Developing Leadership Potential

1. Developing LeadershipPotential USPAACC CEO ACADEMY 29 June 2018 James Bailey, Ph.D. Hochberg Professor of Leadership Development

2. Discussion What prevents us from changing, sometimes even in ways in which we know and want to change?

3. Developmental Humor

4. CHANGE/LEARNING/DEVELOPMENT CURVE ADAPTATION PERFORMANCE 7. Steep, Accelerated Curve 2a. Immediate Unsustainable Success 6. Experience of Mastery: Flow & Automaticity + _ Current Level 5. Setback: Abandonment 4. Setback: Abandonment 3. Setback: Abandonment 2b. Immediate Surprise, Frustration & Failure 1. Announcement/Introduction: Denial, Rejection & Resistance TIME

5. Staying the Course • Develop and embrace a compelling vision of your “potential self” • “Chunk it” into realistic but challenging steps with built in feedback • Plan for and celebrate small victories • Prepare emotionally for set-backs • Integrate other rewarding, ego-enhancing activities • Launch during “down-time” or slow cycle • Inform trusted other, enlisting their support • Practice, practice, practice!

6. Developmental Wisdom • “The more often a behavioural sequence is repeated, the stronger the underlying brain circuits become. At some point, the new neural pathways become the brain’s default option.” Daniel Goleman, HBR 2000 • “Nobody ever got muscles watching me work out...” Arnold Schwarzenegger

7. Followership You have to be able to lead yourself before you can lead another!

8. Diagnostic Developmental Experiences SURPRISE FRUSTRATION FAILURE

9. Diagnostic Developmental Experiences… • Surprise • Emotional signal that mental model was insufficient • Cognition (Head) • Frustration • When goal pursuit was thwarted • Values (Heart) • Failure • Instructs what to do differently • Behavior (Hands)

10. Motives to Lead Q: Why are you here? A: A perceived/real gap between what you’ve got and what you want. • Motivation is the energy one is willing to expend to close the gap between what one has and what one wants. • Gaps versus Motives

11. When to Change Q: Should you change when you’re on the “top,” or at the “bottom”? A: Both are necessary, but our focus is usually on the latter, when it should be on the former. • Counter intuitive reasoning of “If it ain’t broke, fix it anyway” • The Frog in the Rut and Tiger Wood’s Swing

12. ADVANTAGES Necessity is the mother of invention Competition leads to improved performance Concentrates energy on emergent priorities Rallies troops If successful, increases power DISADVANTAGES Reactive Defensive Short-term; unsustainable Not systemic or “double-loop” Not genuine progress or advance Crisis Change

13. ADVANTAGES Proactive Directional From position of strength Calm, collected, measured Gradual acceptance Gradual goal achievement Greater chance of sustainability DISADVANTAGES Easy to abandon because no urgency Intentional Change

14. Learning & Survival Anxiety • Learning Anxiety: That which threatens self-esteem and identity. • Survival Anxiety: Realization that change is required to make it. THUS, for change to take place, survival anxiety has to be higher than learning anxiety. So, to create change in self and others, need to either increase survival anxiety or decrease learning anxiety.

15. – Restraining Forces +Driving Forces Competing Commitments Framework

16. Exercise • What would you like to see changed at work that would make you more effective and satisfied? • What commitment does that imply? • What are you doing or not doing that undermines this, preventing it from being fully realized? • Does imagining doing the opposite of the undermining behavior make you feel discomfort, worry, anxiety, fear? • What negative outcome does the undermining behavior prevent? • What competing commitment does that imply?

17. Revealing Humor Q: How many psychologists does it take to change a light bulb? A: None, but the light bulb really has to want to change.

18. The Intentional Change Process The Ideal Self The Real Self Practicing being a Leader Strengths: Where Ideal Self and Real Self converge Trusting Relationships that help, support, and encourage each step in the process Experimenting as a Leader Gaps: Where Ideal Self and Real Self Diverge Learning Agenda: Building on strengths while reducing gaps

19. Intentional Change: The Ideal Self The Ideal Self Trusting Relationships that help, support, and encourage each step in the process Strengths: where my Ideal Self and Real Self are Similar The Motivation to Change

20. Ideal Self An evolving motivational core derived from desires and hopes, aspirations and dreams, purpose and calling. As an image of what kind of person one wants to be, it triggers self-regulatory positive affect, visualization processes and goal orientations that facilitate sustainable change and development.

21. Intentional Change: The Real Self The Real Self Trusting Relationships that help, support, and encourage each step in the process Gaps: where my Ideal Self and Real Self are Different The Basis of Change

22. Real Self The demonstrated repertoire of competencies and engaged values, as accurately known and corroborated by others, and as derived from a complex of representative contexts (e.g., work, home, social, religious).

23. Two Contrasting but Necessary Attractors

24. Intentional Change: The Learning Agenda The Ideal Self The Real Self Practicing being a Leader Trusting Relationships that help, support, and encourage each step in the process Experimenting as a Leader Learning Agenda: Building on strengths while reducing gaps

25. The Learning Agenda • What are the one or two things you would like to do differently to achieve better results today or in the future? • What are three to four competencies that if consistently demonstrated will help you achieve your personal goal? • What are the key things you need to do to enhance these competencies and achieve your goals? • How will you know that you have enhanced your capability in each of the competencies you chose for development?

26. Experimenting and Practicing • Seek out and/or create “safe havens” for experimentation • Matters of minor consequence • Classroom/developmental opportunities • Practice assiduously to enable transition from effortful and arduous to habitual and seamless • Seize opportunities to ruminate • Build “trying” into your personal reward contingencies

27. Self Awareness and Your Own or others Change • When self-awareness is low, change is experienced as a series of catastrophic events (i.e., epiphanies or discoveries). Conversely, when self-awareness is high, the transitions in intentional behavior change will be experienced as smooth. • When social-awareness is low, intentional behavior change of others will be seen as a series of catastrophic events (i.e., epiphanies or discoveries). Conversely, when social-awareness is high, the transitions in intentional behavior change of others will be seen as smooth.

28. Followership Why should anyone want to follow you?

29. NON- OPERATIONAL ZONE: Overload/breakdown • High risk of accidents • and mistakes STRETCH ZONE: Challenge & pressure • Requires effort/self- • discipline Promotes growth and • maturity COMFORT ZONE: Safe, but no growth • Short-term rest/recovery • Long-term stagnation • The Challenge of this Course

30. What Does This Course Mean for You? “There’s a difference between knowing the path and walking the path” Morpheus

31. Art Tatum Story