Leadership Focus Leading by Influence

Transcription

1 Leadership Focus Leading by Influence Kathy Kennedy, DrPH, MA Director, RIHEL Dr. Gary Knaus, Roaring Fork Family Physicians This material was prepared by TMF Health Quality Institute under contract with the Centers for Medicare & Medicaid Services (CMS), an agency of the U.S. Department of Health and Human Services. Any statements expressed by the individual and resources cited in this publication are not an opinion of, nor endorsement by, TMF or CMS.

2 Disclaimer I have no financial relationships with any proprietary entity producing, marketing, re-selling or distributing health care goods or services consumed by, or used on, patients.

3 Objectives 1. Identify three characteristics of exemplary informal leadership. 2. Identify three ways to influence systems (hospitals, practices, communities) without authority.

4 What Is Leadership? The process of influencing others in the attainment of a common goal.

5 What Is Leadership? The process of influencing others in the attainment of a common goal. INFLUENCING: There are hundreds of ways. What are we doing when we are influencing others?

6 Gary s Story Listen closely for the actions that Gary took. What did he do? How did Gary influence others in the attainment of a common goal?

7 At Your Table Tell as many Gary stories as you can in 15 minutes. ( someone who assumed the lead in order to make a difference even though he or she did not have any authority ) What did these persons DO that were acts of leadership, i.e., actions that were intended to influence others in the attainment of a common goal? At your table, choose the clearest example to share with everyone.

8 Whole Group Debrief What are some good examples? What did the leader DO to influences others? What are some common themes about informal leadership from these examples?

9 Whole Group Debrief What are some common themes about informal leadership from these examples? Leadership, and especially leading up, is all about Action; it is doing something (all of our examples) Positive relationships

10 Relationships Social/Emotional Intelligence: The capacity to be aware of, manage and express one's emotions, and to engage in interpersonal relationships judiciously and empathetically. Emotional Intelligence is one of the strongest known predictors of efficacy or success in the workplace.

11 Emotional Intelligence Evidence The Business Case includes 19 examples, such as Experienced partners in a multinational consulting firm were assessed on the EI competencies. Partners who scored above the median on nine or more of the 20 competencies delivered $1.2 million more profit from their accounts than did other partners a 139 percent incremental gain (Boyatzis, 1999). Emotional intelligence exhibits substantial importance when predicting job performance. The Relationship Between EI and Job Performance: A meta-analysis. (O Boyle et al 2011)

12 EI Evidence

13 Relationships Social/Emotional Intelligence: The capacity to be aware of, manage and express one's emotions, and to engage in interpersonal relationships judiciously and empathetically. Emotional Intelligence is one of the strongest known predictor of efficacy or success in the workplace. Trust: Based on genuineness and integrity; humility and humanity go a long way.

14 TRUSTWORTHINESS CHARACTER Integrity COMPETENCE Technical Maturity Abundance Mentality Warm Judgment 1993 Covey Leadership Center, Inc.

15 Influencing Systems Without Authority SYSTEMS Think of a system in your work life. It is probably a hospital, practice or clinic, or a community. What is something about that system that you would like to see work better?

16 Leadership is the process of influencing others in the attainment of a common goal. LaFasto FMJ and Larson C: The Humanitarian Leader in Each of Us (2011) Most of the highly effective humanitarian leaders studied had no position of authority.

17 When you are influencing a system, you are still acting to influence people.

18 Pre-Conditions 1. You must understand the system its parts and the whole and how they are interacting to create the status quo. 2. The person at the strategic place to make change ( the boss ) is not toxic. 3. The boss can tolerate (is reasonably open to) contributions from persons out of the chain of authority.

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20 1. Confirm a positive starting place within yourself. Assume good intentions. Maintain a mentality of abundance. Must have genuine positive regard for the senior.

21 2. Clarify the set of the senior. Understand their values. Understand their goals and priorities; understand their view of the road ahead. Understand what motivates them.

22 Challenge Pretend that you are the senior person who you would like to influence. Describe their challenges from their perspective. What are their goals and priorities? What do they need? What do they value?

23 3. Identify how I can add value. Identify what I am able to, and willing to, commit to. You cannot lead up without a goal. To what goal (of yours and of the senior) do you want to add value?

24 4. Communicate how I can add value, my ability and my willingness. Use all your emotional intelligence.

25 5. Continuously earn the privilege. DWYSYWD. (Follow-through.) Check in.

26 6. Debrief. Articulate successes and lessons learned with the senior. Talk about the outcomes but also about the process that happened between you.

27 Throughout Be intentional. Be proactive. Plan. Manage your own expectations. (Ripening the situation.) ( There are no guarantees. ) Maintain positive rapport with senior. Earn trust. Build his or her confidence in you. Create accurate expectations for the senior. Maintain your excellent level of performance. Maintain public loyalty to your senior. Show willingness to do what others are not. (Go the extra mile; sacrifice.)

28 Throughout: Be Emotionally Intelligent Use their time well (plan, be organized and articulate.) Observe their work style and comply. Critique your idea and your offer. (What are the arguments for and especially against? Costs and benefits?) Inspire a shared vision. (This is not about you. It is about the goal (that you have in common with the senior.) What would it look like if this were successful? How would you measure success?

29 Individually, then share as a small group at tables How do you see any of these steps playing out for you in your work system? What are your greatest doubts or fears about how it would play out?

30 YOUR FINAL WORDS Identify three ways to influence systems (hospitals, practices, communities) without authority.