In session 9, I invite you develop your opinions on..

How do you share information?

Is information shared (a)symmetrically in
your team?
What can you do about that?
What makes a good meeting?
 The Abilene Paradox

What are your comments on the video?

Do you notice any parallels with your simulation & group
work?
 Abilene Paradox: six specific characteristics
Jerry Harvey 1974

Organization members individually agree in private

about the nature of the situation or problem facing
the organization.

For example, members of the Abilene group agreed that

they were enjoying themselves sitting in front of the fan,
sipping lemonade, and playing dominoes.
 Abilene Paradox: six specific characteristics
Jerry Harvey 1974

Organization members individually agree in private

about what steps would be required to cope with
the situation or problem.

For members of the Abilene group, "more of the same"

was a solution that would have adequately satisfied
individual and collective desires.
 Abilene Paradox: six specific characteristics
Jerry Harvey 1974

Organization members fail to accurately

communicate their desires and/or beliefs to one
another.

In fact, they do just the opposite, thereby leading one

another into misperceiving the collective reality. On the
basis of incorrect assumptions about the consensus, each
member of the Abilene group communicated inaccurate
data to the other members of the organization. The data,
in effect, said, "Yeah, it's a great idea. Let's go to
Abilene," when, in reality, members of the organization
individually and collectively preferred to stay in Coleman.
 Abilene Paradox: six specific characteristics
Jerry Harvey 1974

With such invalid and inaccurate

information, organization members make
collective decisions that lead them to take
actions contrary to what they want to do,
thereby arriving at results that are
counterproductive to the organization's
intent and purposes.

Thus, the Abilene group went to Abilene when it

preferred to do something else.
 Abilene Paradox: six specific characteristics
Jerry Harvey 1974

As a result of taking actions that are

counterproductive, organization members
experience frustration, anger, irritation, and
dissatisfaction with their organization.

Consequently, they form subgroups with trusted

acquaintances and blame other subgroups for the
organization's dilemma. Frequently, they also
blame authority figures and one another. Such
phenomena were illustrated in the Abilene group
by the "culprit" argument that occurred when we
had returned to the comfort of the fan.
 Abilene Paradox: six specific characteristics
Jerry Harvey 1974

Finally, if organization members do not deal

with the generic issue — the inability to
manage agreement — the cycle repeats
itself with greater intensity.

Largely because it became conscious of the

process, the Abilene group did not reach that
point.
 The Abilene Paradox Jerry Harvey 1974

The inability to manage agreement — not the inability to

manage conflict — is the essential symptom that defines
organizations caught in the web of the Abilene Paradox.
The Abilene Paradox is not Group Think Leigh Thompson

Groupthink occurs when team members place

consensus above all other priorities—including using
good judgment when the consensus reflects poor
judgment, improper or immoral actions, and so on.

Groupthink, at its core, involves a deterioration of

mental efficiency, reality testing, and moral judgments
as a result of group pressures toward conformity of
opinion.
 Team Communication Biases Leigh Thompson

Communication Bias What it sounds like

Message Tuning Tailoring messages to specific recipients means they are not complete for
other recipients
Message Distortion Message senders present information that they believe will be favourably
received by the recipient and will, therefore, distort messages
Saying is Believing The communicator finds their inaccurate messages are so impactful that
they start to believe them
Biased Interpretation Receivers often hear what they want to hear when receiving messages,
especially ambiguous ones
Perspective-Taking It is as if people are saying after the fact, “I thought I was clear …” or “I
Failures thought you knew that …” Thus, we tend to overestimate the
commonality or overlap between our own knowledge base and that of
others.
Transparency Illusion People believe that their thoughts, attitudes, and reasons are much more
transparent—that is, obvious to others—than is actually the case
Uneven In virtually any group a minority of people do the majority of the talking
communication
 Indirect Speech Acts Leigh Thompson

You may hear, but what do you understand ? Low context

Close the door communication

Can you close the door?

Would you close the door?
It might help to close the door.
Would you mind awfully if I asked you to close the door?
Did you forget the door?
How about a little less breeze?
It's getting cold in here.
High context
I really don't want the cats to get out of the house. communication
The Information Dependence Problem
Leigh Thompson
Hidden Profile
Leigh Thompson
 Behaviors that block information sharing Leigh Thompson

What does not work What it looks like

Social Loafing
Conformity
Production blocking
Performance matching
The tendency to slack off and not work as hard in a group as they
would alone
Fitting in and not rocking the boat with new ideas
One member cannot share while another takes up the air space
Over time members’ performance levels converge

Downward norm setting People in brainstorming groups tend to match their performance
to the least productive members
Free Riders Taking advantage of the possibility that others can and will do
most or all of the work necessary for the team to succeed.
Diffusion of Responsibility A person's effort and contributions are less identifiable than
when that person works independently
Reduced Sense of Self-Efficacy Feeling that their contributions will not be as valuable,
efficacious, or worthwhile as they might be in a smaller group
The sucker effect Because everyone wants to avoid being taken advantage of, team
members hedge their efforts, and wait to see what others will do.
The problem is that when everyone does this, no one contributes.
 Increasing Information Sharing
What does not work
Increasing the Amount of Discussion
Separating Review and Decisions
Increasing the Size of the Team
Increasing Information Load
Accountability
Pre-discussion polling
Leigh Thompson
What works: Leader…
Redirects and Maintains the Focus of the Discussion to
Unshared (Unique) Information
Labels the Task As a “Problem” to Be Solved, Not a
“Judgment” to Be Made
Ranks Rather Than Chooses
Considers the Decision Alternatives One at a Time
Heightens Team Members' Awareness of the Types of
Information Likely to Be Possessed by Different Individuals
Suspends Initial Judgment
Builds Trust and Familiarity among Team Members
Minimises status differences
Team reflexivity
Virtual teaming
How your power silences truth
Megan Reitz

We forget how scary we are

We don’t question our ‘little list’ of whose

opinion matters

We send ‘shut up’ not ‘speak up’ messages

 Options for Team Leadership in Problem Solving
Rudolf Wimmer

Drive Facilitate Delegate

The leader facilitates The leader delegates the

Problem analysis and problem analysis with problem-solving process and
generating potential solutions the team to generate generating solutions to the
is driven directly by the potential solutions team
leader
 Options for Team Leadership in Problem Solving
Rudolf Wimmer

Drive Facilitate Delegate

Goal Goal Goal
Process Process
Content

The leader facilitates The leader delegates the

Problem analysis and problem analysis with problem-solving process and
generating potential solutions the team to generate generating solutions to the
is driven directly by the potential solutions team
leader
Drive
Facilitate 1/2
Facilitate 2/2
Delegate
 The 4P Meeting Management Model
Adapted from Whetton, D.A., & Cameron, K.S. 1991. Developing Management Skills
1 Purpose
Key Skill
•A complex problem needs to be resolved
using the expertise of several people.
•Team members' commitment to a decision
or to each other needs to be enhanced.
•Information needs to be shared
simultaneously among several key people.
Questions to Ask
•What is the purpose of the meeting?
•Is the purpose clear to participants?
•Is a meeting the most appropriate means of
accomplishing the goal?
•Are key people available to attend the
meeting?
•Is the cost of the meeting in proportion to
what will be accomplished?
 The 4P Meeting Management Model
Adapted from Whetton, D.A., & Cameron, K.S. 1991. Developing Management Skills

2 Participants

Key Skill Questions to Ask

•The size of the team should be compatible
with the task.
•A balance between people with strong task
orientations and those with strong
interpersonal skills is desirable.
•Is the size of the meeting appropriate given
the problem of coordination costs?
•What diversity of skills and backgrounds is
important to have in the meeting?
 The 4P Meeting Management Model
Adapted from Whetton, D.A., & Cameron, K.S. 1991. Developing Management Skills
3 Plan
Key Skill
•Provide for adequate physical space, etc.
•Establish priorities by sequencing agenda
items and allotting time limits to each item.
•Prepare and distribute the agenda before or
at the beginning of the meeting.
•Organize the agenda by content, not by
who is there. Use a three-step approach:
announcements, decisions, discussion
•Think about your visual aids: Visual aids are
43% more persuasive than no visuals
•Choose the most appropriate decision-
making structure (e.g., brainstorming,
normal group technique).
Questions to Ask
•Has an agenda been created?
•Has the agenda for the meeting been
distributed to members prior to the
meeting?
•Have members been forewarned if they will
be asked to report?
•Has the physical arrangement been
considered (e.g., whiteboards, overheads,
flipcharts)?
•Has key information been put into proper
information displays?
•Has a note taker been assigned?
 The 4P Meeting Management Model Leigh Thompson
Adapted from Whetton, D.A., & Cameron, K.S. 1991. Developing Management Skills

4 Process

Key Skill Questions to Ask

•At the beginning, restate the overall
purpose of the meeting and review the
agenda and time constraints.
•Make note of the ground rules, such as how
decisions will be made (e.g., raised hands,
secret ballot).
•Use techniques to ensure equal
participation from members.
•Conclude the meeting by summarizing key
decisions, reviewing assignments, and
determining objectives for the next meeting.
•If this is the first meeting of a team, has an
icebreaker been included?
•Does the icebreaker get people involved in
a behavioral or emotional way (at a
minimum, a handshake or high-five)?
•Have the ground rules been determined
and shared with members in advance of the
meeting?
 Should I hold a meeting?
Saunders 2015

©Accadence Pte. Ltd. UEN: 201202552C Version 9 only for use 2020 Accadence.com
 • Heidi Grant is the associate director of Columbia
Business School’s Motivation Science Center and the
author of Nine Things Successful People Do
Differently (Harvard Business Review Press, 2011).

©Accadence Pte. Ltd. UEN: 201202552C Version 9 only for use 2020 Accadence.com
About This
• Read the full article, originally published in the

Article
May 2014 issue of Harvard Business Review:
“Get Your Team to Do What It Says It’s
Going to Do.”

29
 Group Meeting Reflection

Reflect on your Everest meetings since session 8

• How did you organise the meeting(s) and why?

• How did you ensure everyone had the information they
needed?
• How could your taking leadership have led to a better
meeting result?
Collaboration by Difference
Cathy Davidson
In session 9, I invite you develop your opinions on..

The usefulness of conflict in teams

The usefulness of harmony in teams
How can psychological safety benefit a
team?
 Where do your conflicts appear?

My boss

Me My peer My peer

My direct My direct My direct

 Who is My Team?

My boss

Me My peer My peer

My direct My direct My direct

Who is My Team?

Team of peers

Me

Team of directs
Who is My Team in the Matrix?

Global Local team

function team of peers
of peers

Me

Team of directs
Barry Oshry calls this the state of
The Torn Middle

Tops

Middle

Bottoms
It can feel like being squeezed in a sandwich…

Strategic framework
Perspective of General
Management
formal Organization

Tops

Translator between strategic

frames/goals and decentralized
intelligence (knowing by doing and
Middle experience)

Bottoms

Detailed execution
Perspective of experts
Individual and group interests
Risk: Leader over identifies above

Team of peers

Me

Team of directs
Risk: Leader over identifies below

Team of peers

Me
Team of directs
 How do you respond to being a ‘torn middle’
Drawn to the superior
perspective

Avoidant Aggressive
response response

Drawn to the subordinate

perspective
 How will you keep your balance?
Drawn to the superior
perspective

Avoidant Aggressive
response response

Drawn to the subordinate

perspective
How will you manage the conflicts you need to have?
Superior perspective

Yes Yes Yes No No Yes

My perspective Yes Yes No Yes Yes No

Yes No No No Yes Yes

Subordinate perspective
 How Management Teams Can Have a Good Fight
Kathleen M. Eisenhardt, Jean L. Kahwajy, and L.J. Bourgeois III

The absence of conflict is not harmony, it’s apathy

After analyzing our observations of the teams’ behavior, we found

that their companies used the same six tactics for managing
interpersonal conflict. Team members

• worked with more, rather than less, information and debated on

the basis of facts;
• developed multiple alternatives to enrich the level of debate;
• shared commonly agreed-upon goals;
• injected humor into the decision process;
• maintained a balanced power structure;
• resolved issues without forcing consensus.
How Management Teams Can Have a Good Fight
Kathleen M. Eisenhardt, Jean L. Kahwajy, and L.J. Bourgeois III
 Building a Fighting Team
Kathleen M. Eisenhardt, Jean L. Kahwajy, and L.J. Bourgeois III

How can managers encourage the kind of substantive debate over issues that leads to better decision
making? We found five approaches that help generate constructive disagreement within a team:
1. Assemble a heterogeneous team, including diverse ages, genders, functional
backgrounds, and industry experience.
If everyone in the executive meetings looks alike and sounds alike, then the chances are excellent
that they probably think alike, too.
2. Meet together as a team regularly and often.
Team members that don’t know one another well don’t know one another’s positions on issues,
impairing their ability to argue effectively. Frequent interaction builds the mutual confidence and
familiarity team members require to express dissent.
3. Encourage team members to assume roles beyond their obvious product, geographic, or
functional responsibilities.
Devil’s advocates, sky-gazing visionaries, and action-oriented executives can work together to ensure
that all sides of an issue are considered.
4. Apply multiple mind-sets to any issue.
Try role-playing, putting yourself in your competitors’ shoes, or conducting war games. Such
techniques create fresh perspectives and engage team members, spurring interest in problem
solving.
5. Actively manage conflict.
Don’t let the team acquiesce too soon or too easily. Identify and treat apathy early, and don’t confuse
a lack of conflict with agreement. Often, what passes for consensus is really disengagement.
Psychological Safety leads to High Performance

Google’s Project Aristotle, had

one goal:

to define what makes a team

at Google effective

Psychological Safety came top:

Team members feels safe to

take risks and be vulnerable in
front of each other
 Impression management drives against
Psychological Safety

”…we human beings have very instinctive responses to

hierarchy, and most organizational workplaces have
hierarchies in them. We have instinctive responses
to hierarchy that lead us to hold back, to be more
engaged in impression management, how do I look?”
 Impression management drives against
Psychological Safety

Our impression management at work leads us to avoid

conflict, contradiction, arguing, disagreement,
questioning, opposing… with bosses, superiors, peers
and, even sometimes, subordinates because we may
appear:

Naïve Immodest
Ignorant Over ambitious
Disrespectful Not a team player
Pushy Undermining
Hard to get along with
Fractious
Noisy
 Psychological Safety involves, but goes
beyond interpersonal trust
“Psychological safety is a belief that one will not be punished or humiliated for
speaking up with ideas, questions, concerns or mistakes.”

Amy Edmonson’s recipe

1. Frame the work as a learning problem
2. Acknowledge your own fallibility
3. Model curiosity

Trust
describes an interpersonal relation: choosing to risk
something you value - being vulnerable to another
person’s actions

Psychological safety describes a team climate characterized by

interpersonal trust and mutual respect in which people are comfortable
being themselves
Psychological Safety & High Performance
"Professor Edmondson says her
research over 20 years shows a
relationship between
psychological safety in a
group or workplace and
learning behaviors, such as:
• reporting of errors,
• being more creative,
• quality improvement
implementation,
• speaking up with ideas.
As a result, psychological safety
is a good predictor of
performance.
51
How do you measure psychological safety?
Amy Edmondson

• If you make a mistake on this team, it is often held against you?

• Are members of this team are able to bring up problems and tough
issues?
• Have people on this team sometimes rejected others for being
different?
• Is it safe to take a risk on this team?
• Is it difficult to ask other members of this team for help?
• Would no one on this team deliberately act in a way that
undermines my efforts?
• When working with members of this team, are my unique skills and
talents valued and utilized?
Psychological Safety
Amy Edmondson
Psychological Safety x Cognitive Diversity
Reynolds & Lewis
The Five Dysfunctions of a Team Patrick Lencioni
The FIVE Dysfunctions of a Team by Patrick Lencioni

Dysfunctions
Members of dysfunctional teams … and ways to Overcome each one Members of trusting teams ...

• Stagnates/fails to grow
Inattention to Results • Retains achievement-oriented employees
• Rarely defeats competitors • Minimizes individualistic behavior
Public declaration of results
• Loses achievement-oriented employees • Enjoys success and suffers failure acutely
Results-Based rewards
• Encourages team members to focus on their own careers and • Benefits from individuals who subjugate their own goals/interests for
individual goals Setting the tone for a focus on results the good of the team
• Is easily distracted from the leader • Avoids distractions

• Creates resentment among team members who have different standards

Avoidance of Accountability
of performance
Publication of goals and standards
• Encourages mediocrity
Simple and regular progress reviews
• Misses deadlines and key deliverables
Team rewards
• Places an undue burden on the team leader as the sole source of
discipline Ability of leader to allow the team to serve as
the first and primary accountability
mechanism
• Ensures that poor performers feel pressure to improve
• Identifies potential problems quickly by questioning one another’s
approaches without hesitation
• Establishes respect among team members who are held to the same
high standards
• Avoids excessive bureaucracy around performance management and
corrective action

• Creates ambiguity among the team about direction and priorities

Lack of Commitment • Creates clarity around direction and priorities
• Watches windows of opportunity close due to excessive analysis and • Aligns the entire team around common objectives
Cascading Messaging
unnecessary delay • Develops an ability to learn from mistakes
Deadlines
• Breeds lack of confidence and fear of failure • Takes advantage of opportunities before competitors do
Contingency and Worst-case scenario analysis
• Revisits discussions and decisions again and again • Moves forward without hesitation
Low-risk exposure therapy
• Encourages second-guessing among team members • Changes direction without hesitation or guilt
Ability of leader to not place too high of a
premium on consensus or certainty

• Have boring meetings

Fear of Conflict • Have lively, interesting meetings
• Create environments where back-channel politics and personal attacks • Extract and exploit the ideas of all team members
Mining for conflict
thrive • Solve real problems quickly
Real-Time Permission
• Ignore controversial topics that are critical to team success • Minimize politics
Personality style and Behavioral Preference
• Fail to tap into all the opinions and perspectives of team members • Put critical topics on the table for discussion
tools
• Waste time and energy with posturing and interpersonal risk
Demonstration of restraint by leader when
management
people engage in conflict

•
•
Conceal their weaknesses and mistakes from one another
Hesitate to ask for help or provide constructive feedback
Absence of Trust •
•
Admit weaknesses and mistakes
Ask for help
• Hesitate to offer help outside their own areas of responsibility • Accept questions and input about their areas of responsibility
Personal Histories Exercise
• Jump to conclusions about the intentions and aptitudes of others • Give one another the benefit of the doubt before arriving at a negative
Team Effectiveness Exercise
without attempting to clarify them. conclusion.
Personality and Behavioral Preference Profiles
• Fail to recognize and tap into one another’s skills and experiences. • Take risks in offering feedback and assistance
360-Degree Feedback
• Waste time and energy managing their behaviors for effect • Appreciate and tap into one another’s skills and experiences
Experiential Team Exercises
• Hold grudges • Focus time and energy on important issues, not politics
• Dread meetings and find reasons o avoid spending time together Demonstration of vulnerability first by leader • Offer and accept apologies without hesitation
• Look forward to meetings and other opportunities to work as a group
The leader’s challenge – balancing the dynamic
tension between harmony & conflict
 Discouraging chilling harmony

Active, holding leadership

Encourage debate
Experts/leaders speak last
Set role expectations
Assign devil’s advocate, rotating chair, thinking hats or …
Encourage intervention - Silence is consent
Behavioral feedback not personal feedback
Explicitly define team norms, meeting purpose and process
Do not tolerate gossip
Experiment with alternatives to verbal particpation
Coaching on participation
Appreciate positive behaviors
Finally reflect on the meeting process and lessons learnt
 Destructive Conflict Produces
Material & Interpersonal Challenges

Affective Conflict
 Discouraging destructive conflict

Active, holding leadership

Role-model positive behaviors
Structured meetings with clear purpose
Discourage interruption and encourage intervention
Live/fish-bowl coaching on interaction styles
Behavioral feedback not personal feedback
Explicitly define team norms
Do not tolerate gossip
Dismantle in-groups
Coaching on responses to challenge, questions
Appreciate and recognise positive behaviors
Finally reflect on the meeting process and lessons learnt
 Lindred Greer: Managing Conflict in Teams

Healthy
Task Conflict

Unhealthy Task Conflict

Process Conflicts
Relationship Conflicts
Status Conflicts
Types of Conflict Leigh Thompson
Lindred Greer: Guidelines for managers to help their teams
through the inevitable conflicts:
Keep an eye on dyadic disagreements Although conflicts always begin
between two people, they often don’t stay there. If a conflict is starting to
escalate and bring in others for reasons other than pure task opinions (e.g.,
people are siding with friends or using the conflict to push personal issues),
it’s probably time to intervene. A well-timed lunch could keep the team on
track, or even negate the need for the expensive conflict resolution
consultant later.
Try to understand what the real issue is before you intervene For
each person, the fight might be about something different. Perhaps it is a
personal slight, from a year ago, that still rankles. Or, most likely in a high-
powered team, one or both people could be trying leverage up by pushing
the other person down. Or the two characters might just be a mismatch. In
any given work conflict, the real conflict is often not what is being verbally
expressed. Often underlying concerns relating to respect and rank may be
the true issues behind many conflicts.
Be aware of your own biases Research suggests that when laypeople
intervene in a conflict, they end up siding with one of the parties,
exacerbating the coalition effect. Know when to delegate the intervention
to a more neutral party. People within your company who are skilled at
conflict resolution, naturally or by training, are a huge asset.
 Engage to encourage constructive conflict

Be present and focus on the conversation – remove

distractions
Ask questions with the intention of learning from
your teammates
Show genuine listening (react, reflect, empathise)
Signal engagement, understanding, interest,
encouragement verbally
Avoid ambiguous signals
Be aware of your body language; make sure to lean
towards or face the person speaking
Make eye contact to show connection and active
listening
The Thomas-Kilmann Conflict Styles model shows
your choices to engage
The Thomas-Kilmann Conflict Styles model shows
your choices to engage

Delegation
up
Win/submit

Win/eliminate
Is your relationship management setting you up for
success or failure in your next conflict?
?

Their experience of interacting with you

Their expectation of the next interaction with you

Trust tempers negative Conflict Leigh Thompson
 Group Reflection

Reflect on your group Everest group meetings

• What conflicts did you fail to have?

• What did your group lose as a result?
• How could you have taken leadership to avert these
failures?
 Case: A Star Employee but a Terrible Manager
Atul Teckchandani

Be prepared to give your advice to Renee Janssen

But but what should she do? Demoting Lopez would probably lead to
her leaving the organization - did Janssen want to lose one of her best Red Purple
employees? But how could she go about trying to help Lopez be a more
effective manager when she became so confrontational every time they Blue Green
spoke? And how could she repair the damage done to the rest of the
team? Lopez was only one employee? There were five others Janssen
also needed to consider. Yellow Orange

You will 40 minutes in group work, 6 minutes to present and to answer questions

Consider:
Leadership Styles & the Managerial Grid
Emotional Intelligence
Goal, Ability & Motivation, & Team Development
Information Distribution
Psychological Safety & Conflict
Feedback & Personal Development
Session 12: I invite you to develop your opinions on…

What is leadership development?

What are your own leadership development
plans for the shorter and longer terms?
Effective transitions: Keep, Learn & Unlearn
 Capability not time-served…

i th
sm
d
ol
.G
Manage

M
organizations

e”
er
th
ou

Manage Managers
ty

Impact
ge
’t
on

Manage others
w,
re
he

Manage others
u
yo
ot

Managing self
tg
ha

Show capability
“W

Within my domain knowledge Beyond my domain

 Personal Development
Converting potential into achievement

e nt
Potential

pm
velo
De
n al
e rso
P

Achievement
Leadership Development: Leadership Matrix
Richard Hughes-Jones et al.
Michael Watkins’ Seven Seismic Shifts
from Manager to Leader

Specialist Generalist

Analyst Integrator

Tactician Strategist

Bricklayer Architect

Warrior Diplomat

Problem Problem
Solver Finder

Role Holder Role Model

Michael Watkins ‘How Managers Become Leaders’ HBR June 2012

Personal Development .xls
 What Skills Will Magnify My Strengths?
Zenger & Folkman

Our research shows that 16

leadership competencies
correlate strongly with
positive business outcomes.
Each of them has up to a
dozen “competency
companions” whose
development will strengthen
the core skill.

10. Inspires and Motivates Others to High Performance is significantly correlated

with more of the other Differentiating Competencies than any other. This
suggests that becoming more effective at motivating and inspiring others
will help leaders improve in all other competencies, and vice versa.

The New Extraordinary Leader, 3rd Edition: Turning Good Managers into Great Leaders,
3rd Edition By John H. Zenger, Joseph Folkman
 Research-based competency approach
to leadership development

How am I doing How important is this Development Priority: must work Priority: must work on
today? 1-5 for my success? 1-5 gap Y/N on this now this next

Priority: must work

What does my What is my target Development gap on this now to be Priority: must work
target do well? 1-5 not doing? Y/N ready on this next

1. Displays High Integrity and Honesty Behaviors

2. Technical/Professional Expertise Displays High Integrity and Honesty
3. Solves Problems and Analyzes Issues Behaviors
4. Innovates
5. Practices Self-Development
6. Drives for Results
7. Establishes Stretch Goals
8. Takes Initiative
9. Communicates Powerfully and Prolifically
10. Inspires and Motivates Others to High Performance
11. Builds Relationships
12. Develops Others
13. Collaboration and Teamwork
14. Develops Strategic Perspective
15. Champions Change
16. Connects the Group to the Outside World
 Personal Development
Converting potential into achievement
Potential
 Planning your learning

Objectives

Integrate Do

Development Evaluation

Reflect
 Following through on your transition

Learn Keep Unlearn

 Task 11 – Future leaders

Hear your colleagues top three leadership development

objectives and how they will get there.
Help them be more SMARTS with questions and
challenges.
 After class assignment 30%

Assignment Due date

Individual Written Assignment (30%) - Reflective Paper

A written, reflective paper of 2,000 words in length (+/- 5%) titled My Leadership
Development Plan. Student reviews and applies the frameworks and concepts
covered within the unit to their own professional practice by focusing on one topic
covered in the course:

Explain the theory and application principles of your chosen topic in your own
words 6th December
Explain why you chose this topic and why it is relevant to you today. How does 2021
this fit into your overall leadership development plan?
Provide a detailed example of how you will apply it to your own development as a
leader including:
• the specific changes or experiments you designed to implement it
• how you expect to benefit professionally: what is the business case for
this change?
• how your firm will benefit from this change
• how you will measure success
 Reflection time

Book a time in my calendar to

reflect on your
Personal Effectiveness
calendly.com/andrew_jones/spj-open-office-hours