the supervisor's authority is unquestioned. The

team member does not challenge anything or offer differing points of view even when real

disagreement is present. The team member may rely on the supervisor to provide guidance on

everything they are expected to do.

 Interdependence. With interdependence, both individuals understand the need for a productive

relationship. Supervisors and team members form a partnership out of mutual respect and

purpose. Both parties try to capitalize on their strengths while recognizing that no one is perfect.

1 Belen 2008

MODULE 4 | LEADING WITHOUT AUTHORITY

Discussion

 What specific actions can you take to maintain balance in the relationship with your supervisor?

2.5 WORKING TOWARD AN IMPROVED RELATIONSHIP Maintaining an interdependent relationship with your supervisor requires ongoing commitment. As with any relationship, you only get out what you put in. The most effective supervisor-team member relationships have these common elements:

 Compatible work styles. It is unrealistic to expect your manager to have the exact same work

preferences that you do. However, you need to be able to negotiate work styles that are

complimentary and functional. This can be done by sharing your preferences and asking for

more information about what is expected from you.

 Information sharing. As a team member, you want to maintain a proactive approach to sharing

information. Imagine if you were the boss; what would you want to know? Start the relationship

by erring on the side of oversharing. Over time, a more stable rhythm of communication will be

established.

 Effective use of time and resources. The time you have with your boss is valuable and

limited. Be thoughtful and intentional about how you communicate. Understand that your

supervisor is being pulled in numerous directions and has responsibilities beyond your

relationship.

 Dependability and honesty. There is nothing that can destroy a relationship faster than

dishonesty or lack of dependability. This means following through with commitments and telling

it like it is. Making something sound better or worse than it is may serve your agenda in the

short-term, but it can do lasting damage to the relationship.

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2.6 EXERCISE: ENGAGING WITH YOUR MANAGER

Directions

Review the scenario provided. 1.

In pairs, assume the role of either the team member or the manager. Engage in a conversation 2.

about the employee's workload.

After ten minutes, reverse the roles and start a new conversation. 3.

Be prepared to discuss with the class. 4.

Scenario You have been with your agency for several years. In fact, you are the "go-to" person when anyone on the team has questions about policies or procedures. You are happy to provide this information to your teammates, even though it can sometimes slow your progress on your own work. Recently, another tenured member of your team, Alexis, left the agency. Currently, your agency is experiencing a hiring freeze with no immediate plans to backfill her position. Her departure has caused everyone's workload to increase, but it has particularly impacted you. This new workload has caused you to frequently work overtime, creating a more stressful situation at work and home. Your supervisor, Pat, manages three separate working teams (including yours). He is usually reasonable and compassionate. However, the increased pressure he is facing combined with the loss of a valuable resource has caused him to act more dictatorial with his leadership approach. This has led to a more tense working relationship than you are used to. You have asked to meet for a conversation on your workload. You are tempted to share your concerns about his recent change in behavior as well.

MODULE 4 | LEADING WITHOUT AUTHORITY

Action Planning

Refer to the Action Plan and record ideas to implement from this module.

MODULE 4 | LEADING WITHOUT AUTHORITY

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Practicing Accountability, Adaptability, and Resilience

MODULE 5 | PRACTICING ACCOUNTABILITY, ADAPTABILITY, AND RESILIENCE

PRACTICING ACCOUNTABILITY,

ADAPTABILITY, AND RESILIENCE

Module Objective

 Analyze how accountability, adaptability, and resilience improve individual and organizational performance

In the modern workplace, complexity, uncertainty, and change are constants. Employees are

expected to navigate through changing circumstances and flourish despite the inherent difficulty.

These expectations can be daunting for even the most seasoned leaders in an organization. As an

emerging leader, three tools are essential to remaining effective in difficult circumstances:

accountability, adaptability, and resilience. Using these interrelated concepts allows you to thrive in

any workplace condition and lead others to more successful outcomes.

Lessons

1. Accountability

2. Adaptability

3. Resilience

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MODULE 5 | PRACTICING ACCOUNTABILITY, ADAPTABILITY, AND RESILIENCE

LESSON 1

ACCOUNTABILITY

Lesson Objective

After completing this lesson, you will be able to: 5.1.1 Foster individual professional accountability

It is often said that "we are accountable for our own actions," but it is not always clear what this

means in practice. Accountability can be a loaded term, as it carries negative connotations of blame

and failure. In many organizations, it is used only when unsuccessful actions require an

explanation. However, successful leaders think of accountability differently. Rather than a one-time

event, accountability should be considered a daily commitment. Taking this approach builds

credibility, increases ownership, and encourages others to be more accountable as well.

1.1 DEFINING ACCOUNTABILITY

Accountability is the act of taking personal responsibility

and ownership over one’s work and behavior. Accountable

people act proactively to ensure the successful

implementation of goals and mitigate against potential

pitfalls. Accountability also involves acknowledging both

successes and failures, using mistakes as an opportunity

to learn and forge a better path forward.

Accountability requires commitment and clarity:

 Commitment involves taking ownership of a goal and

being willing to do what it takes to accomplish it

 Clarity is an agreement on roles, responsibilities,

expectations, and goals

Discussion

 What does accountability look like?

 What does a lack of accountability look like?

1.2 ACCOUNTABILITY CONNOTATIONS

The term accountability is often given a negative connotation in the workplace. People may

associate accountability with casting blame when things go wrong. For this reason, employees may

be afraid to take accountability for their actions, particularly when things do not go as planned.

However, accountability can be reframed to be less about pointing fingers and more about taking

initiative and evaluating lessons learned. We are accountable when we are able to accurately

A lack of accountability hurts team dynamics and promotes fear over acceptance.

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reflect on how our actions contributed to the end result, either positively or negatively. When framed

this way, accountability represents an ongoing commitment to personal and professional

improvement and a willingness to change course when needed.

Connotations of accountability include:

 Positive connotations:

— Taking ownership

— Recognizing mistakes to avoid making them again in the future

— Coming together as a team

— Finding opportunities for professional growth

 Negative connotations:

— Being punished

— Placing blame

— Singling out individuals

— Being in trouble

1.3 LEVELS OF ACCOUNTABILITY

Accountability works best when it is present at the individual, team, and organizational levels. We

control how accountable we choose to be individually. Though we cannot fully control how others in

the organization choose to practice accountability, we can influence others when leading by

example.

LEVELS OF ACCOUNTABILITY

Accountability can exist at three levels:

 Individual accountability: Obstacles and setbacks will always be present. However, when you

take the initiative to identify what you can control and influence, you are more able to solve

problems and implement solutions. No matter the result, you accept responsibility for your

actions and decisions and remain open to continuous improvement.

 Team accountability: Teams are accountable when each person understands the goal and

how they contribute to it. When information gaps are present, team members take the initiative

to ask clarifying questions, express concerns, and remain open to coaching. Team leaders

clearly communicate expectations and hold each person accountable for their work. The team is

willing to collectively accept praise and constructive feedback from others in the spirit of

continuously improving performance.

 Organizational accountability: Successful organizations have accountability embedded into

the formal processes and culture across all levels. Senior leaders have a strong influence in

establishing this expectation from others and demonstrating accountability with their own

actions. Teams are encouraged and rewarded for collaborating and accomplishing common

MODULE 5 | PRACTICING ACCOUNTABILITY, ADAPTABILITY, AND RESILIENCE

goals. The mission and vision are clearly communicated by senior leadership and understood

by others throughout the organization.

Discussion

 What keeps us from holding ourselves accountable?

 What keeps us from encouraging accountability from our teammates or the organization as a whole?

1.4 ACCOUNTABLE LEADERSHIP

We are hardwired to protect our egos, to justify our actions, and to defend ourselves from perceived

threats. However, when we have buy-in for the benefits of accountability, we are more likely to

resist these situations. As emerging leaders, the goal should be to find opportunities to increase

commitment and clarity, both in ourselves and with those around us.

Best practices for commitment and clarity include:

 Increasing Commitment:

— Be truly open to critiques from others

— Practice self-management when you feel emotionally triggered

— Focus on what is within your locus of control

— Proactively seek out feedback and advice from others

— Reflect on what motivates you and look for alignment with the organization

— Communicate how success will benefit others

 Increasing Clarity:

— Ask others for information on how goals align with organization's mission

— Communicate regularly with other stakeholders

— Raise concerns early

— Document who is responsible for each task

— Be transparent about your decision-making process

— Ask others what they need from you

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1.5 EXERCISE: IDENTIFYING OPPORTUNITIES FOR

ACCOUNTABILITY

Directions

Review the scenario. 1.

Working in groups, identify how you can: 2.

— Practice individual accountability

— Encourage accountability with the other members of your team

Identify three action items you will take to ensure the presentation is a success. 3.

Be prepared to discuss with the class. 4.

MODULE 5 | PRACTICING ACCOUNTABILITY, ADAPTABILITY, AND RESILIENCE

Scenario You are part of a functional team that has been together for several years. The team lead, Cheryl, just assigned the team a project: creating an onboarding program for new hires in the department. Cheryl asked each team member to assemble "whatever information you think a new hire needs to know" and be prepared to present this information at a meeting in two weeks with several senior leaders.

Each person has a different area of expertise that contributes to the success of the team:

 You have been with the team the longest. After two administration changes, you know how to successfully navigate the challenges involved with new leadership.

 Tameika, who just finished her MBA, agreed to focus on the financial management elements of the program. She agreed to provide basic information on budgeting, resource allocation, and oversight.

 Ahmed’s strength is in customer service. With his vast experience working with all types of customers, he agreed to focus on communicating basic information about the needs of the department's most common customers.

 Peter is the most experienced IT guy. His technical expertise is needed to understand the requirements of the onboarding program and align it with the broader systems used throughout the organization.

 Poonam has the most experience working with HR. She volunteered to gather information on the essential HR information new hires need to know about.

As the most tenured member of the team, you volunteered to work with everyone to collect information and create a comprehensive presentation at the meeting. Two days out from the meeting, you have the information you need from Tameika and Ahmed. However, Peter has told you he is "too busy with other priorities" to provide the technical information you need before the meeting. Poonam provided you with some HR information, but you do not think it is detailed enough for what leadership is expecting. You are stressed that you only have two days to finalize your presentation. You do not want to throw your teammates under the bus, but you are also frustrated at the prospect of having to do their work for them.

Questions

1. How can you practice individual accountability in this situation?

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2. How can you encourage your teammates to be more accountable?

3. What action items will you take to ensure the meeting is a success?

MODULE 5 | PRACTICING ACCOUNTABILITY, ADAPTABILITY, AND RESILIENCE

LESSON 2

ADAPTABILITY

Lesson Objective

After completing this lesson, you will be able to: 5.2.1 Use strategies to maintain adaptability in the face of changing circumstances

Change is a constant in most organizational contexts. Unfortunately, human beings have an innate

desire for stability. When we face uncertain situations, our brains activate an instinctual fight-or-

flight response. Changes are seen as threats to our professional stability, reputation, or known work

processes. However, it is also possible to approach change with a mindset focused on opportunities

and potential. This is at the heart of adaptable leadership. When we practice adaptability, we can

thrive amidst uncertainty and approach new situations in an organized, thoughtful, and emotionally

intelligent way.

2.1 DEFINING ADAPTABILITY

Adaptability refers to the ability and willingness to

change despite altered circumstances. This does not

mean you simply "go with the flow" regardless of the

consequences. It is still important to stand up for

your personal values and the goals of the

organization. However, adaptable leaders

acknowledge that initial plans are not always

implemented successfully. Practicing adaptability

allows you to keep looking forward toward the

ultimate goal rather than holding on to the past.

Adaptability requires emotional agility and procedural agility.

 Emotional agility allows you to manage how you and others are reacting to the change

process

 Procedural agility allows you to generate multiple potential approaches, intentionally plan your

next steps, and practice course correction as needed

2.2 ADAPTABILITY CONNOTATIONS

Like accountability, adaptability has both positive and negative connotations. Some people may

perceive adaptable people as being willing to "give in" without considering alternatives or

compromises. However, adaptability is not about simply accepting changes at face value. Rather, it

is the willingness to work through challenging situations in different ways and remain open to new

ideas.

Keeping the end goal at the forefront of our minds allows us to deftly change course when required.

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Adaptability connotations include:

 Positive connotations:

— Willing to change to better meet the goal

— Considering alternatives and potential risks

— Creatively overcoming constraints

— Creating a plan and re-evaluating as needed

 Negative connotations:

— Going with the flow regardless of outcome

— Giving in

— Accepting constraints at face value

— Avoiding planning because of expected changes

Discussion

 What are warning signs that your adaptability is being challenged?

2.3 MAINTAINING ADAPTABILITY

Though it can be difficult to remain adaptable in the face of significant changes, certain conditions

more reliably lead to a willingness to be flexible. The most difficult changes are those thrust upon us

without warning, buy-in, or emotional support. We are more likely to feel resistance when we lack

information or feel our perspective was not considered. Conversely, it is easier to accept changes,

even if they are unwanted, when we have time to process our feelings and plan a thoughtful

response. For this reason, emotional and procedural agility are critical for adaptable leadership.

Maintaining and proactive approach to emotions and process maximizes our adaptability on a daily

basis.

Best practices for increasing emotional and procedural agility:

 Emotional:

— Be aware of how you react to change

— Be proactive and plan ahead

— Focus on the positive and the chance to realize new opportunities

— Communicate your feelings in a transparent but professional way

— Venture out of your comfort zone

— Hold yourself to high standards, but not to perfection

— Acknowledge fear and stress, but do not let it consume you

— Recognize when others are feeling emotionally triggered

 Procedural:

— Generate multiple options

— Avoid latching on to a solution

— Solicit feedback from others

— Be willing to be challenged

— Identify opportunities to get buy-in from others

— Focus on the reasons you are resisting certain options

— Periodically re-evaluate your current course of action

— Formally capture lessons learned

MODULE 5 | PRACTICING ACCOUNTABILITY, ADAPTABILITY, AND RESILIENCE

2.4 EXERCISE: IMPROVING ADAPTABILITY

Directions

Identify two personal or professional situations that challenged your ability to be adaptable. 1.

For each situation, consider how you might react differently if you could relive the experience. 2.

Identify:

— One strategy for increasing your emotional agility

— One strategy for increasing your procedural agility

Share your experiences with your team members. As a group, commit to three best practices 3.

you will use to remain adaptable in the future.

Be prepared to share with the class. 4.

TABLE: STRATEGIES FOR INCREASING EMOTIONAL AND PROCEDURAL AGILITY

My Situations (brief description)

Emotional Agility Strategies

Procedural Agility Strategies

Best practices I will use in the future to remain adaptable:

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MODULE 5 | PRACTICING ACCOUNTABILITY, ADAPTABILITY, AND RESILIENCE

LESSON 3

RESILIENCE

Lesson Objective

After completing this lesson, you will be able to: 5.3.1 Analyze practices to support lasting balance and control

Even under ideal circumstances, failure and disappointment are inevitable in life. You might get

passed over for a promotion or have funding unexpectedly cut in your department. You might have

a personal setback that negatively impacts your work performance. In the face of these obstacles,

resilience helps leaders thrive and reclaim ownership. When challenging situations bring about

stress and confusion, resilient people are able to maintain a long-term view of where they want to

go. Resilience requires intentionality and persistence, but it can also lead to greater successes than

you realized were possible.

Discussion

 Think of someone you consider to be resilient, either from your personal or professional life, or from history. What did this person do to demonstrate this ability?

3.1 DEFINING RESILIENCE

Resilience refers to the ability to recover quickly from

challenges or adversity. This goes beyond simply

"weathering the storm" and navigating difficult conditions.

Resilient leaders are able to thrive and persevere by

limiting stress and engaging in practices that focus on

long-term success. Resilience requires self-awareness of

our physical and emotional state in any given moment,

and a commitment to personal and professional growth

regardless of the situation.

Resilience requires balance and a strategic view:

 Balance involves a commitment to maintaining

physical, emotional, mental, and spiritual well-being

 Strategic view involves keeping long-term interests in

mind while identifying short-term milestones and

learning from mistakes

3.2 RESILIENCE CONNOTATIONS

Resilience can seem like a skill that is only used to survive difficult situations. When viewed this

way, a lack of resilience demonstrates a certain level of weakness at not properly handling a

Resilient leaders don't just bounce back from challenges; they bounce forward.

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situation. However, resilience can also be viewed as a daily commitment to maintaining personal

well-being and keeping our long-term interests in mind. Everyone is susceptible to suffering from a

lack of resilience in any given moment. However, resilient leaders are able to find the energy to

refocus and take ownership of the situation.

Negative and positive connotations for resiliency include:

 Positive connotations:

— Finding balance

— Wearing down over time regardless of strength

— Drawing on resilience on a daily basis

— Understanding that resilience ebbs and flows

 Negative connotations:

— Muscling your way through stress and adversity

— Lacking resilience as a sign of weakness

— Responding to crises

— Either having resilience or being without it

3.3 WHY WE LOSE RESILIENCE Common causes of losing resilience include:

 Rumination. Rumination refers to reliving negative experiences over and over again in your

mind. These can be past experiences or anticipated future situations. Rumination erodes your

emotional energy, detracts from your mental focus, and provides little benefit.

 The Sacrifice Syndrome. According to Boyatzis and McKee, "The Sacrifice Syndrome" is a

challenge that leaders face when prioritizing the needs of others over taking care of themselves.

Though adopting a service attitude is beneficial for many leaders, some take on more than they

can realistically handle. This leads to feelings of exhaustion, resentment, and cynicism. Leaders

can burn-out quickly when they become overburdened with assuming the responsibilities of

others.1

 Negativity or loss of hope. Many people lose resilience when they give in to a sense of

hopelessness or focus only on the negative. Studies have demonstrated that negative words

and attitudes deplete the brain's ability to engage in logical thinking and communication.

Routinely vocalizing negative thoughts can release stress chemicals in your brain and those

around you.2

 Denial. While negativity is a problem, being in a state of denial about the reality of your situation

is equally challenging for building and maintaining resilience. Denial produces additional stress

and prevents you from moving forward to find new solutions.

 Fatigue. When our physical, mental, emotional, or spiritual energy levels dwindle, it is incredibly

difficult to maintain resilience. This can be brought on by a variety of influences, including a lack

of sleep, poor nutrition, dehydration, illness, depression, emotional trauma, stress, boredom, a

loss of purpose, or feeling that our core values are compromised.

1 Boyatzis and McKee 2005

2 Duhachek et al. 2007

MODULE 5 | PRACTICING ACCOUNTABILITY, ADAPTABILITY, AND RESILIENCE

3.4 SUSTAINING RESILIENCE

Remaining resilient comes down to our ability to find personal balance and maintain a strategic

view. Balance prevents us from succumbing to ongoing stress and fatigue by finding ways to

replenish our energy levels. A strategic view allows us to keep our composure when individual

setbacks derail our plans. Combined, these abilities provide the perspective and forward-thinking

approach we need to focus on what is most important to us.

Best practices for sustaining resilience include:

 Maintaining balance:

— Practice mindfulness during moments of stress

— Maintain a healthy lifestyle with diet and exercise

— Create a to be wishlist with personal aspirations

— Take time to reflect on what is important to you

— Lean on others for support

— Address rumination or negative thinking when it first happens

— Build in short mental breaks throughout the day

 Taking a strategic view:

— Create a list of long-term personal and professional goals and regularly revisit it

— Identify small tasks to create short-term wins

— Reflect on what is working and what isn't

— Identify warning signs you may have missed

— Find partnerships based on shared goals

— Establish what is within your control and focus your attention there

3.4.1 Techniques for Improving Your Balance

Techniques for improving your balance include:

 Recognizing and addressing early signs of setbacks rather than waiting for the situation to

become a crisis

 Applying the techniques of mindfulness (which will be defined momentarily) to be fully present in

the moment

 Paying attention to how you are doing physically, emotionally, mentally, and spiritually, and how

that impacts your effectiveness

 Taking time to renew and restore yourself in all four areas:3

— Physical. Exercise regularly, eat healthily throughout the day, get enough sleep,

periodically stand and move around throughout the day.

— Emotional. Take time to build strong relationships inside and outside of work, focus on the

positive, recognize when you are ruminating and shift your mindset.

— Mental. Meditate, take mental “breaks” throughout the day to focus your brain fully on

something that excites and interests you.

— Spiritual. Intentionally stop to think about your values and what gives you a sense of

purpose, take time to engage in practices that align with your values.

3 Loehr and Schwartz 2001

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The example graph shows how one person might rate herself in each of the four areas. In this

example, she feels very refreshed spiritually, but somewhat worn down physically. She might

choose to apply several of the listed techniques for refreshing herself physically.

ASSESSING HOW REFRESHED YOU FEEL

Assessing how refreshed you feel in each of the four areas can help alert you to potential issues before they become problems

MODULE 5 | PRACTICING ACCOUNTABILITY, ADAPTABILITY, AND RESILIENCE

3.5 EXERCISE: STAYING RESILIENT

Directions

Using the figure Assessing How Refreshed You Feel, think about which areas are your 1.

strengths and which areas you feel you need to improve upon.

Reflect on your current work responsibilities. Briefly describe a situation that commonly 2.

challenges your resilience.

Work in groups to identify: 3.

— Specific thinking patterns and behaviors associated with losing resilience. Use the

assessment of your challenges to aid you in this.

— Strategies for breaking through this mindset. Use the assessment of your strengths to aid

you in this.

Be prepared to share with the class. 4.

TABLE: BRAINSTORMING STRATEGIES FOR OVERCOMING THE LOSS OF RESILIENCE

Situation Description Evidence of Losing Resilience Strategies for Breaking Through

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Action Planning

Refer to the Action Plan and record ideas to implement from this module.

Managing Your Career

MODULE 6 | MANAGING YOUR CAREER

MANAGING YOUR CAREER

Module Objective

 Evaluate strategies for building long-term credibility throughout your career

Many people take a passive role in their career development and career planning. They expect that

if they stay with their organization long enough, they will continue to be promoted and developed.

However, there are risks to taking this approach. What if you get passed over for an expected

promotion? What if there is no budget for the training you need to move forward? What if the goals

of the organization no longer align with your personal aspirations?

You own your career. Though there will always be external influences beyond your control, it is

important to remember that you are responsible for owning your career. By taking an active role in

defining your professional aspirations, creating a network of support, and building a credible brand,

you can more effectively manage the trajectory of your career.

Lessons

1. Broadening Your Perspective

2. Expanding Your Network

3. Building Your Brand

MODULE 6 | MANAGING YOUR CAREER

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MODULE 6 | MANAGING YOUR CAREER

LESSON 1

BROADENING YOUR PERSPECTIVE

Lesson Objective

After completing this lesson, you will be able to: 6.1.1 Discuss ways to align individual work and values to the broader organization

When you first begin working at an organization, you experience success by simply completing your

individual work and accomplishing tasks within your area of expertise. However, as you transition

into leadership or management roles, your focus becomes more externally focused. Your success

becomes more reliant on others. For this reason, as your career progresses, it becomes

increasingly important to broaden your organizational awareness. This requires an understanding of

how your role supports the organization's mission and vision and how you personally contribute to

the surrounding culture.

1.1 UNDERSTANDING THE BIG PICTURE ORGANIZATIONAL CASCADING GOALS

Taking the time to step outside of your current role and examine the broader landscape of your

organization can be helpful in explaining what you do and why you do it. Organizations create

mission and vision statements to agree on a common purpose and a plan for the future. These

encompassing ideas set the parameters for senior leaders to create strategic plans that explain how

work will be done in the next several years. These plans provide a roadmap for the specific goals

for the organization, as well as departments, functional teams, and individual employees. In well-

aligned organizations, these cascading goals all serve the original mission and vision. Throughout

this process, leaders conduct mid-year and end-of-year performance appraisal to gain information

on how work is progressing.

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134 © Management Concepts. See inside front cover for additional details.

1.1.1 Mission and Vision

Mission and vision statements provide valuable information to employees at all levels about why the organization exists and what it hopes to achieve. Though these ideas are related, they have important distinctions:

 Mission. The organization's mission is its reason for existence. Most organizations have a

mission statement that outlines why the organization exists, what it is meant to do or

accomplish, and who it is meant to serve.

 Vision. The organizational vision describes what the organization strives to be. Most vision

statements illustrate a future state that would result if the organization is successful in achieving

its mission. The vision statement is meant to inspire and motivate individuals to help the

organization achieve that desired future state.

Examples of Mission and Vision Statements

 FEMA: — Mission: Helping people before, during, and after

disasters — Vision: A nation prepared

 FBI: — Mission: To protect the American people and uphold

the Constitution of the United States — Vision: Ahead of the threat through leadership, agility,

and integration

1.1.2 Culture and Climate

Across an organization, employees are guided by written and unwritten expectations about how to act, communicate, and function.

 Culture is comprised of the often unwritten and unspoken norms that demonstrate the

organization’s values and beliefs. Culture includes everything from the language people use

when interacting, to expectations of what to wear to work. Culture influences how employees fit

in at the organization, and play by its written and unwritten rules.

 Climate refers to the shared perspectives and attitudes about the organizational environment.

This may include the way people feel about the organization, including levels of employee

engagement and satisfaction.

Culture and climate are dynamic concepts that influence your behavior but are also influenced by

what you do each day. For example, taking the time to show appreciation for your coworkers'

contributions creates a more positive climate, encouraging others to act positively as well.

MODULE 6 | MANAGING YOUR CAREER

1.2 CONSIDERING YOUR ROLE

No matter what we are tasked with, our contributions play

a large role in the overall success of the organization.

Think of your work like the piece of a puzzle. You are

responsible for your piece, but you are also connected to

the pieces around you. A complete puzzle requires all

pieces to fit together properly to ultimately create the

desired image.

Reflect on the following questions to get a better understanding of how you contribute to organizational success:

 Who do you rely on to be successful?

 What outputs from others are needed to complete your

work?

 Who relies on your contributions for their success?

 What institutional expertise can you share with others?

 What other departments within your organization depend on your work to achieve success?

 If you are overcome obstacles in your role, how will this benefit the larger organization?

 What values do you share with others at your organization?

In isolation, our work is incomplete. However, it is still critical to creating a complete picture of the

organization.

LESSON 1 | BROADENING YOUR PERSPECTIVE

136 © Management Concepts. See inside front cover for additional details.

1.3 EXERCISE: ALIGNING MY WORK TO THE ORGANIZATION

Directions

Using your computer or phone, look up information on your organization. 1.

Answer the questions below. 2.

In groups, share your responses about the alignment of your work to the organization. 3.

Be prepared to discuss with the class. 4.

Questions

1. What is the mission of your organization? How do you support this mission?

2. What values do you share with your organization?

3. Define your organization’s culture. What behaviors are rewarded and punished? How does

work get done? How do you contribute to this culture?

MODULE 6 | MANAGING YOUR CAREER

LESSON 2

EXPANDING YOUR NETWORK

Lesson Objective

After completing this lesson, you will be able to: 6.2.1 Identify networking opportunities at your organization

Though everyone has a network, many people only consider it when they have a specific need.

However, this is not the most effective use of professional networks. Networks work best when you

routinely engage with your connections and act with reciprocity. As emerging leaders, now is the

time to expand your network and maximize opportunities throughout your career.

2.1 THE NEED FOR NETWORKS

A network is an interconnected system of people

willing and able to support one another. Networks

go beyond who we typically interact with in our

workplace. They can include previous coworkers,

experts, mentors, coaches, and other people who

can contribute to your professional development.

The goal of networking is to find individuals or

groups you do not commonly interact with, and to

build and sustain new relationships over time.

Networks have several potential benefits:

 Serving as a source of information related to

your field

 Connecting you to new people to form

relationships

 Providing perspective or advice from others

who have shared similar experiences

 Identifying job-related tools and resources

 Providing career advancement opportunities

2.2 GETTING THE RIGHT PEOPLE ON YOUR TEAM The most successful networks contain a diversity of experience and expertise. Consider how these people could be incorporated into your professional network:

 Thought leader: Someone who you trust to provide best practices and up-to-date information

based on experience

 Mentor: A trusted adviser who can provide counsel and guide the trajectory of your career

 Listener: Someone who acts as a sounding board for your problems and provides candid

feedback

 Task master: A person who holds you accountable for promises, deadlines, and goals

Networks go beyond who you already know; consider who you need to interact with to develop professionally.

LESSON 2 | EXPANDING YOUR NETWORK

138 © Management Concepts. See inside front cover for additional details.

 Personal champion: Someone who can provide and replenish energy and cheer you on

 Campaigner: An outgoing person who understands the market and the needs of customers

 Mentee: Someone who looks up to you for experience and support

Discussion

 Who do you currently have in your network?

 Who do you need to advance your professional goals?

 How will you go about adding these people to your network?

2.3 CONTEMPORARY NETWORKING SKILLS

It takes practice and ongoing effort to build and sustain a network of people can help advance your

career. However, with the expanding use of social media, it is easier than ever to make connections

that enhance your network. Whether you are creating an online profile, attending a conference, or

joining a professional association, the goal is to find the relationships you need to learn and grow.

Keep the following suggestions in mind when cultivating your professional network:

 Be authentic, genuine, and build trust

 Define what you want to accomplish with each message

 Spark your interest and creativity by visiting as many groups or meetings as possible

 Volunteer with organizations to stay visible and give back

 Build a reputation for being a powerful resource of information and support

 Always follow through and follow up

 Before posting, tweeting, or commenting, reflect on how others (including future employers)

might read your message

 Keep the medium in mind when starting a conversation

Poll: Expanding Professional Networks

 Which of these options have you found most useful in expanding your professional network? o Engaging on social media o Attending conferences o Joining a professional association o Other

MODULE 6 | MANAGING YOUR CAREER

2.4 EXERCISE: NETWORKING SKILLS ASSESSMENT

Directions

In the blank preceding each statement, write the number that indicates how often you engage in 1.

the behavior described. Use the key provided.

Score the inventory and interpret your scores. 2.

Answer the questions regarding your networking skills. 3.

Be prepared to share with the class. 4.

Key

 5 = Almost Always

 4 = Often

 3 = Sometimes

 2 = Seldom

 1 = Almost Never

TABLE: NETWORKING SKILLS ASSESSMENT

Score Statements

1. When presented with problems from my team, I know where to look to find additional information or support.

2. I frequently seek input from other functions or departments.

3. I seek out information from professional societies related to my discipline.

4. My team members remember me because I remember personal things about them.

5. I highlight the contributions of my team to other functions within my organization.

6. I attend conferences to further my knowledge about the work I do.

7. When my team members are confused about their contributions, I know how to connect the dots between their day-to-day activities and the organization’s mission.

8. My team “goes the extra mile” in delivering a task or project on time.

9. In meetings or other social settings, I follow the rules of basic courtesy (e.g., being sensitive to others’ time, thanking people, giving social greetings).

10. I purposefully listen to the way my team members and others talk, and I use their language when I respond.

11. I participate in cross-functional projects, committees, or initiatives within my organization.

12. I use social media to connect with others who may have new perspectives on my current role.

13. I use one-on-one meetings to connect with different individuals on my team to better understand how I can support their work.

LESSON 2 | EXPANDING YOUR NETWORK

140 © Management Concepts. See inside front cover for additional details.

Score Statements

14. I am well-known in the organization beyond my immediate team.

15. I have a LinkedIn profile that I keep updated with professional information and contacts.

Networking Skills Inventory Scoring

Transfer your scores from the list of items to the following columns and add the scores for each of

the columns:

TABLE: INVENTORY SCORING

Team Networking Cross-functional Networking External Networking

1. 2. 3.

4. 5. 6.

7. 8. 9.

10. 11. 12.

13. 14. 15.

Total: Total: Total:

Interpreting Your Scores

Scores range from 5-25 for each category. If you have a high score, you are actively and

consciously engaging in positive networking skills. If your score is lower, consider how you might

expand your capabilities. Also reflect on the balance between categories. Ideally, you would have

balanced scores across these three categories.

1. Where do you see your networking strengths?

2. What areas for growth do you see?

MODULE 6 | MANAGING YOUR CAREER

LESSON 2 | EXPANDING YOUR NETWORK

142 © Management Concepts. See inside front cover for additional details.

MODULE 6 | MANAGING YOUR CAREER

LESSON 3

BUILDING YOUR BRAND

Lesson Objective

After completing this lesson, you will be able to: 6.3.1 Analyze practices to build a credible professional brand

When you hear the term "brand," you might think of the advertising and selling of products. When

shopping, you might gravitate toward a specific brand of soft drink, car, or shoe because you have

had positive experiences in the past and know what to expect. Whether we are conscious of it or

not, we are constantly "advertising" a personal brand to those around us. Branding is a way of

communicating who we are, what we value, and what we bring to our personal and professional

relationships. In leadership, it is important to establish an external awareness of how our words and

actions impact how we are seen by others.

3.1 PERSONAL BRANDS

When you look around the workplace, you are likely to

rely on certain people for different situations. You might

have one person who you feel comfortable confiding in

because of their ability to listen and brainstorm

solutions. You might know another person who can

provide technical expertise whenever you have

questions. These reputations are components of a

personal brand. At its core, your brand is how you are

perceived by others. This goes beyond your designated

role and formal workplace responsibilities. It is the

encapsulation of how you present yourself to others.

Your brand answers the following questions:

 What do I want to be known for?

 What am I able to achieve?

 What personal qualities do others rely on?

 What values do I project to others through my actions?

 How consistent is my behavior?

Personal brands are what make you stand out from your peers.

LESSON 3 | BUILDING YOUR BRAND

144 © Management Concepts. See inside front cover for additional details.

Refer to Website Refer to these websites for examples of two individuals with powerful personal and professional brands:

 Colin Powell: — Four-star general and former Secretary of State — Youngest person and first African American to serve as

chairman of the Joint Chiefs of Staff — https://executiveexcellence.com/13-rules-

leadership-colin-powell/

 Bill Gates: — Entrepreneur and founder of Microsoft — Pioneer of computer revolution in the 1980s — Co-founder of the Bill & Melinda Gates Foundation, the

world's largest private charitable organization — https://www.forbes.com/profile/bill-

gates/#71a75c2d689f

Discussion

 How much control do you have over your personal brand?

3.2 CONSIDERATIONS FOR BUILDING YOUR BRAND To develop a personal leadership brand, consider these elements:

 Values. Values are our established priorities. They are the elements of our lives that we

consider to be the most important. Your personal values, when aligned with the values of the

organization, help set the tone for your leadership brand.

— Where do you spend your time, energy, and attention?

— What is most important to you and why?

— How do these values translate to the work you do each day?

— How are your personal values aligned with those of the organization?

 Inner fuel. Everyone has reserves of inner strength that are guided by our personal motivations.

Motivation provides insight into our behaviors and preferences. It is also important to know

when to tap into your intellectual and emotional reserves when obstacles get in the way.

— Where do you draw strength?

— What are the things in your life that give it meaning?

— What do you rely on when work is difficult?

 Outer expression. How you express yourself—through your demeanor, outward appearance,

language, and attitude—all send a message to the outer world about your brand. This verbal

and non-verbal behavior provides information to others about what to expect from you.

— What are you putting out into the world?

— What stories are my coworkers telling about you around the dinner table?

— Do others see you as you really are?

 Accomplishments. You may have heard the adage that “Past performance is the best indicator

of future behavior.” The same is true for your brand. Your accomplishments demonstrate what

https://executiveexcellence.com/13-rules-leadership-colin-powell/

https://www.forbes.com/profile/bill-gates/#71a75c2d689f

MODULE 6 | MANAGING YOUR CAREER

you are capable of and what you are likely to continue doing. If you focus on what you deem to

be important, your accomplishments will communicate information about your values as well.

— What are you proudest of?

— What expertise do you provide to your coworkers?

— Which jobs or projects gave you the greatest sense of satisfaction?

 Evolution. Leadership brands evolve over time. What’s important for you now may not have

been important five years ago and may not be important five years from now. Keeping a focus

on the future is important because it helps shape who we want to become. However, it is also

worth reflecting on how we have progressed and the course corrections we have made along

the way.

— How have your priorities changed over time?

— How have you improved in the last few years?

— How can you continue to improve to get where you want to be?

Discussion

 How can you assess how you are perceived by others?

3.3 CREDIBILITY

Credibility is a crucial element of establishing a personal leadership brand. It establishes whether

we are believable and worthy of attention. How others perceive your knowledge and track record

have a strong influence on whether they will trust your judgment and counsel.

According to Jay Conger, there are two primary sources of credibility in the workplace:1

Expertise credibility: People are considered to have high levels of expertise if they have a 1.

history of sound judgment or have proven themselves knowledgeable

Relationship credibility: People who demonstrate that they can be trusted to listen and to 2.

work in the best interest of others. They consistently show strong emotional character and

integrity and demonstrate consistency in performance and personality.

Strategies to strengthen credibility includes:

 Expertise credibility:

— Seek formal or informal education. Learn more about the subject area you are dealing with.

— Create partnerships with experts in your field. These experts can be internal or external to

your organization.

— Ask to work on projects that will demonstrate your expertise. Look for challenge projects

that can expand what you already know.

 Relationship credibility:

— Show interest and respect to others. Start conversations from a place of curiosity.

— Establish relationships with others who share similar goals

— Ask for feedback and listen intently

— Be enthusiastic, positive, and honest. Others will embrace and emulate your behavior.

— Be accountable for your actions and behavior

1 Conger 1998

LESSON 3 | BUILDING YOUR BRAND

3.4 EXERCISE: MY BRAND IN FIVE WORDS

Directions

In the space below, describe the current state of your brand in no more than five words. 1.

Individually, answer the following questions: 2.

— What do I want my brand to be?

— How can I close the gap between what I want people to say and what they might say about

me now?

In groups, discuss your responses. Group your answers into similar categories. 3.

Be prepared to share with the class. 4.

Questions

1. What is the current state of my brand? Use no more than five words.

2. What do I want my brand to be? Meaning, what are some tools or techniques you've learned to

help you deal with a leadership challenge, thus, demonstrating to others that you are the leader everyone wants. For example:

– Imagine you are leaving your organization to start a new job. At your send-away party, what do you want people to say about you? Consider personal qualities as well as workplace contributions.

3. What is the greatest gap between my aspirations and where I am now?

4. How can I close the gap between what I want people to say and what they might say about me

now?

MODULE 6 | MANAGING YOUR CAREER

Action Planning

Refer to the Action Plan and record ideas to implement from this module.

MODULE 6 | MANAGING YOUR CAREER

Action Plan

LEADERSHIP AND MANAGEMENT SKILLS FOR NON-MANAGERS

RESOURCE A

ACTION PLAN

OVERVIEW

Participating in a training course is only the first step to mastering a discipline. In order for your

learning to continue, it is important that you put the tools and techniques presented in this course

into action.

PART I: KEY LEARNING POINTS

At the end of each module or lesson, time is allotted for you to document ideas that you want to

remember.

Module/Lesson Title Key Learning Points

RESOURCE A: ACTION PLAN

Module/Lesson Title Key Learning Points

LEADERSHIP AND MANAGEMENT SKILLS FOR NON-MANAGERS

Module/Lesson Title Key Learning Points

PART II: ON THE JOB

Review your key learning points and select three to five that you want to implement when you return

to your job.

Use the table provided on the next page to:

 Prioritize your implementation items

 Write a SMART objective for each item

— Specific

— Measurable

— Attainable

— Realistic

— Time-bound

 Identify the content that supports your objectives

 Document your strategy to achieve your objective

 Set a due date for achievement

Once back on the job, post this action plan in a visible location to remain focused on the completion

of these goals.

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Presentation Slides

LEADERSHIP AND MANAGEMENT SKILLS FOR NON-MANAGERS

RESOURCE B

PRESENTATION SLIDES

OVERVIEW

This resource contains the PowerPoint slides that the facilitator presents during the class.

Leadership and Management Skills for Non- Managers

Course Objectives

 Analyze leadership and management skills needed for professional growth

 Use leadership strategies to amplify your impact throughout the organization

 Illustrate the importance of emotional intelligence as a management skill for self and others

 Practice communication skills needed to lead others and build relationships

 Analyze how accountability, adaptability, and resilience improve individual and organizational performance

 Evaluate strategies for building long-term credibility throughout your career

Exercise: Identifying Your Leadership Challenge

Directions 1. Think of a specific leadership challenge that you are currently experiencing

or have recently experienced. Examples might include: — Dealing with difficult coworkers or managers — Not having your ideas entertained seriously — Working through "red tape" and bureaucracy — Maintaining a successful work-life balance

2. Define your leadership challenge in 2-3 sentences. Select a challenge that you have enough energy to realistically focus on to achieve an effective resolution.

3. Working in groups, introduce yourself and explain your leadership challenge. Discuss these questions with your teammates: — What is my challenge? Who is involved? — How is this challenge impacting my work? — What have I tried so far? What worked? What didn't? — What opportunities are possible if I am able to overcome this challenge?

4. Be prepared to discuss your leadership challenge with the class. Continue to reflect upon this challenge throughout the course.

Launching Your Leadership Journey

Module Objective

Analyze leadership and management skills needed for professional growth

Qualities of Effective Leaders

After completing this lesson, you will be able to:

 Identify traits and behaviors of effective leaders

Exercise: Examining Leadership Qualities

Directions

1.Review the case study.

2.Working in groups, identify:

—Personal traits that supported effective leadership

—Behaviors that demonstrated effective leadership

3.Be prepared to share with the class.

Traits of Effective Leaders

Leadership Behaviors

Leaders: • Communicate, listen, and ask

questions • Practice what they preach • Keep promises • Act consistently and fairly • Forge new paths by challenging

the status quo • Treat others with respect and

compassion • Rely on the expertise of others • Express gratitude and empathy • Solve problems • Take ownership and responsibility • Articulate clear direction and

purpose

Discussion

• How are you a leader in your personal and professional life?

• What leadership traits and behaviors do you currently possess?

Defining Leadership and Management

After completing this lesson, you will be able to:

Analyze the interrelationship between leadership and management functions

Poll: Leaders vs. Managers

True or False: Leaders and managers share the same responsibilities within an organization. o True

o False

Leadership vs. Management

Generalizations about leadership: • Is people-centered • Helps set the vision • Uses a strategic

approach • Advocates for change • Motivates others to

achieve • Uses influence,

persuasion, and charisma

Generalizations about management: • Is task- or process-

centered • Executes toward a vision • Uses a tactical or

operational approach • Reacts to change • Ensures work gets done • Uses formal authority

Misconceptions

• "Leaders are born, not made."

• "Leaders need consistent behavior styles."

• "Leaders are in positions of power or authority."

• "You are either a leader or a manager."

Interrelationship of Leadership and Management

Exercise: Identifying Leadership and Management Functions

Directions 1.Read through the list of common workplace

tasks. 2.For each task, identify 2-3 examples of:

—Related management responsibilities (tactical and operational)

—Related leadership responsibilities (strategic and people-centered)

3.After creating these lists, answer the questions that follow.

4.Be prepared to share with the class.

Emotional Intelligence

Module Objective

 Illustrate the importance of emotional intelligence as a management skill for self and others

The Importance of Emotional Intelligence

After completing this lesson, you will be able to:

Discuss the importance of emotional intelligence as a leadership capability

Exploring Emotional Intelligence

Emotional intelligence (EI) refers to the ability to accurately read your own and others’ emotions, to effectively regulate your emotions for intellectual growth and personal well- being, and to use emotional information when communicating with others.

Misconceptions of EI

Common misconceptions of EI include:

• Emotional intelligence is about "being nice"

• Emotional intelligence requires that you constantly share your emotions

• Women are more emotionally intelligent than men

• Emotional intelligence is genetic—either you have it or you don't

Emotional Intelligence Framework

Poll: EI Strengths

Which of the four aspects of the emotional intelligence framework is your greatest strength? o Self-awareness o Self-management o Social awareness o Relationship management

Business Case for Emotional Intelligence

Individuals need EI to: • Collaborate and

communicate more effectively with others

• Feel efficacious in their work

• Accept leadership opportunities

• Make more informed decisions

• Remain resilient and adaptable to changing circumstances

Organizations need EI to: • Effectively communicate

the mission and vision • Cultivate an environment

of motivation and engagement

• Encourage employees to reach their potential

• Promote a positive culture and climate

• Empower leaders at all levels to take ownership and accountability

OPM Executive Core Qualifications

Exercise: Applying Emotional Intelligence

Directions 1. Working individually, use Daniel Goleman’s EI found in topic

Emotional Intelligence Framework as a guide to fill out the table below highlighting: — Ways that EI could benefit your individual work — Ways that EI could benefit others in your organization

2. Use Daniel Goleman’s EI found in topic Emotional Intelligence Framework. Remember, they are: — Self-awareness — Self-management — Social awareness — Relationship management

3. Share your ideas in your assigned group. Add to your initial list with ideas from your colleagues that resonate with your experience.

4. Be prepared to share your top learning points with the class.

Self-Awareness and Self-Management

After completing this lesson, you will be able to:

Use self-awareness and self-management strategies to productively manage emotional responses

Neuroscience of Emotions

Responding to threats results in...

• Limited critical thinking

• Avoidance behaviors

• Narrow perspectives

• A lack of communication with others

Responding to possible rewards results in... • More rational and

critical thinking • Willingness to tackle

difficult problems • Greater perspective • Improved

communication with others

Self-Awareness

Self-aware people are able to: • Accurately perceive their own emotions,

thoughts, and feelings • Understand how they tend to respond in

certain situations • Recognize their own intentions and

priorities • Mitigate against unconscious biases and

beliefs

Self-Awareness Strategies

To practice self- awareness, consider these strategies:

• Journaling

• Practicing mindfulness

• Metacognitive reflection

Self-Management

Leaders with self-management skills are able to:

• Keep disruptive emotions and impulses from negatively impacting behavior

• Think clearly and stay focused under pressure

• Stay positive and composed even in trying moments

• Avoid hidden agendas

• Act ethically and consistently

Reframing Negative Thoughts

Exercise: Managing Your Emotions

Directions 1. Read the following scenarios. 2. Imagine yourself in each situation, and honestly

reflect on your initial reactions. To practice self- awareness, answer these questions: —What is your immediate knee-jerk reaction? —What emotions are you feeling?

3. To practice self-management, describe how you will manage your emotional reactions to achieve a positive outcome.

4. Be prepared to discuss your responses in groups.

Social Awareness and Relationship Management

After completing this lesson, you will be able to:

Practice social awareness to foster a stronger commitment to relationships

The Social Brain

Mirror neurons cause our brains to mimic the behavior we see in others

Social Awareness

Leaders with social awareness are able to:

• Listen intently

• Show sensitivity to others’ perspectives

• Read emotional cues and body language

• Understand the dynamics of a relationship

• Empathize with how others are feeling

Empathy

Use these strategies to strengthen your empathy: • Notice your own emotional state while gauging the emotional

state of the other person • Approach situations from a place of curiosity rather than

judgment • Try not to interrupt • Avoid trying to fix the situation and simply listen • In addition to listening to what the person is saying, focus on

tone, body language, and word choice • Be patient with yourself and with the other person • Make and sustain appropriate eye contact to show you are

invested in the conversation • Notice, and manage, your own emotional triggers • Lean into your strengths

The Ladder of Inference

Exercise: Practicing Social Awareness

Directions 1. Reflect on a situation you experienced in the last few weeks that

resulted in a strong emotional response. This experience should be: — Something you have energy around — Something you are willing to share with others

2. You and a partner will take turns sharing your experience for 5 minutes each.

3. When listening to your partner, consider the following questions: — What emotions is the storyteller feeling? — How can you tell? — What assumptions are you making based on your own experiences

in similar situations? 4. Be prepared to discuss with the class.

Relationship Management

Leaders that are able to manage relationships demonstrate the following competencies: • Visionary Leadership • Influence • Developing Others • Communication • Change Catalyst • Conflict Management • Building Bonds • Teamwork and

Collaboration

Johari Window

An Intentional Approach

Exercise: Mapping the Johari Window

Directions

1.Write down two statements about your personal or professional life for each pane of the Johari Window.

2.You can choose to keep this information private during the debrief or share with the class.

Communication Skills

Module Objective

Practice communication skills needed to lead others and build relationships

Qualities of Effective Communicators

After completing this lesson, you will be able to:

Analyze practices of effective communicators

Exercise: Evaluating Communication

Directions 1.For this exercise, you will review two

examples of workplace communication: —A short video on "Workplace Wellness" —A written memo on working from home

2. Individually, write down your initial reactions to each example.

3.Working in groups, identify elements of effective and ineffective communication for each example.

4.Be prepared to discuss with the class. 47

Types of Communication

One of the most basic considerations for communicating with others is how the message will be delivered. Three types of communication are most prominent:

• Written communication

• Verbal communication

• Nonverbal communication

Discussion

• Which workplace situations best lend themselves to verbal conversations?

• Which workplace situations best lend themselves to written communication?

Written

Effective writing should: • Demonstrate strong sentence

structure with minimal fragmented, run-on, or overloaded sentences

• Be grammatically correct and use appropriate spelling, punctuation, and pronouns

• Contain topic sentences that identify the purpose of each paragraph, supporting sentences that defend the topic sentence, and transitions that clearly direct readers when topics shift

• Maintain the same tone and voice throughout the document

• Include appropriate word choices that align with the other words in the sentences while reinforcing the main points

Verbal

These elements influence how verbal messages are interpreted:

• Tone

• Volume

• Quality

• Energy level

Poll: Verbal Messages

Which of these elements of verbal messages most influence your interpretation of a speaker's message? o Tone o Volume o Quality o Energy level

Nonverbal

Effective Communication Practices

Use the following guidelines to maximize the effectiveness of your communication:

• Pay attention to your nonverbal behavior

• Focus on what is most important

• Keep communication short

• Include contextual detail

• Say your message aloud

• Always keep the audience in mind 54

Effective Listening Practices

After completing this lesson, you will be able to:

Use effective listening skills to engage in meaningful conversations

Communication Filters

Effective Listening

Listening is a multi-step process:

1.Hearing the information.

2.Selecting information on which to focus.

3.Giving that information meaning.

4.Determining how we feel about it.

5.Deciding how best to respond.

6.Responding.

Discussion

What are the benefits of being an effective listener?

Listening Gap

The listening gap can contribute to these behaviors: • Rehearsing what we want to say next instead

of concentrating on the speaker • Assuming we know what the other person is

going to say and tuning out • Hearing what we want to hear instead of what

is actually being said • Faking attention (nodding our heads, saying

“uh-huh,” etc.) while letting our minds drift elsewhere

Levels of Listening

Improving Listening and Understanding

To improve your listening skills, consider the following suggestions:

1.Remove distractions.

2.Try to read the feelings of the speaker.

3.Summarize.

4.Reflect.

5.Think.

Exercise: Practicing Effective Listening

Directions 1. Select a topic you feel comfortable discussing. Consider

these prompts to spur your thinking: —Where do you see your career going? —How would you describe your leadership style? —What is the most engaging thing about your current job?

2. Working with a partner or small group, take turns speaking and listening for three uninterrupted minutes.

3. As the listener, you cannot contribute to the conversation. You may only listen.

4. Be prepared to discuss the experience with the class.

Asking Questions

Question Type Examples

Evaluation • How would you describe the situation right now? • How will we know if we are successful? • Am I on the right track? • What matters both in the long-term and in the short-term?

Vision • What do we want to achieve? • What opportunities are available to us? • What’s important about this for you? • What can I contribute?

Perspective • What's your gut telling you? • How are you feeling about this process? • What concerns do you have? • What experiences can you share that are relevant to this situation?

Problem-solving • What have you already tried? • What obstacles are you encountering? • Who can we call on for support? • What might a solution look like?

Clarification • What do you mean? • Can you say more about...? • Am I understanding you correctly? • Which parts are still causing confusion?

Exercise: Asking the Right Questions

Directions 1. Reflect on something you would like to change about

your current work circumstances. Summarize this change in one sentence.

2. In groups, take turns discussing one change at a time. —When it is your turn to share, read your sentence aloud

to provide context. Only provide additional details that are explicitly asked about by your teammates.

—When your situation is not being discussed, your job is to ask questions to uncover additional information. Your goal is to understand your teammate's situation as fully as possible.

3. Be prepared to share with the class.

Using Communication to Achieve Your Goals

After completing this lesson, you will be able to:

Use planning to effectively prepare for workplace conversations

Developing Your Message

What's In It For Me? (WIIFM)

Examples of WIIFM messages: • Starting next week, we ask that you please fill out

your timesheets before leaving the office each day. This will improve the accuracy of project billing and allow the accounting department to issue your paychecks more expediently.

• We will be sending out a survey (following the training session) asking for your feedback. Please fill these out in a timely and truthful manner. We want to make sure future training opportunities meet your needs.

Connecting Emotionally

To create emotional connections: • Frame your communication as a story • Personalize your message to highlight shared interests • Demonstrate empathy and an understanding of the

feelings of the audience • Ask questions that demonstrate a genuine curiosity • Remain open to new ideas and show a willingness to

change your mind • Give your audience a call to action to incite change (if

appropriate)

Exercise: Preparing for a Presentation

Directions 1. Working in groups, you will be planning for a 10-minute

presentation to give to management. Choose one of the following topics inform your presentation, or create your own: —Advocating for a technology upgrade in your

department —Asking to join a team working on a high-profile project —Proposing that your department go paperless

2. Use the table below to brainstorm how you will incorporate each element of the PATS model into your presentation.

3. Be prepared to share your plan with the class.

Leading Without Authority

Module Objective

Use leadership strategies to amplify your impact throughout the organization

Influence and Collaboration

After completing this lesson, you will be able to:

 Identify opportunities to expand your influence and collaboration at your organization

Principles of Influence

Discussion

• How can you use these principles to maximize your influence within your department?

• How can these principles be applied to situations where there is no clear line of command, such as working across agencies?

Sources of Influence

Motivation (Will) Ability (Skill)

Personal Do you want to do it? Are you able to do it?

Social Are people encouraging the right behaviors?

Are your peers providing the resources for success?

Structural Does the organization and environment encourage it?

Is there environmental support to be successful?

Locus of Control

Exercise: Expanding Your Locus of Control

Directions 1. Consider a current situation in your professional life where you

have no formal authority but need to exert influence. 2. Reflect on your locus of control, identifying:

— What you can control — What you can influence — What is outside your control and influence

3. Discuss your situation in small groups. Use the conversation to look for additional ways to expand your personal influence.

4. Commit to two actions you will take to exert greater influence over the situation.

5. Be prepared to discuss with the class.

Collaboration and Knowledge Sharing

Collaboration and knowledge sharing are two leadership capabilities that expand influence: • Collaboration refers to actively and intentionally working

with others to accomplish a common goal, such as creating a new product or process, solving a problem, or completing a project. Collaboration requires open communication, joint understanding of purpose, and the ability to share ideas and perspectives.

• Knowledge sharing refers to providing others with access to information. This works most effectively when it is a proactive, rather than a reactive, activity. Leaders should seek opportunities to share information when they perceive others can benefit from it.

Collaborative Communication Elements Task Relationship

Desired Outcomes • Is everyone clear on the goals and objectives of the project or task?

• How will we know if we are successful?

• What are the common goals everyone shares? • What are some mutually beneficial outcomes for

all involved? • What are the potential differences in goals or

expectations? • How might individual stakeholders define

success differently?

Transparency • What information can be shared with others?

• What information cannot be shared due to confidentiality?

• What channels should we use to most effectively share information?

• What is the trust level among stakeholders? • What information may people be holding on to

due to a lack of trust or fear of losing control?

Accuracy • How accurate and objective is the information being shared?

• What gaps exist in communication among stakeholders?

• What is the level of perceived credibility of key stakeholders?

• Where might individual biases or assumptions create inaccuracies in how people interpret information?

Resources • What technical knowledge and skills are needed to achieve the task?

• Considering timing and availability, who should be pulled in to collaborate on this effort?

• How can personality styles be considered to create a collaborative and inclusive environment?

• Are there any conflicts or tensions that need to be addressed among stakeholders?

• When might there be a need to widen the pool of stakeholders to include new voices?

• When might we need to narrow the pool of stakeholders to respect others’ time and priorities?

Managing Up

After completing this lesson, you will be able to:

Practice communicating with managers to build balanced working relationships

Exercise: Relating to Your Boss

Directions

1.Reflect on the relationship with your current boss.

2.Try to answer the questions provided honestly.

3.Be prepared to share with the class.

Defining Managing Up

What It Is What It Isn't

• Understanding your boss' needs and preferences

• Finding ways to more effectively communicate

• Understanding how you contribute to your boss' success

• Taking ownership of the relationship • Exploring how your personal

aspirations align with the needs of the organization

• Giving and receiving feedback • Identifying opportunities to be a

resource • Asking specifically for what you need

• Using flattery to get your way • Ignoring your professional goals and

aspirations • Being subservient to everything your

boss says • Avoiding sharing information or ideas • Treating shortcomings and blindspots as

unchangeable • Avoiding accountability

Sources of Power

Power comes from two primary sources:

• Positional. Derived from formal authority.

• Personal. Derived from authority acquired from knowledge or experience.

Common Outcomes

Whenever there is a power dynamic present, you can expect one of these common responses:1

• Resistance. Individuals resist requests or disengage completely from the relationship.

• Compliance. Individuals meet the minimal expectations of the request but withhold extra effort or emotional attachment.

• Commitment. Individuals not only choose to do the work, but to go beyond the initial request based on the health of the relationship with the boss.

1 Belen 2008

Balancing the Relationship

Discussion

What specific actions can you take to maintain balance in the relationship with your supervisor?

Working Toward an Improved Relationship

The most effective supervisor-subordinate relationships have these common elements:

• Compatible work styles

• Information sharing

• Effective use of time and resources

• Dependability and honesty

Exercise: Engaging with Your Manager

Directions 1.Review the scenario provided. 2.In pairs, assume the role of either the team

member or the manager. Engage in a conversation about the employee's workload.

3.After ten minutes, reverse the roles and start a new conversation.

4.Be prepared to discuss with the class.

Practicing Accountability, Adaptability, and Resilience

Module Objective

Analyze how accountability, adaptability, and resilience improve individual and organizational performance

Accountability

After completing this lesson, you will be able to:

Foster individual professional accountability

Defining Accountability

Accountability requires commitment and clarity: • Commitment involves

taking ownership of a goal and being willing to do what it takes to accomplish it

• Clarity is an agreement on roles, responsibilities, expectations, and goals

Discussion

• What does accountability look like?

• What does a lack of accountability look like?

Accountability Connotations

Positive Connotations: • Taking ownership • Recognizing

mistakes to avoid making them again in the future

• Coming together as a team

• Finding opportunities for professional growth

Negative Connotations:

• Being punished

• Placing blame

• Singling out individuals

• Being in trouble

Levels of Accountability

Discussion

• What keeps us from holding ourselves accountable?

• What keeps us from encouraging accountability from our teammates or the organization as a whole?

Accountable Leadership

Best practices for increasing commitment: • Be truly open to critiques from

others • Practice self-management

when you feel emotionally triggered

• Focus on what is within your locus of control

• Proactively seek out feedback and advice from others

• Reflect on what motivates you and look for alignment with the organization

• Communicate how success will benefit others

Best practices for increasing clarity: • Ask others for information

on how goals align with organization's mission

• Communicate regularly with other stakeholders

• Raise concerns early • Document who is

responsible for each task • Be transparent about your

decision-making process • Ask others what they need

from you

Exercise: Identifying Opportunities for Accountability

Directions 1.Review the scenario. 2.Working in groups, identify how you can:

—Practice individual accountability —Encourage accountability with the other

members of your team 3.Identify three action items you will take to

ensure the presentation is a success. 4.Be prepared to discuss with the class.

Adaptability

After completing this lesson, you will be able to:

Use strategies to maintain adaptability in the face of changing circumstances

Defining Adaptability

Adaptability requires emotional agility and procedural agility. • Emotional agility allows

you to manage how you and others are reacting to the change process

• Procedural agility allows you to generate multiple potential approaches, intentionally plan your next steps, and practice course correction as needed

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Adaptability Connotations

Positive connotations: • Willing to change to

better meet the goal • Considering

alternatives and potential risks

• Creatively overcoming constraints

• Creating a plan and re-evaluating as needed

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Negative connotations: • Going with the flow

regardless of outcome

• Giving in • Accepting

constraints at face value

• Avoiding planning because of expected changes

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Discussion

What are warning signs that your adaptability is being challenged?

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Maintaining Adaptability

Best practices for increasing emotional agility: • Be aware of how you react to

change • Be proactive and plan ahead • Focus on the positive and the

chance to realize new opportunities

• Communicate your feelings in a transparent but professional way

• Venture out of your comfort zone • Hold yourself to high standards,

but not to perfection • Acknowledge fear and stress, but

do not let it consume you • Recognize when others are feeling

emotionally triggered

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Best practices for increasing procedural agility: • Generate multiple options • Avoid latching on to a solution • Solicit feedback from others • Be willing to be challenged • Identify opportunities to get

buy-in from others • Focus on the reasons you are

resisting certain options • Periodically re-evaluate your

current course of action • Formally capture lessons

learned

Exercise: Improving Adaptability

Directions 1. Identify two personal or professional situations

that challenged your ability to be adaptable. 2. For each situation, consider how you might react

differently if you could relive the experience. Identify: —One strategy for increasing your emotional agility —One strategy for increasing your procedural agility

3. Share your experiences with your team members. As a group, commit to three best practices you will use to remain adaptable in the future.

4. Be prepared to share with the class.

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Resilience

After completing this lesson, you will be able to:

Analyze practices to support lasting balance and control

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Discussion

Think of someone you consider to be resilient, either from your personal or professional life, or from history. What did this person do to demonstrate this ability?

Defining Resilience

Resilience requires balance and a strategic view: • Balance involves a

commitment to maintaining physical, emotional, mental, and spiritual well-being

• Strategic view involves keeping long-term interests in mind while identifying short-term milestones and learning from mistakes

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Resilience Connotations

Positive connotations: • Finding balance • Wearing down over

time regardless of strength

• Drawing on resilience on a daily basis

• Understanding that resilience ebbs and flows

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Negative connotations: • Muscling your way

through stress and adversity

• Lacking resilience as a sign of weakness

• Responding to crises • Either having

resilience or being without it

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Why We Lose Resilience

Common causes of losing resilience include:

• Rumination

• The Sacrifice Syndrome

• Negativity or loss of hope

• Denial

• Fatigue

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Sustaining Resilience

Best practices for sustaining resilience by maintaining balance include: • Practice mindfulness during

moments of stress • Maintain a healthy lifestyle with

diet and exercise • Create a to be wishlist with

personal aspirations • Take time to reflect on what is

important to you • Lean on others for support • Address rumination or negative

thinking when it first happens • Build in short mental breaks

throughout the day

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Best practices for sustaining resilience by taking a strategic view include: • Create a list of long-term personal

and professional goals and regularly revisit it

• Identify small tasks to create short- term wins

• Reflect on what is working and what isn't

• Identify warning signs you may have missed

• Find partnerships based on shared goals

• Establish what is within your control and focus your attention there

Techniques for Improving Your Balance

• Recognize and address early setbacks

• Apply mindfulness to be fully present

• Pay attention to how you are doing and take time to refresh: —Physically

—Emotionally

—Mentally

—Spiritually

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Dimensions of Balance

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Exercise: Staying Resilient

Directions 1. Using the figure Assessing How Refreshed You Feel, think

about which areas are your strengths and which areas you feel you need to improve upon.

2. Reflect on your current work responsibilities. Briefly describe a situation that commonly challenges your resilience.

3. Work in groups to identify: — Specific thinking patterns and behaviors associated with

losing resilience. Use the assessment of your challenges to aid you in this.

— Strategies for breaking through this mindset. Use the assessment of your strengths to aid you in this.

4. Be prepared to share with the class.

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Managing Your Career

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Module Objective

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Evaluate strategies for building long-term credibility throughout your career

Broadening Your Perspective

After completing this lesson, you will be able to:

Discuss ways to align individual work and values to the broader organization

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Understanding the Big Picture

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Mission and Vision

Examples of Mission and Vision Statements • FEMA:

—Mission: Helping people before, during, and after disasters

—Vision: A nation prepared

• FBI: —Mission: To protect the American people and

uphold the Constitution of the United States —Vision: Ahead of the threat through leadership,

agility, and integration

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Culture and Climate

Across an organization, employees are guided by written and unwritten expectations about how to act, communicate, and function. • Culture is comprised of the often unwritten and

unspoken norms that demonstrate the organization’s values and beliefs. Culture includes everything from the language people use when interacting, to expectations of what to wear to work. Culture influences how employees fit in at the organization, and play by its written and unwritten rules.

• Climate refers to the shared perspectives and attitudes about the organizational environment. This may include the way people feel about the organization, including levels of employee engagement and satisfaction.

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Considering Your Role

Reflect on the following questions to get a better understanding of how you contribute to organizational success: • Who do you rely on to be successful? • What outputs from others are needed to

complete your work? • Who relies on your contributions for their

success? • What institutional expertise can you share

with others? • What other departments within your

organization depend on your work to achieve success?

• If you are overcome obstacles in your role, how will this benefit the larger organization?

• What values do you share with others at your organization?

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Exercise: Aligning My Work to the Organization

Directions

1.Using your computer or phone, look up information on your organization.

2.Answer the questions below.

3.In groups, share your responses about the alignment of your work to the organization.

4.Be prepared to discuss with the class.

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Expanding Your Network

After completing this lesson, you will be able to:

 Identify networking opportunities at your organization

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The Need For Networks

Networks have several potential benefits: • Serving as a source of

information related to your field

• Connecting you to new people to form relationships

• Providing perspective or advice from others who have shared similar experiences

• Identifying job-related tools and resources

• Providing career advancement opportunities

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Getting the Right People on Your Team

The most successful networks contain a diversity of experience and expertise. Consider how these people could be incorporated into your professional network: • Thought leader: Someone who you trust to provide best practices

and up-to-date information based on experience • Mentor: A trusted adviser who can provide counsel and guide the

trajectory of your career • Listener: Someone who acts as a sounding board for your problems

and provides candid feedback • Task master: A person who holds you accountable for promises,

deadlines, and goals • Personal champion: Someone who can provide and replenish

energy and cheer you on • Campaigner: An outgoing person who understands the market and

the needs of customers • Mentee: Someone who looks up to you for experience and support

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Discussion

• Who do you currently have in your network?

• Who do you need to advance your professional goals?

• How will you go about adding these people to your network?

Contemporary Networking Skills

Keep the following suggestions in mind when cultivating your professional network: • Be authentic, genuine, and build trust • Define what you want to accomplish with each message • Spark your interest and creativity by visiting as many groups

or meetings as possible • Volunteer with organizations to stay visible and give back • Build a reputation for being a powerful resource of information

and support • Always follow through and follow up • Before posting, tweeting, or commenting, reflect on how

others (including future employers) might read your message • Keep the medium in mind when starting a conversation

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Poll: Expanding Professional Networks

Which of these options have you found most useful in expanding your professional network? o Engaging on social media o Attending conferences o Joining a professional association o Other

Exercise: Networking Skills Assessment

Directions

1. In the blank preceding each statement, write the number that indicates how often you engage in the behavior described. Use the key provided.

2.Score the inventory and interpret your scores.

3.Answer the questions regarding your networking skills.

4.Be prepared to share with the class.

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Building Your Brand

After completing this lesson, you will be able to:

Analyze practices to build a credible professional brand

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Personal Brands

Your brand answers the following questions: • What do I want to be

known for? • What am I able to

achieve? • What personal qualities

do others rely on? • What values do I project

to others through my actions?

• How consistent is my behavior?

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Discussion

How much control do you have over your personal brand?

Considerations for Building Your Brand

To develop a personal leadership brand, consider these elements:

• Values

• Inner fuel

• Outer expression

• Accomplishments

• Evolution

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Discussion

How can you assess how you are perceived by others?

Credibility

Strategies to strengthen expertise credibility: • Seek formal or informal

education. Learn more about the subject area you are dealing with.

• Create partnerships with experts in your field. These experts can be internal or external to your organization.

• Ask to work on projects that will demonstrate your expertise. Look for challenge projects that can expand what you already know.

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Strategies to strengthen relationship credibility: • Show interest and respect to

others. Start conversations from a place of curiosity.

• Establish relationships with others who share similar goals

• Ask for feedback and listen intently

• Be enthusiastic, positive, and honest. Others will embrace and emulate your behavior.

• Be accountable for your actions and behavior

Exercise: My Brand in Five Words

Directions 1. In the space below, describe the current state

of your brand in no more than five words. 2. Individually, answer the following questions:

—What do I want my brand to be? —How can I close the gap between what I want

people to say and what they might say about me now?

3. In groups, discuss your responses. Group your answers into similar categories.

4.Be prepared to share with the class.

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Bibliography

LEADERSHIP AND MANAGEMENT SKILLS FOR NON-MANAGERS

BIBLIOGRAPHY Belen, Roy. "Influence, Power & Politics in the Organization." 2008,

http://www.roybelen.com/mba/images/stories/power_influence_politics.pdf.

Cialdini, Robert B. "Influence: The psychology of persuasion." New York: Morrow (1993).

Conger, Jay A. 1998. "The Necessary Art of Persuasion." Harvard Business Review.

Duhachek, Adam, Shuoyang Zhang, H. Shanker Krishnan. "Anticipated Group Interaction: Coping

with Valence Asymmetries in Attitude Shift." Journal Of Consumer Research 34, no. 3 (n.d.):

395–405.

Goleman, Daniel. 2005. Emotional Intelligence: 10th Anniversary Edition. Why It Can Matter More

Than IQ. New York City: Bantam Books.

Loehr, Jim, Tony Schwartz. "The Making of a Corporate Athelete." Harvard Business Review 79,

no. 1 (Jan 2001): 120-8, 176.

Marlowe, Gertrude. 2003. A Right Worthy Grand Mission: Maggie Lena Walker and the Quest for

Black Economic Empowerment. Washington D.C.: Howard University Press.

Mehrabian, A. 1981. Silent Messages: Implicit Communication of Emotions and Attitudes, 2nd

edition. Belmont, CA: Wadsworth.

Salovey, Peter and Jack Mayer. “Emotional Intelligence,” Imagination, Cognition, and Personality.

Vol. 9, No. 3, March 1990.

Syllabus

Course Overview
Course Expectations
Professional Benefits

Opening Exercise

Exercise: Identifying Your Leadership Challenge

Launching Your Leadership Journey

Qualities of Effective Leaders

1.1 Exercise: Examining Leadership Qualities
1.2 Traits of Effective Leaders
1.3 Leadership Behaviors

Defining Leadership and Management

2.1 Leadership vs. Management
2.2 Misconceptions
2.3 Interrelationship of Leadership and Management
2.4 Exercise: Identifying Leadership and Management Functions

Emotional Intelligence

The Importance of Emotional Intelligence

1.1 Exploring Emotional Intelligence

1.1.1 Misconceptions of EI
1.1.2 Emotional Intelligence Framework

1.2 Business Case for Emotional Intelligence

1.2.1 OPM Executive Core Qualifications

1.3 Exercise: Applying Emotional Intelligence

Self-Awareness and Self-Management

2.1 Neuroscience of Emotions
2.2 Self-Awareness

2.2.1 Self-Awareness Strategies

2.3 Self-Management

2.3.1 Reframing Negative Thoughts

2.4 Exercise: Managing Your Emotions

Social Awareness and Relationship Management

3.1 The Social Brain
3.2 Social Awareness

3.2.1 Empathy
3.2.2 The Ladder of Inference
3.2.3 Exercise: Practicing Social Awareness

3.3 Relationship Management

3.3.1 Johari Window
3.3.2 An Intentional Approach
3.3.3 Exercise: Mapping the Johari Window

Communication Skills

Qualities of Effective Communicators

1.1 Exercise: Evaluating Communication
1.2 Types of Communication

1.2.1 Written
1.2.2 Verbal
1.2.3 Nonverbal

1.3 Effective Communication Practices

Effective Listening Practices

2.1 Communication Filters
2.2 Effective Listening

2.2.1 Listening Gap
2.2.2 Levels of Listening
2.2.3 Improving Listening and Understanding
2.2.4 Exercise: Practicing Effective Listening

2.3 Asking Questions

2.3.1 Exercise: Asking the Right Questions

Using Communication to Achieve Your Goals

3.1 Developing Your Message
3.2 What's In It For Me? (WIIFM)
3.3 Connecting Emotionally
3.4 Exercise: Preparing for an Effective Conversation

Leading Without Authority

Influence and Collaboration

1.1 Principles of Influence
1.2 Sources of Influence
1.3 Locus of Control

1.3.1 Exercise: Expanding Your Locus of Control

1.4 Collaboration and Knowledge Sharing

1.4.1 Collaborative Communication

Managing Up

2.1 Exercise: Relating to Your Boss
2.2 Defining Managing Up
2.3 Sources of Power

2.3.1 Common Outcomes

2.4 Balancing the Relationship
2.5 Working Toward an Improved Relationship
2.6 Exercise: Engaging with Your Manager

Practicing Accountability, Adaptability, and Resilience

Accountability

1.1 Defining Accountability
1.2 Accountability Connotations
1.3 Levels of Accountability
1.4 Accountable Leadership
1.5 Exercise: Identifying Opportunities for Accountability

Adaptability

2.1 Defining Adaptability
2.2 Adaptability Connotations
2.3 Maintaining Adaptability
2.4 Exercise: Improving Adaptability

Resilience

3.1 Defining Resilience
3.2 Resilience Connotations
3.3 Why We Lose Resilience
3.4 Sustaining Resilience

3.4.1 Techniques for Improving Your Balance

3.5 Exercise: Staying Resilient

Managing Your Career

Broadening Your Perspective

1.1 Understanding the Big Picture

1.1.1 Mission and Vision
1.1.2 Culture and Climate

1.2 Considering Your Role
1.3 Exercise: Aligning My Work to the Organization

Expanding Your Network

2.1 The Need For Networks
2.2 Getting the Right People on Your Team
2.3 Contemporary Networking Skills
2.4 Exercise: Networking Skills Assessment

Building Your Brand

3.1 Personal Brands
3.2 Considerations for Building Your Brand
3.3 Credibility
3.4 Exercise: My Brand in Five Words

Action Plan

Overview
Part I: Key Learning Points
Part II: On the Job

Presentation Slides

Overview

Bibliography