Karen Thomson-Leadership notebook

Organizational Development‐ Strategies for Leadership Workbook Introduction: Hi my name is Karen Thomson and I am very pleased to be here today. I have been in Early Head Start and Head Start since 1998 and have worked in several programs in a few different capacities. Drawing from this and other experience, I have found the leadership techniques and tools that we will be looking at today very helpful. Currently I am with St. Louis Learning Disabilities Association and teach at Lindenwood University in both their accelerated program and their school for Non‐profit Administration. Some of the information that I share today may be familiar to you and some may be new. We are going to review and discuss how to use these tools and strategies in your work and maybe your world. Learning Objectives: Understanding: Your Abilities Other’s Capacity Behavior Motivations Coaching Methods Advance Planner Your Abilities Johari Window Emotional Intelligence Social Style Exercise and the Situational Leadership Model Other’s Capacity Readiness Levels as they relate to the Situational Leadership Model Communication Styles ‐ others and myself Conflict Resolution Behavior Motivations Leadership Compass Motivation Analysis PIC/NIC Analysis Coaching Methods SMART Leadership Assessment and Model Coaching 12 Questions of Engagement LEADERSHIP IS ABOUT CREATING TRUST How do we do that? Understanding Your Abilities 
Johari Window Known to Self Not Known to Self Known to Others OPEN BLIND Not Known to Others HIDDEN UNKNOWN The Johari Window Named for after the first names of its inventors, Joseph Luft and Harry Ingham – is a model that describes the process of human interaction and developing the opportunity for trust. The “window” has 4 quadrants that, as interactions progress, can move like window shades. The OPEN quadrant represents things that both I know about myself and that you know about me. For example I know my name and so do you – but the knowledge that this window represents can include factual information and information about my feelings, motives, behavior, wants and any information that describes who I am. As we would get to know each other this window would grow larger. The BLIND quadrant represents things that you know about me, but that I am unaware of. For example we could be eating and I may have unknowingly gotten some food on my face – that you can see and I do not know is there. If you tell me that I have something on my face then the window shade moves to the right enlarging the open quadrants area. So through feedback and my seeking feedback this window can grow larger. The HIDDEN quadrant represents things that I know about myself that you do not know. So for example you may not know that I am a runner and that I love to run. By sharing this information I am pulling the window shade down, moving the information in my hidden quadrant and enlarging the open quadrant’s area. As we get to know and trust each other I feel more comfortable disclosing more intimate details about myself. So through self‐disclosure this window becomes smaller. The UNKNOWN quadrant represents things that I don’t know about myself, nor do you know about me. Being placed in new situations often reveal new information not previously know to self or others. The process of moving previously unknown information into the open quadrant enlarges this area. The process of enlarging the open quadrant is called self‐disclosure – a give and take process between myself and the people that I interact with. The process of finding out more about yourselves is through feedback. Both processes open up the OPEN quadrant and as you know me better (and I know myself better) there is greater opportunity for trust. JOHARI Window Exercise: List something that is true (or that you believe to be true as in the blind and unknown) for yourself in each area: The OPEN: The BLIND: The HIDDEN: The UNKNOWN:  Emotional Intelligence The Four Elements of Emotional Intelligence
What You See
What You Do
SELF-AWARENESS
SELF-MANAGEMENT
SOCIAL AWARENESS
RELATIONSHIP
MANAGEMENT
Model from Primal Leadership, by Daniel Goldman Harvard Business Review, December 2001
The Four Elements of Emotional Intelligence Emotional Intelligence consists of two kinds of abilities. The vertical axis describes awareness vs. behavior. “What You See” (left column) is the ability to recognize and understand emotions in yourself and in others and “What You Do” (right column) is the ability to manage your own emotions and behaviors to interact effectively with other people. The horizontal axis describes an individual perspective vs. group/interactive perspective. What I’m aware of and how I manage myself (top row) and what’s happening with others and how I manage those relationships (bottom row). All four perspectives should be considered in order to have the most positive result in your interactions with others. Hand out and exercise: Opening the window a bit more…. Social Styles Exercise Quickly read through the 4 lists of words found below and put a check by the words that describe you best. Add up the check marks and the list with the most check is most likely your social style. This is true for here and now – you are not limited to this style. Style 1 Analytical: Industrious Persistent Serious Exacting Orderly Style 2 Driver Strong willed Independent Practical Decisive Efficient Driver‐Expressive‐Amiable‐Analytical What are my Social Style strengths? What are my Social Style challenges? How does this help us to know more about ourselves? How does this help us to know more about others? Style 3 Amiable Supportive Respectful Willing Dependable Agreeable Style 4 Expressive Ambitious Stimulating Enthusiastic Dramatic Friendly Understanding Other’s Capacity Understanding others and how we interact with them Situational Leadership As we overlay this on the Situational Leadership Model some insights will occur. Determining Readiness Levels: How ready are the following people in terms of the tasks discussed?  Betty Smith: Joe Evans stops at Betty Smith’s desk. He hands Betty a manila envelope and says, “This is the raw information we’ve gathered for that report on Product X. After the fine job you did on the Product V series I’m convinced you can pull this thing together. Why don’t you look this over, and if you’d like to kick your ideas around a little, come by my office in the next day or so. I’m confident that you’re just the person for this job.” Betty seems relived that she can turn to Joe for help if she needs it.  Arthur Jones: On the way back to his office, Joe stops at Arthur Jones’ desk. He says, “Arthur, I’ve just handed Betty Smith a big and demanding assignment. Since the project will take a lot of her time for the next five weeks, you’re going to be getting an increased work volume. It will consist of several new types of projects that will require careful study and preparation. I’d also like you to make it a point to offer Betty a hand when you have a moment since you are familiar with these types of projects. Whenever something unfamiliar comes up, I’d like you to stick your head in my office so I can go over it with you. In addition, I’ll be by here often to be sure you’re keeping your head above water. I’ve been awfully pleased with your progress in this job, and I think you can handle the increased load with no problem.” Arthur expresses his desire to get on with the new projects.  Bob Murphy As he reaches his office door, Joe passes Bob Murhpy, the senior computer programmer for the department. Joe stops him and says, “Bob, I just asked Betty Smith to try and whip that product X material into a presentation. I’m sure she’s going to need some information from your area, possibly even some new types of applications. Although she’s never handled one quite like this before, she’s sharp, and it’s probably time for her to become familiar with what you folks can and can’t do. You’re a lot better equipped than I am to explain your area. Would you stop by her desk and see what you can do for her?” Bob agrees to help Betty.  Alice Cooper: Joe hesitates, and then turns away from his office and heads to Alice Cooper ‘s desk. She has a small pile of books and memos in front of her, and is reading one of them. Joe asks, “Alice, have you come close to checking the HMS account for discrepancies?” She replies that she has, and Joe continues, “OK, good It’s time for you to handle another one. Here’s the Harris account. Now remember that you’re to start with this line, and go down until you get to this line, and then you switch over a column and back to the top. Each series of numbers has to be an entry that doesn’t square, research the original billings and check it out. If the entry is wrong, photocopy the original bill and attach the copy to the account ledger. If you hit a snag, check the book first, but if you’re still unclear bring it to me.” Alice is concerned regarding her ability to handle the new task, but Joe reassures her and promises her his support. Let’s see how you did…  Betty Smith is at Readiness level 3, able, but somewhat insecure.  Arthur Jones is at readiness level 2, unable (as far as the new projects), but willing.  Bob Murphy is at readiness level 4, able and willing.  Alice Cooper is at readiness level 1, unable and lacking confidence. What were some of the key words that gave you the clues? Remember that new responsibilities can move a person back in their readiness level – regressive cycle. My Reality: What is my readiness level related to my current position? What is the readiness level of those that work with me? What can I do to improve my readiness level – or that of others? Communication Styles: Hand Out and Exercise: What would you need to consider in working with each of these styles? What are some of the cues that you would use to identify the styles? What are some of the strategies that you would use with each of these styles? The Communication Process 





Sender Message Channel Noise Receiver Feedback Context Filter x 2 Factors that impact communication: 








Communication styles Common language Rate, tone inflection and volume (paralanguage) Ability to organize ideas Perception (frame or reference) Sensory channels (auditory, visual and kinesthetic) Effective listening skills Channel What else? Needs Drive – Values Guide Understanding Motivation: 




Motivation is defined as the process that initiates, guides and maintains goal‐oriented behaviors. Motivation is what causes us to act, whether it is getting a glass of water to reduce thirst or reading a book to gain knowledge. It involves the biological, emotional, social and cognitive forces that activate behavior. There are three major components to motivation: activation, persistence and intensity. Extrinsic vs. Intrinsic Remember Needs Drive – Values Guide Hand Out – Satisfaction Survey PIC/NIC Analysis With my apologies to smokers – we will look at that behavior for our analysis. Things to Remember  Behavior is any activity of a living creature.  Purpose is to pinpoint behavior. This is why a person is doing what he or she is doing.  You don’t have to match antecedent and consequence but you do have to tie consequences to PIC/NIC Antecedents Behavior Consequences
Positive/Negative
Immediate/Future Certain/Uncertain
 The timing for immediate is now, not future.  The probability of a response (C/U) Happing does not have to be 100%, just have a high probability.  Focus on the behavior you have identified.  Walk in the shoes of the person with the behavior that you are analyzing. Do your own PIC/NIC Analysis in the space below: Hand Out – Leadership Compass Creating a Shared Vision – Leadership and Coaching Strategies Hand Out ‐ SMART Leadership Model Hand Out – 12 Questions of Engagement Resources: 
Social Style Theory, Merrill and Reid 
Management of Organizational Behavior Hersey, Blanchard, and Johnson 
Performance Management, Daniels and Daniels 
http://psychology.about.com/od/mindex/g/motivation‐definition.htm 
http://www.simplypsychology.org/maslow.html 
http://www.tlnt.com/2010/09/15/10‐ways‐you‐can‐really‐motivate‐employees‐without‐using‐money/ Thank you! Karen Thomson 314‐966‐3088 636‐634‐0261 [email protected] [email protected]