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Now that you have completed the first nine chapters in this book, you may be ready to engage in some practice regarding your leadership development. The purpose of this chapter is to provide you with some key resources that have been developed for those purposes. Accessing these web-based resources can be done at the links provided in the following pages.

We begin our focus on your leadership development by reviewing resources that focus on the individual unit of analysis and then move to discuss ways to as- sess developmental readiness. I follow this discussion on your readiness to change leadership and develop by examining a pivotal construct depicted throughout the four-state change model, which is referred to as psychological ownership, and describe the five different types of ownership that are associated with each state of change.

I next elevate our unit of analysis to discuss ways to measure your organization’s readiness to change, which could be your team or unit as well as your entire organi- zation. With this web-based survey, you can assess a number of leadership, culture, climate, and attitudinal scales related to levels of readiness to change within the organization.

Following the review of these surveys, I then discuss a resource portal that was developed to support your leadership development, the LD Navigator. This portal contains a number of on-line resources that can further support your leadership development, including a template for leadership development planning, articles, games, and other developmental planning tips.

developing as a transformative leader

As a leader I can motivate myself to perform at levels that inspire excellence in others.

Avolio, Bruce J.. Organizational Transformation : How to Achieve It, One Person at a Time, Stanford University Press, 2018. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/ashford-ebooks/detail.action?docID=5382831. Created from ashford-ebooks on 2022-04-21 04:56:50.

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170 developing as a transformative leader

developmental readiness

In my work with individual leaders, one of the first areas I focus on examining is the readiness level of each individual leader to change and develop. I know that going through the four states of change will require a lot of discipline to change yourself and others, and that is why I begin by first focusing on your own leader developmental readiness (DR).1

The Center for Leadership and Strategic Thinking (CLST) has generated evi- dence to support the idea that leaders are not simply “born” to lead but are “made” into effective leaders through development that occurs over time, experience, and challenges. In fact, prior research consistently shows that 70 percent of what con- stitutes leader development is “made” through the experiences of leaders, and what they learn from those experiences, whereas only 30 percent of what makes an in- dividual leader effective comes from heritable traits.2

Similar to our focus on states of organizational change, I also focus on indi- vidual states of development that can be changed. Most people assume that traits are much harder to change, but they are more elastic than we have thought. Also, based on prior research, such individual traits account for only a small, but mean- ingful percentage of what makes up effective leadership. What I have learned in our research and practice is that there are many, many traits associated with effec- tive leadership, so there are many “types” of individuals who can be developed to be more effective leaders.

In terms of DR, I focus only on examining states, in that these states can change and be developed, as I have argued throughout this book at the organizational unit of analysis. For example, one of the states I examine is your motivation to learn. I know there is quite a bit of variation associated with different individuals’ motiva- tion to learn, and this can have an impact on how they respond both to change in themselves as well as to changes in their team or organization. Research has also shown that motivation to learn can be enhanced and therefore is seen as an impor- tant input into DR, as well as your leadership development.

Also measured in the DR survey is your level of self-concept clarity. Consider that, throughout the previous chapters in this book, I have discussed the pivotal role that each individual’s self-concept plays in changing an organization. So it should not be too surprising that I would also focus on how your self-concept and narrative around leadership contributes to your development as a leader, and that’s exactly where I am starting in terms of your readiness.

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Leader Developmental Readiness (DR) Defined

This includes your ability and motivation to focus on, make meaning of, and de- velop new and more complex ways of thinking that position you to more effec- tively assume and carry out leadership roles, particularly those roles that involve fostering change. I assume at the outset of your leadership development, as dis- cussed throughout this book, that each leader will follow a unique trajectory of development and change. My goal is to meet you at the starting point of your trajectory of change readiness and to help develop an action plan on how to best foster your development. This is a good rule of thumb to use when working with others, as some will be very ready for the changes being discussed in your organi- zation, although others will need to take time to develop and embrace the rate and direction of change.

Developmental Readiness Survey and Results

The DR survey contains fourteen scales that tap into ability and motivational factors that are foundational to understanding and enacting to accelerate your leadership development.3 In the report that is provided after you have completed this survey, there are many references to research that supports the validity of each of these four- teen scales. By knowing where you are in terms of your motivation and ability, you will be more capable of launching into your own leadership development journey.

The fourteen scales are listed in Figure 10.1, which includes sample data. The scale anchors vary in terms of ranges, as my colleagues and I have always used the original scales that were validated, and some used five, seven, or ten-point ranges. Also, in Figure 10.1 the vertical line represents the range of scores given for that scale for this particular sample group. Each of the scales in this figure is briefly defined in the following paragraphs.

The main purpose of the DR survey is to identify areas where you can focus on in terms of your developmental readiness as a leader. In what I referred to as the LD Navigator or portal, there are a number of helpful hints and some sample leadership development plans that you can use to start launching your developmental process.

Motivation to Develop as a Leader

There are four subfactors in the motivation to develop as a leader;

1. Learning goal orientation

2. Leadership self-confidence

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3. Internal motivation to learn

4. Motivation to lead

Learning Goal Orientation

Some individuals take on leadership challenges with the primary goal of simply being successful in terms of achieving a high level of performance. Others take on challenges with the primary goal of leveraging the opportunity to learn something that can facilitate their development and capacity for taking on increasingly de- manding challenges. Learning goal orientation has two subscales:

1. Performance Goal Orientation (PGO). This scale refers to the extent to which you place a high priority on successful performance and on being viewed as competent. People with a high PGO tend to emphasize the suc- cessful accomplishment of results and to avoid taking developmentally important risks.

2. Learning Goal Orientation (LGO). This scale is also called “mastery goal orientation” and refers to the extent to which you desire to learn from chal- lenges and are concerned with developing your competence, sometimes even at the expense of performing suboptimally in the short term. A high

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Figure 10.1 Sample feedback profile for developmental readiness scales.

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LGO score usually indicates that an individual seeks out challenging tasks and continues to strive under difficult conditions.

Leader Self-Confidence/Agency

Leadership self-confidence or agency refers to your belief that you have the knowledge, skills, and abilities that are required to lead others and to mobilize groups toward collective performance goals and change. This level of individual awareness means that you can be the “author” of your own narrative and journey, rather than being at the mercy of the situation, which is represented in your level of agency or confidence. As such, individuals with high levels of personal agency are aware they can plan, execute, and control their own actions to successfully and positively influence others and the context in which they interact.4 The three scales include:

1. Leader self-thought. You believe you can get others to buy into your ideas and to change their ways of thinking about their ideas and perspectives, how they work together, and that what they are focusing on in terms of performance can change.

2. Leader self-action. You believe you have the capacity to take the necessary actions to influence others in terms of the direction that you want them to pursue. This capacity can relate to being inspiring, developing others, setting goals, and also in taking a stand on difficult and/or ethical issues.

3. Leader efficacy. You believe you have the resources necessary to accomplish the goals and objectives that are in front of you. These resources can be tools, people, financial, or other resources that you feel you need to acquire to be successful.

Motivation to Learn

Your motivation to learn refers to how driven you are to acquire new and more advanced leadership styles during challenges and when dealing with change. Mo- tivation to learn is comprised of two subfactors, which include both external (en- vironmental) and internal (personal) elements that reflect different underlying attitudes and goals driving your quest for leadership development. For instance, a leader can be highly motivated to learn new or advanced leadership behaviors and concepts out of curiosity and interest when experiencing success in more challeng- ing leadership situations. Alternatively, a leader can do so out of a desire to receive

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a tangible reward and the status increase that comes with a higher-level leadership role and not necessarily because of what is learned.

Motivation to Lead

The strength of your motivation to lead will influence your propensity to engage in leadership development activities both in and outside of work. The survey ques- tions in this scale assess your identification with leadership and your key beliefs about leadership. People with a high motivation to lead may want to lead because they desire to make changes, to inspire and influence others to achieve goals, to achieve power or success, or some combination of these goals.

Ability to Develop as a Leader

Your ability to develop as a leader is comprised of four scales:

1. Emotional regulation. Individuals can exert considerable control over their emotions. They also differ in the use of two strategies available to under- stand and manage emotions, constraining and reappraising. Leaders who can regulate the strength and timing of their emotions, using both strate- gies as appropriate will remain calm during difficult situations and inspire confidence in others through the example they set.

2. Taking different perspectives. Leaders often have to represent and balance the interests of a diverse range of individuals when going through any sig- nificant change processes. These different groups of individuals frequently have diverse views from each other and from the leader on the very same issues. Taking different perspectives focuses on your ability to examine the perspectives of other people and see things from their point of view. Taking different perspectives is the cognitive capacity to consider the world from another individual’s viewpoint.

3. Awareness of the way I think and learn (metacognitive awareness). Your leadership development is accelerated when you can quickly and effectively make sense out of any developmental experience. This scale, Awareness of the Way I Think and Learn, is comprised of two subscales that represent regulation of your thinking and knowing how you learn. This awareness is also known as metacognition, which refers to your ability to reflect on, understand, and control your own learning. Cognition is the mental fac- ulty or process of acquiring knowledge by the use of reasoning, intuition, or perception.

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4. Self-concept clarity. This scale reflects the extent to which your beliefs about yourself are clearly and confidently defined and are internally consistent and stable. Having a strong sense of identity and knowledge about areas where you excel and areas where you need further development optimizes your leadership development and shows others you understand both who you are and who you can become.

leadership development planning

In addition to the DR suggestions for development, suggestions are also provided in the LD Navigator portal for building a more effective leadership development plan. You can use this plan in terms of focusing on your own development, as well as linking the plan to whatever state of change you are entering into within your organization. For example, you might set a goal to be more self-aware of your fol- lowers’ or peers’ reservations about the change that is being initiated. As part of your plan, you might then check in with your colleagues to see what reservations they have regarding the change process and future outcomes. Setting a goal to be mindful of their reservations could motivate you to focus on how you engage oth- ers who might not yet buy into the changes being proposed or, perhaps worse, are against the changes.

As already noted, one of the scales in the chart and discussed earlier refers to how well you take into consideration different people’s perspectives during the change process. By examining your readiness to understand other points of view, this feedback could help facilitate your understanding of why people either don’t understand the merits of the proposed change or are against it. It may be that they simply don’t know what the change means for them, or they are feeling territorial, both of which are worthy of your understanding.

Similarly, you could work on enhancing your learning orientation goal as you seek out other views during the change process. How? Being open to others’ ideas and perspectives is a great way of motivating your own learning about different ways of approaching new challenges and opportunities during the organizational change process.

Another important facet of your readiness is to develop a sufficient level of emotional regulation to deal with the anticipated stresses associated with change. We know that emotions often run high during change, especially where some in- dividuals feel they are winning and others losing. It is incumbent on the leader to develop a sufficient level of emotional regulation to avoid derailing the change

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process and also not to turn off or alienate followers who need to be coached to get on board with the change for the process to be successful.

In sum, there are many connections that can be made among your own de- velopmental readiness, the goals that you set for your leadership development, and the goals and focus for the change initiative. What I hoped to convey here in this brief overview is that your developmental readiness to change is pivotal to the ownership people will take for change and their readiness to continue with the change process. Again, as I stated from the outset, our unit of analysis at the beginning was the individual level, and that is also true here as we focus on your development as a leader.

psychological ownership

Another pivotal aspect of supporting and promoting change at any level of analy- sis is the level of ownership each individual in your organization takes for engag- ing in and sustaining the change process. As part of your development, you can use the Psychological Ownership Survey in the LD Navigator portal to assess the level of ownership that your employees have in your unit toward change, as well as your own.

This survey assesses five distinct levels of psychological ownership, including territorial, accountable, confident, sense of belonging, and identification.5

Territorial Ownership

This scale assesses how different parties see the change as being divisive, with some winners and some losers. Within this state of ownership, there will be those in favor of and those against the change process and goals, and their positions will be based on knowing that if they don’t take a stand, they are likely to lose something valuable to them.

Accountable Ownership

Unlike territorial ownership, being an accountable owner is a more positive form of ownership, and it relates to taking on what you are asked to do and completing the goals and objectives set out for your work. Here the goals and expectations are set for moving in the direction of some new initiatives, and employees feel an obligation to comply with the goals and directives; thus it represents more of a compliance ownership focus.

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Confident Ownership

Confident owners have internalized their goals and objectives; rather than seeing them as being just compliant with those goals and objectives, they are now becom- ing more committed to the change process, in the sense of feeling a greater level of personal agency for being successful. A confident owner will also go above and beyond what is expected to complete the tasks, as he or she has the confidence to search out solutions that perhaps were not initially anticipated but are necessarily required to be successful.

Sense of Belonging

Here we see a shift in the unit of analysis from focusing just on what I own to what we own. There is a greater sense on the individual’s part of what that person can do that promotes more of a collective agency and ownership of the change process that is indeed pivotal to successful initiatives, as well as when working through the impending into the institutionalized state of organizational change.

Individual and Collective Identification

In this higher state of psychological ownership, the goals and objectives have be- come completely internalized both in the individual and in the groups in which individuals work within the organization. People who are at this level of ownership will take independent action beyond what they have been instructed to do, as it is “my job” or “our job” to get this change done successfully. At this level of psycho- logical ownership, people are completely committed to the change process as they see it as something they fully own.

As you can see going through these states of ownership, just as individuals change the way they operationalize “my organization” from the start of change to its in- stitutionalizing, we see the same sort of change in state as they go from a job they have to do to a job that is “my job” to be successful.

organizational culture readiness assessment (ocra)

This change readiness survey includes a number of scales that tap into the readi- ness of your organization’s employees to adapt and change. The scales included in the survey focus on the type of leadership, climate, attitudes toward change,

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and culture of your organization. For example, one scale measures the level of psychological safety employees feel in challenging leaders. Another scale taps into the ethical climate of the organization and the extent to which employees and leaders display highly ethical conduct. A third scale measures what employ- ees feel is the motivation for change, as I typically find there are a lot of opinions on why the change is being implemented and who will benefit from the change, particularly where there are low levels of trust in the organization and territorial ownership.

I also measure in the OCRA the extent to which individuals are committed to the changes that are being proposed. Without such commitments, it would be difficult or impossible to develop a sense of ownership beyond the levels of simply being accountable and compliant.

The OCRA also includes scales that tap into the perceived impact the change will have on employees’ jobs and careers, as well as the level of turbulence the change will create within the organization. In addition, it assesses the extent to which employees feel they are participating in the direction setting that will pro- mote the change process, as well as having a voice that can affect how the change process unfolds. Both of these scales measure employee perceptions that are piv- otal to committing to the change process, as well as how their input will be per- ceived by their leaders. The OCRA also taps into employee perceptions of whether they actually believe the organization has the capacity to change and sustain the change process, as well as the level of cooperation and support they will have going through the change process within their own units, as well as across units.

In the following lists, I provide a brief definition of the scales and then a sam- ple chart displaying results that show the relationships among various leadership styles and some of the key scales included in the OCRA. I recommend that you use this survey to assess the readiness of the unit in which you work to take on the proposed changes, or you could have the survey completed by multiple units or the entire organization. Generally, I like to measure the readiness of the organization to change prior to introducing any interventions, experiments, and tryouts and then again after a period of time as the change process is unfolding. This allows me to gauge the extent to which the leadership in the organization has been able to move the readiness meter up to facilitate the change processes success.

OCRA Survey Leadership Scales • Authentic leadership fosters greater self-awareness, an internalized

moral perspective, balanced processing of information, and relational transparency.

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• Authoritarian leadership demonstrates a pattern of behavior that asserts absolute authority and control over followers and demands unquestionable obedience.

• Transactional leadership clarifies goals and standards that followers are expected to achieve and then to be rewarded for their efforts and performance.

• Transformational leadership includes four components: individualized con- sideration, intellectual stimulation, inspiration, and idealized influence.

• Ethical leadership demonstrates appropriate conduct through personal actions and interpersonal relationships and promoting such conduct with followers.

• Change leadership acclimates followers to the change and supports them in a way that fosters their understanding of, commitment to, and engagement with, change.

OCRA Survey Change Scales • Through emotional commitment to change, participants feel the desire to

provide support for the change based on a belief in its inherent benefits.

• Organizational capacity for change is the ability of the organization to es- tablish norms of innovation and encourage innovative activity fostering change.

• Consequences of the change are that participants believe the change is more helpful than problematic for the success of their unit.

• Through participation in the change, participants believe that they have requisite input needed to support a specific organizational change.

• In change turbulence, participants feel that the organization lacks the ca- pacity to undertake the change based on other distractions and changes occurring during the same time.

OCRA Climate and Culture Scales • Psychological safety. Unit members believe they will not be rejected for

revealing errors or providing new information.

• Work group cooperation. Unit members communicate and cooperate with other groups and members of other groups.

• Organizational citizenship behaviors. Unit members exhibit behaviors of altruism or cooperation and directly assist co-workers to support change.

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• Organizational identification. Participants show a specific form of social identification where they define themselves in terms of their organizational membership.

In Figure 10.2, I present a sample output profile produced by the OCRA that shows the relationship between four different styles of leadership and five out- comes. The y-axis represents a correlation, and in this case we use the range from 0, meaning no correlation, to 1, being a perfect 1 to 1 correlation. What you can see is that the positive leadership style relates to and promotes positive outcomes in terms of organizational readiness to change.

The leadership development portal was originally designed to support coaching practices whereby an individual coach could work on-line with a number of clients to facilitate their development. As I continue to build out this portal with my col- leagues at the Center for Leadership and Strategic Thinking (CLST) in the Foster School at the University of Washington, we intend to make it widely available to

Emotional Safety

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Figure 10.2 Sample feedback profile for organization readiness scales.

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users who may not be in coaching relationships but nevertheless are focused on their leadership development.

The LD Navigator can be accessed at by going to https://foster.uw.edu/centers /leadership/ldnavigator/. The resources available to users who access the portal include:

• A leadership developmental planning template along with several bench- mark plans that our professional staff have judged to be excellent examples of planning documents.

• A sample of DR and OCRA scales/items you can complete on the web, which can be used to familiarize yourself with these dimensions/scales and items. These are not the full scales or items but are offered to provide you with a better idea of what comprises these measures.

• A select number of articles that are focused on your development as a leader.

• Several documents include tips for your leadership development ranging from improving your readiness to lead to your leadership style.

• Discussion boards that you can use to share ideas with others who have come to develop their leadership to lead change in their respective organizations.

Over time, I will continue to work with my colleagues to build out this portal so that it becomes a more robust source of information to support your leadership development, as well as a community of peers working on organizational change and transformation. Next, I discuss some applications I have worked on to help facilitate your development using gaming technology.

Games

A significant part of the work we do in CLST is to examine how gaming can be used to foster your leadership development. Included in the portal is a set of games that we use to form affinity groups that can work together to anonymously sup- port each other’s development. Also, I have included a set of six games that focus on enhancing your self-awareness as a leader. You also have access to some other games we have created focusing on leadership and organizational transformation by going to www.recurrenceinc.com. There you will find what we call gamulations, which combine the best aspects of gaming and simulations into one development process. The gamulations provide you with the opportunity to embed in game play by assuming various avatar roles in different types of organizations, for example, an airline. Each gamulation is built based on the research we have done with real

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organizations to examine how they have navigated through the states of change and transformation.

I have found in my work on leadership development that one of the most pow- erful agents for fostering your development as a leader is your colleagues or peers, whether they are in your organization or outside. In fact, in every face-to-face program, I always include a peer learning component in workshops, in between workshops and sometimes following the close of workshops to continue support for leadership development. The peer groups are taught some basic lessons focus- ing on coaching one another and then how to interact to facilitate each member’s learning to lead through change processes.

With our gaming technology, I can put people into affinity groups based on different profiles that individuals produce based on the surveys described earlier. For example, after completing the short DR survey, I could place individuals into affinity groups based on similar levels of developmental readiness. Alternatively, I could also place individuals into more diverse readiness groups to take advantage of the fact that some members are further downstream in terms of their readiness to develop their leadership.

The gaming technology provides not only a platform for organizing these peer learning groups but also a mechanism to continue interacting in a fun way to en- hance each other’s development. Over time, I will continue to build out the sets of games available in the LD Navigator to support individual leadership development.

I want to emphasize that the LD Navigator portal is a place that we are continu- ally building to support your development as you proceed through organizational change and transformation. The more individuals who opt into this peer learn- ing community, the smarter the exchange of ideas will become, as we continue to seek ways to enhance the tools available to promote accelerating your leadership development.

In closing, the challenge of taking on change in your own leadership or with your team and organization is not a simple one, but hopefully the guidance pro- vided in the previous chapters will make this a less formidable and, more impor- tant, a more understandable task. With the task before you, I will leave you with one of my favorite quotes to reflect on as you begin to write the new narrative for your journey, hoping that you reach the simplicity you seek on the other side of your development, as well as the development of your team and organization.

“I would not give a fig for the simplicity this side of complexity,” said Oliver Wendell Holmes, “but I would give my life for the simplicity on the other side of complexity.”

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