Assessing and Developing Adaptable Leaders for an Age of Uncertainty

Transcription

1 Assessing and Developing Adaptable Leaders for an Age of Uncertainty Institutionally, the ability to be agile enough is the gut issue in leading an organization today. James McNerney CEO

2 Assessing and Developing Adaptable Leaders for an Age of Uncertainty Relax, It's Only Uncertainty Randall P. White The Many Faces of Learning Agility Kenneth P. De Meuse, Guangrong Dai, & George S. Hallenbeck Assessing Flexible Leadership as a Mastery of Opposites Rob Kaiser & Darren Overfield Handouts available at

3 Relax, It's Only Uncertainty The Case for Higher Order Leadership Skills Randall P. White, Ph.D SCP Mid-Winter Conference Uncertainty Gap Uncertainty in problem or situation Uncertainty Uncertainty gap Capability to deal with uncertainty Time The Future of Leadership, White, Hodgson & Crainer, 1996

4 C-suite executives reveal a high degree of being comfortable with discomfort. They accommodate ambiguity and the uncertainty it brings. They tend to have solid cores that allow them to accept not knowing everything. They tend to have a longer view because they see time as a continuum in which uncertainty will come and go as they progress. Being uncertain doesn t stifle them. Liz Mellon, Duke Corporate Education We have a hypothesis... that emerging market (non-western) leaders are actually much better suited to the way the world is going... The classical leadership way of thinking that many business schools and many corporations used... assumed a world that was controllable and predictable... one of the things our leaders have always had to do was deal with masses of ambiguity, enormous amount of change. Christine Williams, Standard Bank (South Africa)

5 Three types of leadership Command and control leader knows where to go and how to get there Situational Leadership, Paul Hersey, 1979 Three types of leadership Empowerment leader knows where to go but not how to get there Quality Acceptance Time

6 Three types of leadership Learning leader faces great uncertainty about where to go and thus doesn t know how to get there High Difficult learning Possibility of failure Low Low Value to the organization High Relax, It s Only Uncertainty, Hodgson & White, 2001 Three types of leadership Command and control leader knows where to go and how to get there Empowerment leader knows where to go but not how to get there Learning leader faces great uncertainty about where to go and thus doesn t know how to get there In each case, the leader is teacher versus followers who are learners.

7 Missing variables in assessing leadership Learning agility Dealing with ambiguity/uncertainty Leadership versatility Emotional intelligence Tacit knowledge Optimism Leadership leaps General Manager Be strategic Deal with ambiguity I can t do this job all by myself. Managing Managers (mid-level) Give up technical mastery Direct and motivate creative problem-solving First Supervisory Experience People are a problem. Making the Wrong Choice, White & DeVries, 1990

8 Enablers Mystery seekers Continually curious people attracted to areas and problems unknown to them Risk tolerators Make decisions when necessary, despite incomplete information, and will risk failure Future scanners Either futurists, gazing into the future and imagining the possibilities or drill deep, asking the right question at the right time Enablers Tenacious challengers Motivated when told that something can t be done or has never been tried Invigorators Inject enthusiasm and spontaneity into the work and invigorate the team Flexible adjusters Make on-line adjustments, recognizing the situation has changed or can sell change to colleagues

9 Enablers Simplifiers Convey ideas and information simply yet completely. They can be essence detectors who get to the core of the description, clarifiers who ruthlessly eliminate ambiguity and uncertainty, or interpreters who use symbols or images to communicate crisply and easily Focusers Keep an eye on a few specific objectives, no matter what else may be going on Restrainers Trouble with transitions Not motivated by work Conflict avoiders Muddy thinkers Complex communicators Detail junkies Narrow Tethered to the past

10 Alpha Coefficients Motivated by Mysteries Risk Tolerant Scans Ahead Tackles Tough Issues Creates Excitement Flexible Simplifier Focus Restrainers The Ambiguity Architect User s Manual, White, Hodgson, Lombardo & Eichinger, 1999 The Ambiguity Architect User s Manual, White, Hodgson, Lombardo & Eichinger, 1999

11 THE MANY FACES OF LEARNING AGILITY Kenneth P. De Meuse Guangrong Dai George S. Hallenbeck Situational Leadership Historically Fiedler (1967) Vroom & Yetton (1973) Graen et al. (1982) Recently» McCall, Lombardo & Morrison (1988)» Brousseau et al. (2006)» Goldsmith & Reiter (2007)

12 Learning Agility Definition Ability and willingness to learn from experience, and then apply that learning to perform successfully under new situations. Focus Vertical Leadership Identification and development of Hi Po s The Leadership Pipeline Adapted from The Leadership Pipeline (Charan, Drotter, & Noel (2001)

13 Historical Roots People develop on the job Development depends on raw talent, the experiences one has, and what one does with them Some experiences are more developmental than others 25 Glaring difference between successful people and those whose careers falter is their ability to wrest meaning from experience (i.e., learning agility). The Lessons of Experience McCall, Lombardo, & Morrison (1988)

14 Half the leaders I have met don t need to learn what to do. They need to learn what to stop. Learning Agility Leaders create meaning out of events and relationships that devastate nonleaders they look at the same events that unstring those less capable and see something useful The signature skill of leaders is the ability to process new experiences and to integrate them into their life. Geeks and Geezers: Bennis & Thomas (2002) 28

15 Learning Agile People Do Four Things Well 1. They are critical thinkers who examine problems carefully and make fresh connections 2. They know themselves and are able to handle tough situations 3. They like to experiment and can deal with the discomfort of change 4. They deliver results in first time situations through team building and personal drive 29 Learning Agility: A Multi-Dimensional Concept Know themselves well, learn from experience, treat others constructively, cool and resilient under the pressures of change People Agility Think through problems from a fresh point of view, are comfortable with complexity, ambiguity and explaining their thinking to others. Mental Agility Learning Agility Change Agility Curious, have a passion for ideas, like to experiment with test cases, and engage in skill building activities Results Agility Get results under tough conditions, inspire others to perform beyond normal, exhibit the sort of presence that builds confidence in others. 30

16 Description of Mental Agility Curious Reads broadly and has wide interests Gets to root causes Comfortable with ambiguity and complexity Finds parallels and contrasts easily Questions conventional wisdom Finds solutions to tough problems 31 Description of People Agility Self aware Comfortable with diversity and differences of opinion Understands others Can play many roles simultaneously Politically agile Deals with conflict constructively Relishes helping others succeed Skilled communicator 32

17 Description of Change Agility Loves tinkering and trying new things Easily accepts challenges Accepts responsibility and accountability Introduces new slants on old ideas 33 Description of Results Agility Resourceful Builds high performance teams Has tremendous drive to accomplish tasks Very flexible and adaptable Has significant personal presence 34

18 Distribution of Learning Agility 36

19 Are All Learning Agile Created Equal? Multi dimensional construct High on one dimension Low on another Profiles of high learning agile people Implications Selection by profile Develop by profile 38

20 The Problem Solver The Thought Leader

21 The Trailblazer The Champion

22 The Pillar The Diplomat

23 The Energizer How do you identify high potential talent?? 46

24 Beware of the Self Report Low Middle High Self Others 47 THE MANY FACES OF LEARNING AGILITY Kenneth P. De Meuse Guangrong Dai George S. Hallenbeck

25 Assessing Flexible Leadership as a Mastery of Opposites Robert Kaiser Darren Overfield In concurrent session, Assessing and Developing Adaptable Leadership for an Age of Uncertainty Flexibility is crucial But how to assess it? Yukl & Lepsinger (2004). Flexible leadership. Jossey-Bass.

26 The obvious answer Trait flexibility as a generic tendency to adapt behavior to changing circumstances Items Varies approach with the situation Makes adjustments in behavior Takes ideas different from own seriously Not set in his/her ways Thinks in terms of trade-offs Not compelling conceptually Not behaviorally precise; hard to act on Weakly related to effectiveness Kaiser, Lindberg, & Craig (2007). Assessing flexibility. Int l Journal of Selection & Ass t An Alternative Mastery of Opposites capability and skill with complementary behaviors that seem incompatible Conceptual/theoretical basis Behaviorally specific/prescriptive More predictive of effectiveness Kaiser, Lindberg, & Craig (2007). Assessing flexibility. Int l Journal of Selection & Ass t

27 Wisdom of opposites Competing Values Framework People & Relationships Human Relations Open Systems Adaptation to External Environment Process & System Efficiencies Internal Processes Rational Goals Production & Results Quinn, R.E. (1988). Beyond rational management.

28 Tough-Love Human Relations Rational Goals Push for productivity while also building cohesion & morale Quinn, R.E. (1988). Beyond rational management. Practical-Vision Open Systems Internal Processes Adapt/introduce change and maintain stability & predictability Quinn, R.E. (1988). Beyond rational management.

29 playing multiple, even competing roles, in a highly integrated & complementary way Hooijberg & Quinn (1992). Behavioral complexity leader effectiveness entails the mastery of countervailing behavior patterns Zaccaro (2001). Nature of executive leadership using opposing approaches, unrestricted by bias for one and prejudice against the other. Kaplan & Kaiser (2006). The versatile leader Assessment Behavioral content Measurement method Quantifying a higher-order concept integrating opposing scores

30 Behavior Tough-Love Initiation Autocratic Task-oriented Transactional Short-term Stability Efficiency Consideration Participative People-oriented Transformational Long-term Change Innovation Practical-Vision Management Realizing efficiency through command and control Leadership Inspiring people with a vision for change Self-assertive and directive Taking Charge and Initiative Autocratic and Decisive Expectations and Accountability Collaborative and supportive Empowerment and Delegation Democratic and Participative Supportive and Considerate Interpersonal How Short-term execution Implementation and Tactical Details Efficiency and Conservation Stability and Reliability Long-term strategy Vision and Direction Setting Growth and Expansion Innovation and Adaptation Organizational What

31 Measurement 1-to-5 rating scales Opposites are positively related Task-oriented r = People-oriented N = 493 executives Kaiser & Kaplan (2005). The folly of linear scales. Performance Appraisals: A Critical View New response scale Too little The right amount Too much Much Barely too little too little Barely Much too much too much Kaiser & Kaplan (2005). Overlooking overkill? Human Resources Planning Journal

32 Polarity effect Forceful Too little The right amount Too much Too little The right amount Enabling r = -.59 Too much Strategic Too little The right amount Too much Too little The right amount Too much Operational r = -.21 N = 484 middle to senior managers Methods Matter Task-oriented r r = People-oriented Forceful Too little The right amount Too much Too little The right amount Enabling r = -.59 Too much

33 Integrating opposing scores Different response scales, different methods not Once in Sometimes Fairly Frequently, at all while often if not always Too little The right amount Too much Much too little Barely too little Barely too much Much too much Kaiser, Lindberg, & Craig (2007). Assessing flexibility. Int l Journal of Selection & Ass t 1-to-5 Ratings Integrative balance = [(k-1) ( X Y )] * [(X + Y)/2] X and Y are opposites to be integrated X and Y are measured on a k-point scale COLLABORATIVE DIRECTIVE Bobko & Schwartz (1984). Integrating related constructs. Journal of Personality Assessment

34 Too much/too little Ratings Too Much DIRECTIVE Too Little COLLABORATIVE -4 C A B Too Much COLLABORATIVE Too Little DIRECTIVE Kaiser, Overfield, & Kaplan (2010). Leadership Versatility Index 3.0 Facilitator s Guide Too Much DIRECTIVE +4 Too Little COLLABORATIVE -4 50% 75% % 100% % +4 Too Much COLLABORATIVE Too Little DIRECTIVE Kaiser, Overfield, & Kaplan (2010). Leadership Versatility Index 3.0 Facilitator s Guide

35 Predicting effectiveness Too little The right amount Too much Much Barely too little too little Barely Much too much too much Forceful taking the lead and pushing for performance Enabling creating conditions for others to lead and contribute Operational focusing the organization on the short term Strategic positioning the organization for the future Copyright Kaplan DeVries Inc. All rights reserved. Forceful Leadership taking the lead and pushing for performance Takes charge Declares/decides Pushes Operational Leadership focusing the organization on the short term Execution Efficiency Order How You Lead What You Lead Enabling Leadership creating conditions for others to lead and contribute Empowers Listens/includes Supports Strategic Leadership positioning the organization for the future Direction Growth Innovation Kaplan & Kaiser (2006). The Versatile Leader. Pfiefer/Wiley.

36 Effectiveness indicators Perceived overall effectiveness Single-item rating on 10-pt scale, 5 = adequate, 10 = outstanding (peer ratings) Team performance Vitality (subordinate ratings of morale, engagement, & cohesion) Productivity (superior ratings of quantity, quality, & overall output) Kaiser, Hogan, & Craig (2008). Leadership and the Fate of Organizations. American Psychologist Research method 484 managers 126 GM or Executive 204 Functional head, Middle manager 110 Manager or supervisor 44 did not indicate level Mostly N. American (<20% EU, AP) Each rated by avg of 13 coworkers 2 Superiors 5 Peers 6 Subordinates Method Use avg. All Coworker ratings of behavior to predict effectiveness Peer ratings of Overall Effectiveness Subordinate ratings of Team Vitality Superior ratings of Team Productivity

37 Flexibility & leader effectiveness How What Forceful-Enabling Versatility Strategic-Oper l Versatility Model R Overall Effectiveness (peers).30***.38***.64*** Team Vitality (subs).32***.16*.46*** Team Productivity (boss) ***.36*** N = 484 middle to senior managers. Versatility based on average rating across all coworkers. Effectiveness based on peer ratings; Team Vitality based on subordinate ratings; Team Productivity based on superior ratings. 78% Copyright Kaplan DeVries Inc. All rights reserved.

38 1o. Pays attention to detail has a finger on the pulse of day-to-day activities. The right Too little Too much amount D P S Y 1s. Thinks broadly takes a big-picture perspective. Y S P Shortcoming D Strength Strength overused Copyright Kaplan DeVries Inc. All rights reserved. Relative Advantages Trait Approach Simple and intuitive, familiar method Requires fewer items, esp. important if required to use elaborate competency model Straight forward computation of scores (compared to black box in Mastery of Opposites methods) Mastery of Opposites Reflects the tensions and tradeoffs managers are familiar with More highly related to leadership effectiveness Behaviorally specific; more diagnostic value Dovetails with theory Situational ( when to do what ) Developmental (Jung, Erickson)

39 Applications Use existing tools based mastery of opposites Human Relations Internal Processes Open Systems Rational Goals Apply methodology to existing competency models/360s Competency Model 1. Drive Action for -oriented results 17. Resourcefulness Upward influence 2. Team player 18. Political Public speaking savvy 3. Visionary 19. Delegation Business acumen 4. Upward influence 20. Participative Empowering 5. Political savvy 21. Stress Networking tolerance 6. Decisive 22. Integrity Honesty 7. Drive Action-oriented for results 23. Master Visionary complexity 8. Customer focus 24. Manage Decisive self 9. Delegation 25. Action Composure -oriented 10. Participative 26. Drive Emotional for results IQ 11. Networking 27. Learning Customer agility focus 12. Integrity 28. Diversity Sfds afsd fds 13. Sfds Mentoring afsd fds 29. Dsfasdsd Culturally Aware 14. Coaching Dsfasdsd 15. Opeofweio Negotiation 16. fsaopjojpldfopdpas Interpersonal skill 30. Opeofweio Change agent 31. Fjojpldfopdpas Courage 32. Sadfasdlk Creativity Create your own assessment protocol Create your own Construct leadership models in terms of opposites Cover interpersonal how and organizational what Management Leadership Realizing efficiency through Inspiring people with a command and control vision for change Self-assertive and directive Collaborative and supportive Taking Charge and Initiative Empowerment and Delegation Interpersonal Autocratic and Decisive Democratic and Participative How Expectations and Accountability Supportive and Considerate Short-term execution Long-term strategy Implementation and Tactical Details Vision and Direction Setting Organizational Efficiency and Conservation Growth and Expansion What Stability and Reliability Innovation and Adaptation Don t assume more is better assess for too little and too much Too little The right amount Too much Start Stop Continue

40 The test of a first-rate intelligence is the ability to hold two opposed ideas in the mind at the same time, and still retain the ability to function. F. Scott Fitzgerald "The Crack-Up" (1936) Handouts available at