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OK Let’s try again:. Name, how you wish to be addressed? Given what you understand about the course so far, what do you hope to learn? Share something that will help us know you. ?. Form Groups. Mill and find others or they will find you. We have 20 enrollees so we need 4 groups of 5.

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Ok let s try again
OK Let’s try again:

  • Name, how you wish to be addressed?

  • Given what you understand about the course so far, what do you hope to learn?

  • Share something that will help us know you.

  • ?


Form groups

Form Groups

Mill and find others or they will find you.

We have 20 enrollees so we need 4 groups of 5.

Choose a point person.


Meet in groups
Meet in groups

  • 1. What makes sense about the course so far or looks good to you?

  • 2. What’s not clear? Anyone else got it figure out?

  • 3. How can we "make sure "info flows freely" and "how will we deal with conflict or differences, with each other, or with the instructor"?

  • Pick a point person


Norms to encourage the free flow of information that will allow us to disagree we will
Norms to encourage the free flow of information that will allow us to disagree. We will:

  • 1.Respect each other's ideas  and encourage differences  of opinion.

  • 2. Be hard on ideas but not people.

  • 3. Share the blame if class sessions go wrong or if our learning plans are ineffective.

  • 4. Share the recognition and rewards if our class goes well.

  • 5. Encourage each other to take part in planning and decision making about the means to achieve the ends, both individual, group, and those of the prof.

  • 6. Offer support and assistance to each other.

  • 7. Listen to each other.

  • 8. Discuss our feelings openly and honestly.

  • 9. Come prepared so we are all on the same page.

  • 10. Be here and be on time so we can begin together.11.12.13.


Strongly agree agree partially agree neutral partially disagree disagree strongly disagree

Do you agree? allow us to disagree. We will:

“Most working teams I have known, in school, on my job, or elsewhere have been high performing, well lead, effective, and satisfying experiences.”

Strongly agree

Agree

Partially agree

Neutral

Partially disagree

Disagree

Strongly disagree


Shared inquiry
Shared Inquiry allow us to disagree. We will:

  • Starts with asking really good questions


Wisdom asking good questions

Wisdom: Asking good questions allow us to disagree. We will:

“Judge others by their questions rather than by their answers.” Voltaire (1694-1778)


Teams at work have more talent and experience, more diverse resources, and greater operating flexibility than individual performers.

A good question of shared inquiry is:

So why do so many work teams either struggle unpleasantly toward an unsatisfactory conclusion-or, worse, crash and burn shortly after launch?

What ‘cha think? So let’s inquire a while?


A couple of main ideas
A Couple of Main Ideas resources, and greater operating flexibility than individual performers

  • Find and act on the best knowledge and evidence based empirical findings not just on someone else’s “best practices.”

  • Deal with vexing half-truths such as: “Leaders are in control and ought to be.”


Small group discussion
Small Group Discussion resources, and greater operating flexibility than individual performers

  • Any formal training about groups/teams?

  • Books about teams or team leadership you have read and liked?


Pick a title
Pick a Title resources, and greater operating flexibility than individual performers

Which Truth?


Leading teams
Leading Teams resources, and greater operating flexibility than individual performers

  • It’s not all intuition and “best practices.” Better evidence can lead to better leadership performance

  • There are smarter, more “evidenced ways” to think about and understand leadership and better ways to “lead” teams.


But one thing for sure
BUT ONE THING FOR SURE resources, and greater operating flexibility than individual performers

  • You can’t learn just by watching and talking about it; you’ve got to do it.

  • "How vain to try to teach youth, or anyone, truths! They can only learn them out of their own fashion, and when they get ready...A man thinks as well through his legs and arms as his brain. We exaggerate the importance of the headquarters." (Henry Thoreau, Dec. 31, 1860)


Small group discussion leadership experience
Small Group Discussion: Leadership Experience? resources, and greater operating flexibility than individual performers

  • Where have you been asked to lead teams?

  • Where do you hope to lead?


Have you a leadership development plan

Experience change, complexity & learn to tolerate ambiguity resources, and greater operating flexibility than individual performers

Who should participate with you in your development?

Role of mentors

Finding feedback

Variety of experiences

Presentation (oral and written) skills

Comfort with conflict

Showing up at the “table”

Making connections

Moving up

Value of cross-cultural

Watching others

Political and volunteer organizations

Keeping a log/diary

Writing/rewriting your obituary

Have You a Leadership Development Plan?

A Systematic Approach

Learning from Experience


Whom do you read and then trust about effective leadership
Whom do you read and then trust about effective leadership? resources, and greater operating flexibility than individual performers


Making sense of it is tough
Making sense of “it” is tough resources, and greater operating flexibility than individual performers

  • Too many “experts”

  • Little integration

  • Inconsistent claims


Applying occam s razor
Applying Occam’s Razor resources, and greater operating flexibility than individual performers

  • Cut out all the “crappy” books about leadership


It s a big task need a book about leadership
It’s a big task. Need a book about leadership? resources, and greater operating flexibility than individual performers

  • http://www.leadershipnow.com/leadershop/titleindex.html

  • The latest:

    http://www.leadershipnow.com/leadershop/index.html


The happy foot of the head penguin
The Happy Foot of the Head Penguin resources, and greater operating flexibility than individual performers

  • http://www.leadershipnow.com/leadershop/031236198X.html

  • Question: If we are so sure we know what “it” is, why are there so many different ideas about what you need to know if you wanted “to get you some?”

  • Leadership books keep rolling off the presses as if their authors had something new to say. A significant new theory of leadership hasn’t been advanced in years, and there are few serious research findings to report. Yet authors keep churning out books.


Want one of mine? Sells for $35.00; publisher gives us $4.50 a copy which Bob and I split. (That’s why I’m still working and our publisher retired to Florida.) It has empirical research to support the assertions.

http://www.amazon.com/Executive-Leadership-Nonprofit-Organizations-Executive-Board/dp/1555423345/ref=pd_sxp_f_pt/105-5214866-7220446


Hot off the press: half baked a copy which Bob and I split. (That’s why I’m still working and our publisher retired to Florida.) It has empirical research to support the assertions? From the “flyer”: Quote for the flyer: Structured so it can be read in time chunks, consistent with the ’60-Second’ proposition.”


From the same author
From the Same Author a copy which Bob and I split. (That’s why I’m still working and our publisher retired to Florida.) It has empirical research to support the assertions

It helps to have “seven”since the success of Stephen Covey


Opps: Make That Eight a copy which Bob and I split. (That’s why I’m still working and our publisher retired to Florida.) It has empirical research to support the assertionsThe Seven Habits of Highly Effective People, was extremely successful and has sold over 15 million copies worldwide since first publication in 1989.


More from franklin covey
More from Franklin Covey a copy which Bob and I split. (That’s why I’m still working and our publisher retired to Florida.) It has empirical research to support the assertions

http://www.franklincovey.com/fc/library_and_resources/mission_statement_builder


Get real
Get Real! a copy which Bob and I split. (That’s why I’m still working and our publisher retired to Florida.) It has empirical research to support the assertions


About best practices
About “best practices.” a copy which Bob and I split. (That’s why I’m still working and our publisher retired to Florida.) It has empirical research to support the assertions


Possible new title will it sell
Possible new title: will it sell? a copy which Bob and I split. (That’s why I’m still working and our publisher retired to Florida.) It has empirical research to support the assertions

How I Blew It!


A difficult proposition to support or measure
A difficult proposition to a copy which Bob and I split. (That’s why I’m still working and our publisher retired to Florida.) It has empirical research to support the assertionssupport or measure

  • "Trust is the essence of leadership."--Colin Powell


Another Self-Confirming Behavior: a copy which Bob and I split. (That’s why I’m still working and our publisher retired to Florida.) It has empirical research to support the assertionsYou gotta know when to hold ‘em; know when to fold ‘em; know when to walk away and know when to run.

  • Trusting is like playing poker


Toward evidenced based leadership research
Toward evidenced based leadership research a copy which Bob and I split. (That’s why I’m still working and our publisher retired to Florida.) It has empirical research to support the assertions

  • Definition murky

  • Many assertions; little evidence

  • Messy problems

  • Better standards can be used

  • Empirical studies, little added since 1970’s

  • Now mostly war stories or exhortations


For certain there s no leadership without others
For certain: There’s no leadership without others a copy which Bob and I split. (That’s why I’m still working and our publisher retired to Florida.) It has empirical research to support the assertions


Two big questions
Two Big Questions a copy which Bob and I split. (That’s why I’m still working and our publisher retired to Florida.) It has empirical research to support the assertions

  • How do people explain or try to understand a leader’s behavior?

  • What kinds of errors do people make when explaining or trying to understand a leader’s behavior?


The basic premise
The Basic Premise a copy which Bob and I split. (That’s why I’m still working and our publisher retired to Florida.) It has empirical research to support the assertions

Behavior is to be understood as a function of: Individual, Situation

B = (f) I, S(I)Individual Dispositionalattributes/”personality/traits (values, attitudes, experience, education, etc.)(as they interact with)(S)The Situation as the individual makes sense of (understands) it.


First leadership studies the search for the right stuff dispositions thru the 1950s
First Leadership Studies: The Search for the Right Stuff (dispositions) thru the 1950s

  • Emphasis on B= (f) Indiv. traits, not Situation

  • Assumes that a finite number of individual traits of effective leaders can be found

    • intelligence

    • personality

    • physical characteristics

  • Relies on research that relates various traits to certain success criteria

  • Research findings were contradictory


Assumptions
Assumptions (dispositions) thru the 1950s

  • People are born with inherited traits.

  • Some traits are particularly suited to leadership.

  • People who make good leaders have the right (or sufficient) combination of traits.


Early research on leadership was based on the psychological focus of the day
Early research on leadership was based on the psychological focus of the day

  • people have inherited characteristics or traits

  • attention was placed on discovering these traits, often by studying successful leaders

  • underlying assumption that if other people could also be found with these traits, then they, too, could also become great leaders.

  • if particular traits are key features of leadership, how do we explain people who possess those qualities but are not leaders?

  • minimized the impact of the situation


Traits Studied Associated focus of the dayWith Leadership Effectiveness


Shortcomings of the trait theory of leadership
Shortcomings of the Trait Theory of Leadership focus of the day

  • The list of potentially important traits is endless

  • Trait test scores are not consistently predictive of leader effectiveness

  • Patterns of effective behavior always depend largely on the situation

  • The trait approach fails to provide insight into what the effective leader actually does on the job

  • Hindered by methodological problems

    • Problem connecting abstract trait and how it “shows up in behavior”

    • Can’t examined traits one-at a-time

    • If traits matter, it is probably a constellation of interacting traits which can’t be reduced to single traits, thus very difficult to study.


The fundamental attribution error
The fundamental attribution error focus of the day

  • Janet and Michael go on a date and, at the end of the evening, he promises to call her tomorrow. Tomorrow comes along, but Michael doesn’t call. In thinking about this situation, Janet might come up with different explanations for his behavior. What are some possible explanations for Michael’s behavior?


Causal attributions focus of the day

  • Internal attribution: Explain in terms of something about the person, e.g., traits (e.g., Michael is rude and unreliable)

  • External attribution: Explain in terms of something about the situation (e.g., Michael couldn’t call because he’s in the hospital and unconscious)


Pick up most leadership books and you find most authors make same error
Pick Up Most Leadership Books and You Find Most Authors Make Same Error

  • Fundamental attribution error: the tendency to overestimate the impact of internal, personality causes (traits) and to underestimate the impact of situational causes when explaining leadership behavior.


The romance of leadership
“The romance of leadership” Same Error

  • Leaders get more credit than they deserve

  • Leaders get more blame than they have earned

The tendency to over emphasize I>S


http://management.about.com/gi/dynamic/offsite.htm?zi=1/XJ&sdn=management&cdn=money&tm=14&gps=393_545_1020_541&f=20&su=p284.21.140.ip_p554.2.150.ip_p284.2.420.ip_&tt=2&bt=0&bts=0&zu=http%3A//www.aflcio.org/corporateamerica/paywatch/ceou/http://management.about.com/gi/dynamic/offsite.htm?zi=1/XJ&sdn=management&cdn=money&tm=14&gps=393_545_1020_541&f=20&su=p284.21.140.ip_p554.2.150.ip_p284.2.420.ip_&tt=2&bt=0&bts=0&zu=http%3A//www.aflcio.org/corporateamerica/paywatch/ceou/U of Mo salaries http://www.columbiabusinesstimes.com/index.php

In 2005, the average CEO of a Standard & Poor's

500 company received $13.51 million in total

Compensation.

The Corporate Library’s 2006 CEO Pay Survey, The Corporate Library, September 29, 2006


An idea central to this course
AN IDEA CENTRAL TO THIS COURSEhttp://management.about.com/gi/dynamic/offsite.htm?zi=1/XJ&sdn=management&cdn=money&tm=14&gps=393_545_1020_541&f=20&su=p284.21.140.ip_p554.2.150.ip_p284.2.420.ip_&tt=2&bt=0&bts=0&zu=http%3A//www.aflcio.org/corporateamerica/paywatch/ceou/

  • We will guard ourselves religiously from making

  • The fundamental leadership attribution error


Two attributional biases
Two attributional biaseshttp://management.about.com/gi/dynamic/offsite.htm?zi=1/XJ&sdn=management&cdn=money&tm=14&gps=393_545_1020_541&f=20&su=p284.21.140.ip_p554.2.150.ip_p284.2.420.ip_&tt=2&bt=0&bts=0&zu=http%3A//www.aflcio.org/corporateamerica/paywatch/ceou/

  • Fundamental attribution errorAND A SECOND ONe

  • Actor-observer differences


How we try to explain our own behavior
How We Try to Explain Our Own Behaviorhttp://management.about.com/gi/dynamic/offsite.htm?zi=1/XJ&sdn=management&cdn=money&tm=14&gps=393_545_1020_541&f=20&su=p284.21.140.ip_p554.2.150.ip_p284.2.420.ip_&tt=2&bt=0&bts=0&zu=http%3A//www.aflcio.org/corporateamerica/paywatch/ceou/

  • People moderate their behavior by how they understand the circumstances of the situation as theyfind it.


Actors observers tend to attribute causality differently
Actors/Observershttp://management.about.com/gi/dynamic/offsite.htm?zi=1/XJ&sdn=management&cdn=money&tm=14&gps=393_545_1020_541&f=20&su=p284.21.140.ip_p554.2.150.ip_p284.2.420.ip_&tt=2&bt=0&bts=0&zu=http%3A//www.aflcio.org/corporateamerica/paywatch/ceou/Tend to Attribute Causality Differently

THE OBSERVOR

The OBSERVOR infers causes of others behavior from the attributes of the actor.

ACTOR

ACTORS infer causes of own behavior from the situation.


  • We (as an observer) tend to see http://management.about.com/gi/dynamic/offsite.htm?zi=1/XJ&sdn=management&cdn=money&tm=14&gps=393_545_1020_541&f=20&su=p284.21.140.ip_p554.2.150.ip_p284.2.420.ip_&tt=2&bt=0&bts=0&zu=http%3A//www.aflcio.org/corporateamerica/paywatch/ceou/other people’s behaviors as being caused by their personal dispositions, while perceiving our own actions as due to situational factors.


Hence the second error causal attribution the actor observer difference
Hence the Second Error: Causal Attribution, The Actor/Observer Difference

The actor/observer difference is the tendency to see other people’s behavior as dispositional caused, but focusing more on the role of situational factors when explaining one’s own behavior.


Example have you been there
Example: Have You Been There? Actor/Observer Difference

  • Imagine you are working on a group project and one of the other students does not complete her part.

  • Your view: She’s lazy, inconsiderate, not motivated. (internal, personal)

  • Her view: I’m taking 5 classes, working 30 hours/week, my boyfriend cheated on me, and my grandmother just ran off with a 25 year old fellow. (external, situational)

  • You tell the prof you don’t like her bad “attitude.”

  • She tells the prof, “all I want is a C.”


The actor observer difference
The Actor/Observer Difference Actor/Observer Difference

One reason for the actor/observer difference is perceptual salience (figure vs. ground): actors notice the situations around them that influence them to act, while observers notice the actors.

The actor/observer difference also occurs because actors have more information about themselves than do observers.


Actors and observors
Actors and Observors Actor/Observer Difference

  • A and O rely on two fundamentally different sources of info

  • One external (O); the other internal (I)

  • No wonder its so hard to gain agreement about who “messed up?”


Get this
GET THIS! Actor/Observer Difference

  • THE FOLLOWING IS A KEY TO THIS COURSE


THE TWO BASIC PREMISES for BMA516 Leading Teams Actor/Observer Difference

Get these and the rationale for how this course is taught will be understood:Avoid the Fundamental Leadership Attribution Error To Lead Teams, Work on the Situation Rather than Trying to Fix the Individual(s)


End objective of the course
End: Actor/Observer DifferenceObjective of the Course

  • Identify the key situational conditions that YOU can put in place to increase the likelihood of team success-regardless of you “personality” or preferred style of operating.


The big five situational factors a leader can do something about according to hackman
The Big Five Situational Factors a Leader Can Do something About (According to Hackman)

  • Create a Real Work Team

  • Provide Compelling Direction

  • Build Structure to Foster Not Impede Teamwork

  • Tweak to Provide Organizational Support and Resources

  • Arrange for or Provide Expert Coaching


Ends dick means you and your group
Ends: Dick About (According to Hackman)Means: You and Your Group

  • The four groups will to a large extent determine the Means to achieve the End.

  • The Way (means) we will do this is:

    • For you to read assignments carefully in timely manner (when they are assigned)

    • By writing and discussing Shared Inquiry questions, insightfully

    • By group designed “learning activities”

    • By prof led occasional theoretical input and other activities

    • For you to work on your own behavioral change goals


Leading 516 for me is to structure support and guide our class by
“Leading” 516 for me is to structure, support, and guide our class by

  • enhance the social processes essential to collective learning

  • build shared commitment, help develop our skills, and identify task-appropriate coordination strategies

  • help troubleshoot ways we are engaging each other, problems we are having with each other and the course

  • spot emerging opportunities, and finally

  • capture our experiences with each other and help translate them into shared knowledge

Attending to Our Situation


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