finish the homework

LDRS 310: Unit 2

Learning-Centred Leadership Guiding Question:

How can leaders take responsibility for their own and others’ learning?

Slide 2

Key Ideas • Leading others begins with self-leadership.

• Self-leadership is developed by personal mastery.

• Learning-centred leadership is having selfleadership (personal mastery) and coaching others to exercise their self-leadership (personal mastery).

Self-Leadership Leading others begins with leading yourself.

Key Characteristics

• Self and social awareness

• Setting goals and asking for direction

• Assessing obstacles and exploring options to achieve goals

• Selling solutions and asking for support to achieve goals

• Building positive and productive relationships; handling interpersonal conflicts

Slide 3

The ART of Self Leadership

Awareness Work

• Who am I (i.e. who am I as a leader)?

• What do I believe (i.e. about leadership)?

• How do I live out what I believe (i.e. how do I lead)?

Slide 4

Aspirational Visioning

• Setting short term, and also longer term, goals.

• Key questions to ask:

• What can I do with my time that is important?

• What do I truly desire; what outcome do I want?

• How much time do I need to achieve that outcome?

• How does what I am doing now help me achieve the longer term outcome I really want?

1. Create a vision with understanding, not bravado.

2. Fit it squarely in the three circles of

(a) what you are deeply passionate about (including your core values and purpose),

(b) what drives your economic logic, and

(c) what differentiates you (what you can be the best at in “your world”).

3. Have a long time frame—10 to 30 years.

4. Make it clear, compelling, and easy to grasp.

5. Directly reflect your core values and core purpose.

Slide 5

Make Your Goals S.M.A.R.T.

(S)pecific

• Your goal should be clear and specific.

• Ask yourself:

• What do I want to accomplish?

• Why is this goal important to me?

• What is involved?

• Example: I want to gain the skills and experience to facilitate and coach an action learning team.

(M)easurable

• You should be able to track your progress.

• Ask yourself:

• How much time is involved?

• How will I know when it is accomplished?

• Example: I will complete the assigned readings, reflections, and practice activities in LDRS 310.

(A)ttainable

• Your goal should be realistic and achievable.

• Ask yourself: • How can I accomplish this goal?

• Do I have the resources to achieve it?

• Example: Do I have the time, energy, and finances to enrol in and complete LDRS 310?

(R)elevant

• Your goal should matter and align with your other goals.

• Ask yourself:

• Is the goal worthwhile?

• Is the time right?

• Does it help me achieve what I ultimately want?

• Example: Does completing LDRS 310 align with my other goals, i.e. completing a BA degree?

(T)ime-bound

• Your goal should have a deadline to focus on.

• Ask yourself:

• When?

• What can I do now?

• Example: How long will it take me to acquire these action learning facilitation and coaching skills?

Slide 6

Using QUEST to Set Learning Goals

• Q—qualities or attributes you might want to develop in yourself or others

• U—increased understanding of the components of any person, situation, or system

• E—development of expertise, knowledge, or skills

• S—capacity for strategic, or systemic, thinking

• T—capacity to optimize what you do with time Gallwey, 1997

Slide 7

Reality Checking

Understanding where you really are relative to what you really want.

Key questions to ask:

• What is really going on?

• What have I done/tried?

• Have I noticed any patterns?

• How do I know this is accurate?

Identifying Obstacles to Achieving Goals

Critical to identify if there’s more than one obstacle.

Key questions to ask:

• What is preventing me from achieving my goals?

• What else is preventing me?

• What do I have to change about myself to achieve my goals?

• What is preventing me from changing? Common Obstacles to Learning Goals

• Assumption that “I already know” • Assumption that learning means remediation

• Fear of being judged

• Doubt

• Trying too hard to learn and to appear learned Gallwey, 1997

Option Exploration

Key questions to ask:

• What alternatives do I have?

• Who can support me?

• What are the pros and cons of that option?

• What is the preferred option I want to act on?

Reframing Questions

• What am I not seeing?

• What is a better position to take?

• Is this problem the root problem of a symptom of it?

• Why is this problem problematic?

Slide 8

Transformational Strategizing

Creating the future I want.

Key questions to ask:

• What is my way forward?

• What commitments am I going to make?

• What are my next steps?

• In what timeframe?

• What do I think might get in the way?

• How will I track my progress?

• What support do I need? How will I get it?

Slide 9

Creating Systematic Feedback Loops

Kaizen (改善) Kaizen, Japanese for "improvement" or "change for the best", refers to philosophy or practices that focus upon continuous improvement of processes in organizations.

Cycle of kaizen activity

• Standardize an operation and activities.

• Measure the operation (find cycle time and amount of in-process inventory).

• Gauge measurements against requirements.

• Innovate to “better” meet requirements.

• Standardize the new, improved operations.

• Continue cycle ad infinitum.

The kaizen cycle of activities is also known as the Shewhart cycle, Deming cycle, or PDCA.

The PDCA Cycle

P = Plan your work well

D = Do the plan

C = Check the problems you’ve encountered and their root causes; identify areas for improvement

A = Act to fix the root causes

PDCA is based on the scientific method , as developed from the work of Francis Bacon (Novum Organum, 1620).

The scientific method can be conceptualized as hypothesis, experiment, and evaluation: or as plan, do and check.

Slide 10

Personal Mastery

Self-leadership is developed through personal mastery.

Personal Mastery is the discipline of personal growth and learning. Leading others in their personal mastery begins with your own.

Two Movements of Personal Mastery A continual process/practice of:

• clarifying [your vision of] what is important.

• learning how to see current reality more clearly. (Senge, 2006, p. 131)

Creative Tension “The essence of personal mastery is learning how to generate and sustain creative tension in our lives.” (Senge, 2006, p. 132)

The essence of leading emergent learning practices is generating and sustaining creative tension. “The juxtaposition of vision (what we want) and a clear picture of current reality (where we are relative to what we want) generates what we call “creative tension.” (Senge, 2006, p. 132)

Creating and Sustaining Creative Tension

Learning-centred leadership is continually:

• clarifying my vision of what is important.

• seeking a more accurate view of current reality. (Senge, 2006, p. 131)

Once generated, there are only two ways we cope with creative tension emotionally: resolution or release. (Senge, 2006, p. 140)

• When we truly resolve the tension we generate new ways of knowing, doing and making.

However, the problem is:

• When we release the truth and focus on vision we, emotionally, generate cynicism.

• When we release aspiration and focus on reality we, emotionally, generate analysis paralysis.

Slide 11

Seeing failure as a learning process

Understood as a gap between vision and current reality, a “failure is an opportunity for learning—about inaccurate pictures of current reality, about strategies that didn’t work as expected, about the clarity of the vision. Failures are not about our unworthiness or powerlessness.” Senge, 2006, p. 143

Working with Creative Tension

1. Be clear about the results we want to create;

2. Understand the underlying structural dynamics that influence our ability to create those results;

3. Work on changing the underlying structures to bring our reality in line with our desired outcome.

“I keep asking myself these three questions…”

• "What do you have?” (Reality Checking)

• "What do you want?” (Aspirational Visioning)

• "What will you give up?” (Strategizing) Jack Ma (2018) III.

Slide 12

Coaching for Personal Mastery

What is Coaching? “Coaching is a way of being, listening, asking, and speaking that draws out and augments characteristics and potential that are already present in a person.” Gallwey, 1997

Developing Learning Capability

• Learning, coaching, and building a learning culture are critical to organizational success.

• Growing our learning capability is equivalent to increasing our capacity to grow wealth/wellness.

• We don’t really need to learn how to learn; we need to remove our resistance to learning and coaching.

Aims of Coaching

• Increase capacity for performance and learning:

• by actualizing potential;

• or, by decreasing interference;

• or, by a combination of both. Performance = Potential – Interference Gallwey, 1997 IV.

Slide 13

Writing Your Personal Mastery Paper

The Personal Mastery Paper is an exercise in coaching yourself in your personal mastery of self-leadership

Paper Structure

Introduction

The Past

The Future

The Analysis

The Synthesis

Conclusion

Slide 14

The Past

Remembering the past leadership experiences and leadership role models you’ve had; considering how these experiences influenced the formation of your own personal leadership attitudes, ideas, capabilities and behaviours.

Guidelines

Identify 3 vivid personal memories of leading, or being lead:

• Identify a childhood memory of leading, or being led.

• Identify an adolescence memory of leading, or being led.

• Identify an adulthood memory of leading, or being led.

Slide 15

The Future

Imagine the type of leader you aspire to become, using George’s (2016) authentic leadership model as your framework for clarifying your vision.

Three Contexts: • vision of your self-leadership.

• vision of coaching others and collaborating with them.

• vision of leading in organizational/social contexts

• End this section with one example of a SMART leadership development goal.

Your leadership Vision

Is the intersection of your passion, your talent and your opportunity.

Slide 16

The Analysis

Analyze your present self-development as a leader by identifying:

(a) your potential strengths as a leader

(b) the obstacles you might face in achieving your development goal,

(c) options you have to help you successfully achieve your goal

Example: Birkman Connections Assertiveness

• Usual: How I lead a group on autopilot

• Need: How I follow in a group on autopilot

• Stress: How I mislead a group on autopilot

Slide 17

The Synthesis

Define how you intend to resolve the creative tension you are creating as a self-leader, by connecting your past and future to your present.

Specifically, outline your way forward—that is, your plan—to achieving your leadership development goal.

End Presentation