They and their line managers would also be encouraged to find ways in which they could gain on-the-job preparation through deputising, running team meetings and shadowing their manager. In effect, aspiring leaders were being given access to the training and learning a new team leader would typically get within their first six months in the role.
Having run for around 18 months, feedback from some stakeholders suggested that there were some issues hindering the success of the programme. A cross-site review was held including key operational stakeholders at all levels of the organisation, including some aspiring leaders.
Despite some positive feedback, three main issues emerged. First, people were being nominated for the aspiring leaders programme who were not suitable for people-management and sometimes not even willing! Finally, there was some feedback from the learners themselves around the lack of prestige associated with entry onto the programme — at that time line manager nomination was all that was required. Aspiring leaders has since gone on to prove a highly successful programme in preparing people for the challenges of their first people-management role.
It is now more structured and relevant to needs of individuals and the business. Almost without exception, successful candidates for the team leader role are now people who have participated in the programme. Although the programme has changed a number of times, its core components have remained in place: specifically, learning modules in performance management, recruitment and selection, discipline and capability and coaching.
With any core programme such as this, ongoing feedback from a wide range of stakeholders and sources can be very helpful in ensuring relevance to business needs. The content of Growing leaders is currently being revised again to align it with the Leadership development programme, business strategy and feedback sought by both HR business partners and through focus groups of team leaders. The revised programme will include 13 modules geared towards supporting a new team leader in their role, including feedback, managing relationships, leading change, coaching, team dynamics, commercial awareness, leadership brand and influence and persuasion.
Some of the anticipated changes will be in the methodologies adopted, with each module comprising on-the-job activities for example, a coaching session , an online or workshop element and action planning, supported by action learning. Working on the basis that the first 90 days within a leadership role are essential, a familiarisation module is being developed to guide all new leaders through this period, with an emphasis on performance management and the four elements of our balanced scorecard.
Strategic drivers are identified through discussion with board members and in strategic plans. Other drivers reflect the need to look outside the organisation at the external environment, including feedback from clients, good practice in other organisations, and the use of external consultants. Our leadership ideals represent what we need our leaders to pay attention to. The employee opinion survey provides a rich source of information for identifying global leadership development needs.
The climate a leader creates has a direct correlation to the results and employee engagement. Equally, Investors in People remains a useful diagnostic tool for identifying strengths and weaknesses in our current approach to leadership and for us it has highlighted inconsistencies in certain areas in relation to the application of people management policies and practices.
Leadership learning groups were action learning sets set up to support managers during a period of change and internal reorganisation. Their introduction proved to be of value to many managers and ultimately led to this methodology becoming a core part of the Leadership development programme.
In order to drive culture change, our new organisational values are woven into the fabric of the programme. Hence, contracting within action learning sets is against the four values and the whole of the three-day residential event, designed in partnership with an external provider, is structured around conversations and storytelling in relation to culture and values.
As part of the accreditation of the programme, participants are expected to take part in a group exercise designed to review the programme itself with a view to continually improving the content, methodology and facilitation. The structure of the programme is detailed in Figure 4. The intention is to gradually decrease the level of support and dependency on the facilitators over the length of the programme, aiming to create self-directed learners who will continue with their ongoing development beyond the programme timetable.
Hence, topic-led learning around profit, client, effectiveness and engagement are at the front end of the programme and replaced by self-directed modules towards the end. We see one of the most important aspects of the programme being the way that it is run for the business by the business. Facilitators from people and development hold the framework together with action learning, coaching and facilitation, but the programme is opened by the managing director, the profit module is delivered by the heads of financial accounts and procurement and the client module is facilitated by the commercial director and the business development director.
The programme combines many different blended methodologies, and seeks to enable individuals to deliver their current and future business objectives as well as the overall business strategy. The use of monthly action learning sets which link the different elements together is key, with task planning and task review discussions to draw out learning from on-the-job activity. Individual feedback Months 1 Orientation event — introduction and contracting Learning sets sets of six people — three sets in one programme group Months 2—6 Set 1 Set 2 Set 3 Four modules: profit; client; effectiveness; engagement Big event — transformational residential learning Months 8—12 Month 7 Self-directed modules Individual feedback — benchmark scores Accreditation and celebration event Figure 4.
A coaching module places an emphasis on practice and coaching supervision is provided through the action learning sets. Facilitators also hold supervision meetings amongst themselves.
The organisation is gradually developing a small number of professionally qualified coaches who can provide expert internal coaching and with senior level external coaching in the mix there are signs that a coaching culture is beginning to emerge. Talent Management For HML, talent management spans all hierarchical levels of the organisation and all levels of ability, and is inextricably linked with leadership development.
Where leadership development focuses on strategic organisational needs, role transitions and the whole management population, talent development focuses additional development on those people assessed as having potential to take on roles of greater responsibility and complexity. One of the first things we did to introduce talent management was research good practice, including reading, attendance at conferences, networking and visits to other businesses.
HML introduced its talent management process in Its introduction in the first year took the form of a strategic business project managed using PRINCE2 project management methodology. Like leadership development, this is a journey not a destination and at times the project environment posed some challenges for us. Unlike projects, there was not a beginning, middle and end and the benefits of talent management are by their nature long term, so inevitably it was difficult to identify short- term benefits.
Nevertheless, there were benefits from adopting a project management approach at first — deliverables were clearly defined, the scope was set and agreed at a senior level, visibility and sponsorship were high from the start and the tracking of costs was clear. Our approach combines the full cycle of talent attraction, identification, development, retention, risk mitigation and succession planning. Our journey with talent has had some successes and some learning along the way and we have been open with key stakeholders in expecting this, including sharing mistakes when they have been made — a necessity in an area where there needs to be commitment for the long haul.
The need for agility in leadership development is as pronounced as it is for organisations in general and applies equally whether the organisation is growing, contracting or consolidating. The ever-changing external environment will always drive a need to adapt in order to prosper and leaders and leadership are at the forefront of this challenge.
We have chosen to embrace the relationship between strategy, culture, leadership, structure and the environment in our approach. Our specific interventions will not necessarily work for all organisations, but holding a systemic view of the organisation should do. The real value in adopting this mindset lies in the questions it prompts the leadership development practitioner to ask of the organisation. Our leadership development strategy, guided by leadership behaviours and development principles, seeks to combine formal and informal learning to raise leadership capability.
It aims to develop individual and organisational leadership within the context of our mission, strategy and culture. Our intention is to continuously improve programmes, encourage a learning culture and adopt flexible frameworks. The journey continues…. Evaluation of leadership development and training in the UK senior civil service: the search for the holy grail?
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Sign in to use this feature. About us. Editorial team. Applied Philosophy General Interest. A relationship characterized by mutual respect and confidence will overcome the greatest adversities and leave a legacy of significance. Evidence abounds for this point of view. In an online survey, respondents were asked to indicate, among other things, which would be more essential to busi- ness success in five years—social skills or skills in using the Internet.
Seventy- two percent selected social skills; 28 percent, Internet skills. Similar results were found in a study by Public Allies, an AmeriCorps or- ganization dedicated to creating young leaders who can strengthen their com- munities.
Among the items was a question about the qual- ities that were important in a good leader. Success in leading will be wholly dependent upon the capacity to build and sustain those human relationships that enable people to get extra- ordinary things done on a regular basis.
If leadership is a relationship, as we have discovered, then what do people expect from that relationship? What do peo- ple look for and admire in a leader? Practice Commitment Model the Way 1. Clarify values by finding your voice and affirming shared ideals. Set the example by aligning actions with shared values. Inspire a Shared Vision 3. Envision the future by imagining exciting and ennobling possibilities. Enlist others in a common vision by appealing to shared aspirations.
Challenge the Process 5. Search for opportunities by seizing the initiative and by looking outward for innovative ways to improve. Experiment and take risks by constantly generating small wins and learning from experience. Enable Others to Act 7. Foster collaboration by building trust and facilitating relationships. Strengthen others by increasing self-determination and developing competence.
Encourage the Heart 9. Recognize contributions by showing appreciation for individual excellence. Celebrate the values and victories by creating a spirit of community. But they paint only a partial picture. With these brush strokes the picture takes on depth and vitality. What leaders say they do is one thing; what constituents say they want and how well leaders meet these expectations is another. Because leadership is a reciprocal process between leaders and their constituents, any discussion of leadership must attend to the dynamics of this relationship.
Strategies, tac- tics, skills, and practices are empty without an understanding of the funda- mental human aspirations that connect leaders and constituents. To balance our understanding of leadership, we investigated the expecta- tions that constituents have of leaders. We asked constituents to tell us what they look for in a person that they would be willing to follow, someone who had the personal traits, characteristics, and attributes they wanted in a leader.
Their responses both affirm and enrich the picture that emerged from our studies of personal leadership bests. Subsequent content analysis by several in- dependent judges, followed by further empirical analyses, reduced these items to a list of twenty characteristics each grouped with several synonyms for clarification and completeness. What do they expect from a leader they would follow, not because they have to, but because they want to? The results have been striking in their regularity over the years, and they do not significantly vary by de- mographical, organizational, or cultural differences.
And these same four have consistently been ranked at the top across different countries, as shown by the data in Table 2. What people most look for in a leader a person that they would be will- ing to follow has been constant over time. And our research documents this consistent pattern across countries, cultures, ethnicities, organizational func- tions and hierarchies, gender, educational, and age groups.
The Five Practices of Exemplary Lead- ership and the behaviors of people whom others think of as exemplary leaders are complementary perspectives on the same subject. The majority of respondents are from the United States.
Since we asked people to select seven characteristics, the total adds up to more than percent. For example, leaders cannot Model the Way without being seen as honest. The leadership practice of Inspire a Shared Vision in- volves being forward-looking and inspiring. When leaders demonstrate capacity in all of The Five Practices, they show others they have the competence to get extraordinary things done.
The percentages vary, but the final ranking does not. Since the very first time we conducted our studies honesty has been at the top of the list. They want to know that the person is truthful, ethical, and principled. When people talk to us about the qualities they admire in leaders, they often use the terms integrity and character as synonymous with honesty. No mat- ter what the setting, everyone wants to be fully confident in their leaders, and to be fully confident they have to believe that their leaders are individuals of strong character and solid integrity.
We want to be told the truth. We want a leader who knows right from wrong. We want our leaders to be honest because their honesty is also a reflec- tion upon our own honesty.
Of all the qualities that people look for and ad- mire in a leader, honesty is by far the most personal. More than likely this is also why it consistently ranks number one. Over time, we not only lose respect for the leader, we lose respect for ourselves. Honesty is strongly tied to values and ethics. We appreciate people who know where they stand on important principles.
We resolutely refuse to fol- low those who lack confidence in their own beliefs. Forward-Looking A little more than 70 percent of our most recent respondents selected the ability to look ahead as one of their most sought-after leadership traits. Peo- ple expect leaders to have a sense of direction and a concern for the future of the organization.
This expectation directly corresponds to the ability to en- vision the future that leaders described in their personal-best cases. They have to have a point of view about the future envisioned for their organizations, and they need to be able to connect that point of view to the hopes and dreams of their constituents. The reality is far more down to earth. Vision reveals the beckoning summit that provides others with the capacity to chart their course toward the future.
We want to know what the organization will look like, feel like, and be like when it arrives at its destination in six quarters or six years. Compared to all the other leadership qual- ities constituents expect, this is the one that most distinguishes leaders from other credible people. But this expectation does mean that leaders have a special responsibility to attend to the future of their organizations.
A leader must be able to communicate the vision in ways that encourage people to sign on for the duration and excite them about the cause. Although the enthusiasm, energy, and positive attitude of an exemplary leader may not change the content of work, they certainly can make the context more meaningful.
If a leader displays no passion for a cause, why should anyone else? Being upbeat, positive, and optimistic about the future offers people hope. Instead, they need leaders who communicate in words, demeanor, and actions that they believe their constituents will over- come. Emotions are contagious, and positive emotions resonate throughout an organization and into relationships with other constituents. To get extra- ordinary things done in extraordinary times, leaders must inspire optimal performance—and that can only be fueled with positive emotions.
They must see the leader as having relevant experience and sound judgment. This kind of competence inspires confidence that the leader will be able to guide the entire organization, large or small, in the direction in which it needs to go.
Organizations are too complex and multifunctional for that ever to be the case. This is particularly true as people reach the more se- nior levels.
For example, those who hold officer positions are definitely ex- pected to demonstrate abilities in strategic planning and policymaking. If a company desperately needs to clarify its core competence and market posi- tion, a CEO who is savvy in competitive marketing may be perceived as a fine leader. But in the line function, where people expect guidance in technical areas, these same strategic marketing abilities will be insufficient. Relevant experience is a dimension of competence, one that is different from technical expertise.
Experience is about active participation in situational, functional, and industry events and activities and the accumulation of knowl- edge derived from participation.
An effective leader in a high-technology company, for example, may not need to be a master programmer but must understand the business implications of electronic data interchange, net- working, and the Internet.
A health care administrator with experience only in the insurance industry is more than likely doomed; the job needs extensive experience in the delivery of human services. There may be notable excep- tions, but it is highly unlikely that a leader can succeed without both relevant experience and, most important, exceptionally good people skills. The relative importance of the most de- sired qualities has varied somewhat over time, but there has been no change in the fact that these are the four qualities people want most in their leaders.
Whether they believe their leaders are true to these values is another matter, but what they would like from them has remained constant. Those who are rated more highly on these dimen- sions are considered to be more credible sources of information. What we found in our in- foundation of vestigation of admired leadership qualities is that more leadership. Credibility is the foundation of leadership. Above all else, we as constituents must be able to believe in our leaders. Adding forward-looking to what we expect from our leaders is what sets leaders apart from other credible individuals.
Compared to other sources of information for example, news anchors , leaders must do more than be reliable reporters of the news. Leaders make the news, interpret the news, and make sense of the news. We expect our leaders to have a point of view about the future. We expect them to articulate excit- ing possibilities.
Even so, although compelling visions are necessary for leadership, if the leader is not credible the message rests on a weak and precarious foundation. Their ability to take strong stands, to challenge the status quo, and to point us in new directions depends on their being highly credible. Leaders must never take their credibility for granted, regardless of the times or their positions. To be- lieve in the exciting future possibilities leaders present, constituents must first believe in their leaders.
Does credibility really matter? Does it make a difference? We asked people to rate their immediate managers. As part of our quantitative research, using a behavioral measure of credibility, we asked organization members to think about the extent to which their im- mediate manager exhibited credibility-enhancing behaviors. Credibility makes a difference, and leaders must take it personally.
Loyalty, commitment, energy, and productivity depend on it. Credibility goes far beyond employee attitudes. It influences customer and investor loyalty as well as employee loyalty. They found further that disloyalty can dampen performance by a stunning 25—50 percent. So what accounts for business loyalty? Price does not rule the Web; trust does. The data confirm that credibility is the foundation of leadership. But what is credibility behaviorally?
How do you know it when you see it? When it comes to deciding whether a leader is believable, people first listen to the words, then they watch the actions. They listen to the talk, and then they watch the walk. They listen to the promises of resources to support change initiatives, and then they wait to see if the money and materials follow. They hear the promises to de- liver, and then they look for evidence that the commitments are met. If leaders espouse one set of values but personally practice another, people find them to be duplicitous.
If leaders practice what they preach, people are more willing to entrust them with their livelihood and even their lives. To be credible in action, leaders must be clear about their beliefs; they must know what they stand for.
This practice includes the clarification of a set of values and being an example of those values to others. This consistent living out of values is a behavioral way of demonstrating honesty and trustworthiness. People trust leaders when their deeds and words match.
Who is that leader? What do leaders such as these have in common? Among these most ad- mired leaders, one quality stands out above all else. They all have, or had, unwavering commitment to a clear set of values. They all are, or were, pas- sionate about their causes. The lesson from this simple exercise is unmistak- able. People admire most those who believe strongly in something, and who are willing to stand up for their beliefs.
If anyone is ever to become a leader whom others would willingly follow, one certain prerequisite is that they must be someone of principle. All exemplary lead- ers share this quality no matter what status they may have achieved.
It could be a leader in your local community, one down the hall from you, one next door—and also you. I was a walking corpse. This means that I have to let people know and understand what my thoughts are so that I can become a good leader. People expect their leaders to speak out on matters of values and con- science.
But to speak out you have to know what to speak about. To stand up for your beliefs, you have to know what you stand for.
To walk the talk, you have to have a talk to walk. To do what you say, you have to know what you want to say. To earn and sustain personal credibility, you must first be able to clearly articulate deeply held beliefs. That is why Clarify Values is the first of the leader commitments we dis- cuss in this book.
You have to freely and honestly choose the principles you will use to guide your decisions and actions. Then you have to genuinely express yourself. You must authentically communicate your beliefs in ways that uniquely represent who you are. The techniques and tools that fill the pages of man- agement and leadership books—including this one—are not substitutes for who and what you are. The neonatologist who first examined her told us that she had a 5 to 10 percent chance of living three days.
Realizing this, a wise and caring nurse named Ruth gave me my instructions. I want you to come to the hospital every day to visit Zoe, and when you come, I would like you to rub her body and her legs and her arms with the tip of your finger.
But Max goes on. You will not have the integrity to lead. I think leadership begins with caring. We grabbed one off the shelf, and opened it to care.
Suffering and caring, discontent and concern, all come from one source. This is where you must go to who you are.
To find your voice, you have to ex- plore your inner territory. You have to take a journey into those places in your heart and soul where you bury your treasures, so that you can carefully examine them and eventually bring them out for display. You must know what you care about. And until you get close enough to the flame to feel the heat, how can you know the source?
You can only be authentic when you lead according to the prin- ciples that matter most to you. But at the end is truth. This is the common lesson we must all learn. To act with integrity, you must first know who you are.
You must know what you stand for, what you believe in, and what you care most about. In any organization, credibility building is a process that takes time, hard work, devotion, and patience.
Painful as some of this was at the time, it not only contributed to my challenge but caused me to persevere. It reinforced my intent to contribute to a more encouraging and nurturing culture than what I was experiencing. Every day she used personal journal writing for reflection and contemplation. What have I done inadvertently to demonstrate this is not a value for me? They supply us with a moral compass by which to navigate the course of our daily lives. Clarity of values is essential to knowing which way, for each of us, is north, south, east, and west.
This kind of guidance is especially needed in difficult and uncertain times. The late Milton Rokeach, one of the leading researchers and scholars in the field of human values, referred to a value as an enduring belief. He noted that values are organized into two sets: means and ends. We will use vision in Chapters Five and Six when we refer to the long-term ends values that leaders and constituents aspire to attain. Leadership takes both. When sail- ing through the turbulent seas of change and uncertainty, crewmembers need a vision of the destination that lies beyond the horizon, and they also need to understand the principles by which they must navigate their course.
If either of these is absent, the journey is likely to end with the crew lost at sea. Values influence every aspect of our lives: our moral judgments, our re- sponses to others, our commitments to personal and organizational goals. Values set the parameters for the hundreds of decisions we all make every day. Radha Basu, cofounder of SupportSoft, explained how being clear about her personal values regarding career provided her the ability to make choices among competing demands, requests, and claims on her time and attention.
If you are clear about your values, and your actions are aligned, it makes all Values serve the hard work worth the effort. We are much more in action. By know- ing which means and ends are most important, we can act independently.
We can also recognize a conflict between our own values and the values of the organization or society, and we can exercise choice about how to respond. Values also motivate. Values are the banners that fly as we persist, as we struggle, as we toil. We refer to them when we need to replenish our energy. For example, John Siegel, M. Without actually saying it, I pushed the button that was in each of us, reminding us of the values we are living and the dream we all have for where we work.
I had the least seniority of anyone, but I could say what I believed in, with confidence and a strength that comes from that personal commit- ment to values, and they listened. The mood changed, we were construc- tively engaged again, and eventually settled on a restructure plan that will improve how our department works.
Just reminding yourself of the principles that are most impor- tant often can refocus your attention on the things that really matter. How much difference does being clear about values really make? We set out to empirically investigate the relationship between personal values clarity, organizational values clarity, and a variety of outcomes such as commitment and job satisfaction. Figure 3. Along the horizontal axis is the extent to which these same people report being clear about their own personal values.
We then correlated these responses with the extent to which people said they were committed to the organization as measured on a scale of 1 low to 7 high. The numbers in each of the four cells represent the average level of commitment people have to their organizations as it relates to the degree of their clarity about per- sonal and organizational values.
Take a look at where the highest level of commitment is. The people who have the greatest clarity about both personal and organizational values have the highest degree of commitment to the organization. Now, take another look. Clarity of Organizational Values High 4. And in- deed these folks are not significantly more committed than those with lower levels of organizational values clarity.
It did us. So we looked again at the data to see if we could understand what people were telling us. Take a look at the second-highest level of commitment which, by the way, is not statistically different from the highest level.
In other words, personal values drive commitment. Personal values are the route Personal to loyalty and commitment, not organizational values. How can people who are very clear about their own values be committed to a place commitment. Think about it. Of course you have. Clarity about personal values is more important in your attitude about work than is clarity about organizational values alone.
Those indi- viduals who are clearest about personal values are better prepared to make choices based on principle—including deciding whether the principles of the organization fit with their own! Say It in Your Own Words Once you have the words you want to say, you must also give voice to those words.
In this book we present a lot of scientific data to support our assertions about each of the five leadership practices. But leadership is also an art.
To be- come a credible leader you have to learn to express yourself in ways that are uniquely your own. As author Anne Lamott tells would-be writers in her classes: And the truth of your experience can only come through in your own voice.
You can only lead out of your own. They follow you. One route to a true and genuine voice is in being more conscious about the words you choose and the words you use. Words matter. Words send signals, and, if you listen intently, you just may hear the hidden assumptions about how someone views the world. Take the following examples from an after-lunch speech we heard a bank manager give to his employees.
His intent was to motivate, but as we listened we heard more than that. We heard a fundamental belief system about how business functioned and what he believed to be important. Somehow it humanizes us. Once we 9 get this right, then the rest will come into place.
His is not about business as war, but about business as service and love. Tex and the bank manager are speaking in entirely different voices. Their words are internally congruent for each of them. Each would be disin- genuous and inauthentic if they spoke like the other. Instead, you are free to choose what you want to express and the way you want to express it.
Although credible leaders honor the diversity of their many constituencies, they also stress their common values. Leaders build on agree- ment. Moreover, to achieve it would negate the very advantages of diversity.
But to take a first step, and then a second, and then a third, people must have some common core of understanding. If disagreements over funda- mental values continue, the result is intense conflict, false expectations, and diminished capacity. Leaders must be able to gain consensus on a common cause and a common set of principles. They must be able to build and affirm a commu- nity of shared values. He asked various team members to recall the NetApp values and provide examples of them at work.
Recognition of shared values provides people with a common language. Tremendous energy is generated when individual, group, and organizational values are in synch. Commitment, enthusiasm, and drive are intensified. Peo- ple have reasons for caring about their work.
When individuals are able to care about what they are doing, they are more effective and satisfied. They experience less stress and tension.
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