Leadership Narrative - DUE in 4 HOURS - 2 Pages.
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LeadershipNarrativeDevPlan.pptxThe Final Count Down
An Extra Credit Opportunity
Take a Leadership Theory (see next slide)
Research it
Write a 2-page review of the theory
Leadership Narrative
Telling Your Leadership Story
The becoming of leadership
Highlights what is personally important
to your leadership
Narrative that derives from seeing and understanding connections and disconnections
What’s Embedded
in Your Story?
What does leadership mean to you
(and to your constituents)?
What is your leader identity
(i.e., who are you as a leader)?
What KSAs do you use when leading
(i.e., deep competencies, broad competencies)?
What are the domains of importance
in your leader identity?
Are they integrated or splintered?
Strong or weak?
Domains of Leadership
Leadership operates in certain
CONTEXTS or domains.
A domain or context is
a space in which you operate—
it doesn’t have to be a physical space, although it can be.
Integration
Meaning
Level
Strength
“A leader is part of who I am in all areas of my life”
Integrated
“I am only a leader at work”
Splintered
“Leadership is also about group members collaborating”
Complex
“Leadership means taking charge of a situation”
Simple
“I am a leader for the good of a group to which I belong”
Collective
“I am a leader because I posses leadership abilities, talents, and skills”
Individual
“I very much see myself as a leader”
Strong
“I do not see myself as a leader”
Weak
Four Components of
Leader Identity
What Do We Mean By Leadership?
A process that involves leaders, followers, and situations
Multi-dimensional, involving skills, behaviors,
ways of thinking, and relationships
MULTI-LEVEL, involving individuals, teams,
organizations, and communities
Often described in terms of influence;
can include roles, but also
can be understood as a property of a group
Meaning of Leadership Assumptions
Born v. Made
Leadership v. Followership
Leadership v. Management
Individual v. Collective
Romance of Leadership
Exercise 1
Leadership Drawing
They draw their picture of leadership in the workbook.
Show the next slide, have them interpret each picture.
Identity Strength
How a person ACTs
“I claim leadership often” or “I avoid claiming leadership”
How others Respond
“Others grant me leadership” or “Others rarely grant me leadership”
How a person Feels
”I feel like a leader” or “I don’t feel like a leader”
How a person sees
“I see myself as a leader very much or “I don’t see myself as a leader at all”
Fluctuates—across time, situations, interactions, domains.
Frequency of positive claiming and granting of leadership behaviors strengthens leader identity.
Consistency— of positive claiming and granting of leadership behaviors strengthens leader identity.
Identity Strength
Exercise 2
Leader Meter & Identity Circles
What does your drawing tell us what you think about leadership? What is leadership? What does it mean to you? Write your definition out.
Individual/personal—identity is based in personal attributes such as skills, values, personality.
Relational—identity is based in close relationships such as spouse, co-worker, partner.
Collective/social—identity is based in collective group membership or social roles
Identity Level
Individual/personal may result in leading by dominance
Relational may result in leading through interpersonal influence
Collective/social may result in influencing using relational dialog or collaboration
Identity Level and Sources of Influence
Exercise 3
I am Statements
Many sub-identities are Domain Specific
Parent, Employee, Volunteer
Leader Identity is a RARE identity that Transcends Domains
Identity integration
Whether a leader identity is Integrated, Splintered, or somewhere In Between depends on:
Personal Preferences for Boundaries
Identity Integration
Similarity of Domains
Identity integration
Conflict between domains
Spillover of negative emotions, behaviors, and attitudes
Time Constraints
Enrichment between Domains
Spillover of positive emotions, behaviors, and attitudes
Learning and skills spillover
Time enhancers
Exercise 4
Integration Circles
Development Plan
Goal Setting
The Practicing of leadership
Practice across multiple domains for greater efficiency and effectiveness
Important to help develop both competence breadth and competence depth
A Word on Goals
Frame your goals as approach goals
| Approach | Actively pursuing, trying new behaviours | |
| “I will actively listen to my direct reports by confirming my understanding” | ||
| Avoidance | Refraining from an undesirable behaviour | |
| “I will stop interrupting people when they talk to me” |
A Word on Goals
Make the goals:
| Specific | Measurable | Have a Deadline |
Identify three actions you can take as strategies towards your goals
How will you know you have reached your goal?
Example
| Goal | To make clear and convincing oral presentations |
| Expected Outcomes | Increased confidence in presentation skills Improvement in customer response |
| Competencies Identified | Communication (developmental need) Organization (strength) |
| Time Frame | 2 months |
| Specific Actions | Attend training on using Microsoft PowerPoint Discuss with mentor the role of communication and how he/she had developed presentation skills Put together ‘mock’ presentation to get feedback from peers on presentation skills Seek a Developmental Assignment that will allow me to deliver presentations to customers |
| Target Review | I seek to accomplish this by end of the fourth quarter, measured by self-observation/analysis and peer feedback. |
Looks Good?
If leadership development is this easy, why aren’t there better leaders?
Why we fail
Problems STarting
Problems PERSEVERING
| Remembering to act | Seizing the opportune moment to act | Second thoughts at the critical moment (initial reluctance) |
| Other enticing options | Suppressing behavioural response (old habits die hard) | Negative states (e.g., depression, stress, nervousness, ego depletion) |
Goal intentions only explain about 20%–30% of behaviours.
Implementing Intentions
To overcome the challenges
in getting started and in persevering,
we need to add
implementation strategies
to our plan.
Implementation intentions are
a series of if/then statements
that nudge us to our goals.
http://www.youtube.com/embed/zLrd9mybAXI?rel=0&autoplay=1
https://www.youtube.com/embed/zLrd9mybAXI
Why implementation intentions work better
Eliminate choices
Heighten awareness
of obstacles and opportunities
Automate responses
Conserve willpower
Eliminates choices. As we mentioned earlier, competing choices often act as obstacles to focusing on our goals. Implementation intentions effectively remove these choices by giving you a specific plan of action for the decisions you commonly face.
Heightens awareness of obstacles and opportunities. Creating your IIs forces you to brainstorm and plan for the critical situations that will come up along the path to your goal and how you will respond to those situations. This exercise heightens your awareness of the threats and opportunities that arise each day, helping you identify moments when you need to take action.
Automates responses. If you’ve already decided exactly what you’re going to do when a certain situation arises, then you won’t forget to act or miss the opportunity to do so, you won’t have to waste your time deliberating on your course of action, and you’ll be less swayed to choose short-term benefits over long-term ones in the heat of the moment. Basically, your reaction will become almost automatic. And as we learned last week, automating your decisions…
Conserves willpower. By “outsourcing” our decisions to our implementation intentions, we bypass the self-control-fatiguing deliberation process, which conserves our precious willpower–the fuel that helps us achieve our goals.
Creating implementation intentions
Identify a clear and strong goal
Identify potential obstacles
Create an ‘If’ statement
Create a ‘then’ statement
Make these as specific as possible
Write them down and review frequently
Examples
If it is 7:30 PM on a Sunday, then I will plan my week.
If I find myself thinking about what I will say next rather than listening to the person talking, then I will make eye contact, nod, and ask a question to confirm I have heard.
If I find myself using a judger mindset, then I will ask a learner question.
If I find myself getting angry, then I will count to ten.
Example:
Implementing Intentions
| Goal | To make clear and convincing oral presentations |
| Expected Outcomes | Increased confidence in presentation skills Improvement in customer response |
| Competencies Identified | Communication (developmental need) Organization (strength) |
| Time Frame | 2 months |
| Specific Actions | Attend training on using Microsoft PowerPoint Discuss with mentor the role of communication and how he/she had developed presentation skills Put together ‘mock’ presentation to get feedback from peers on presentation skills Seek a Developmental Assignment that will allow me to deliver presentations to customers |
| Potential Obstacles | Finding time to practice "mock" presentations Not mastering a Microsoft PowerPoint training Not spending enough time with a mentor Fear of negative feedback from peers |
| Implementation Intentions | IF it is Monday at 4PM, THEN practice "mock" presentation for 1 hour. IF it is Friday afternoon at 3PM, THEN learn a new feature of PowerPoint. IF it is the first of the month, THEN set up a meeting with my mentor. IF I receive critical feedback, THEN ask self about how I can learn from it. |
| Target Review | I seek to accomplish this by end of the fourth quarter, measured by self-observation/analysis and peer feedback. |
Concluding thoughts
Creating your leadership story requires knowing where you are today and
where you would like to be tomorrow.
Getting to your ideal leader is easiest when you nudge yourself to deliberately practice specific goals by using implementation intentions.
THANK YOU
COMMENTS
QUESTIONS
CONCERNS
Developing Leadership In work and beyond
A
Whole-Person Approach
The Leadership Professors
