Hart L.B., Waisman C.S. - The leadership training activity book (2005)(en)

HANDOUT 18.1

The Kouzes and Posner

Five Practices of Exemplary

Leadership*

1.Model the way.

Do what you say you are going to do.

Have a discussion on personal and shared values.

Measure the important things. What gets measured gets done.

Trade places with others in other areas for a day.

Be willing to do some of the hard things you ask others to do.

Make a plan, so that large projects are broken into small wins.

2.Inspire a shared vision.

Be clear about the strengths of the past.

Be aware of the values and motivations of those with whom you work.

Construct a vision statement, and have others add their feedback.

Keep your eye on the big picture, and keep heading on that path.

Speak positively.

Listen first and often.

3.Challenge the process.

Question the status quo.

Find something that needs fixing.

Add adventure and challenge to the work process.

*The Five Practices of Exemplary Leadership® is a registered trademark of James M. Kouzes and Barry Z. Posner.

HANDOUT 18.1

EXEMPLARY LEADERSHIP (continued)

Be open to new ideas.

Model risk-taking.

Debrief every failure as well as every success.

Be open to feedback coming from other industries, departments, customers, and vendors.

4.Enable others to act.

Be inclusive. Use “we” instead of “I” whenever possible.

Increase connections with the people you work with.

Collaborate with others to plan or solve problems.

Share information instead of hoarding it.

Focus on gains, not losses.

Give power and opportunity to others.

Enlarge everyone’s sphere of influence.

Educate, educate, educate.

5.Encourage the heart.

Celebrate successes with creative rewards and personal recognition.

Find out what will be rewarding to members of your team.

Catch people doing things right and give them immediate feedback.

Coach others by being clear about strengths and weaknesses.

Find ways to make work more fun.

Take time to build your own professional and social network.

© 2005 AMACOM, A DIVISION OF AMERICAN MANAGEMENT ASSOCIATION. This handout is available in PDF form at www.amacombooks.org/leadershipact.

This page intentionally left blank

19

SORT OUT

MANAGER-VS.-LEADER

COMPETENCIES

Overview of Activity

A manager brings many positive attributes to the new role of leader. There are some competencies that the manager must leave behind when assuming the leadership role. This card sort helps the participants think through this important growth process.

Objectives

To clarify the difference between the role of a manager and the role of a leader.

To identify which behaviors are still appropriate or expected as an individual moves from one role to another.

To define which tasks and responsibilities can be passed to others as one moves from a manager to a leader.

To encourage participants to think through which key competencies they still have to attain as they shift from manager to leader.

To celebrate the skills individuals have developed or improved as manager or as leader.

101

102 THE LEADERSHIP TRAINING ACTIVITY BOOK

Setting Up the Activity

GROUP SIZE

Maximum of 10 participants per facilitator

ESTIMATED TIME

1 to 11/4 hours

TRAINING METHODS

Discussion (in pairs and in a large group)

Card-sort activity

Reflection

MATERIALS

A deck of cards for each person, on which are written the competencies shown on Job Aid 19.1: Manager vs. Leader Competencies.

EQUIPMENT AND SUPPLIES

Two flipcharts

Markers

Stick-on dots and stars

Paper and pen/pencil for each person

ROOM SET-UP

Enough open space for participants to spread out their cards on the floor.

Comments

Many theorists have done extensive research on the differences between leaders and managers. In his book A Force for Change, John Kotter clearly outlines those differences. Generally, he says, those differences look something like this:

	A Manager . . .	A Leader . . .
To create an agenda	Plans steps, timelines,	Establishes direction
	budgets, and resources.	and vision.
To develop a human	Organizes structure and	Aligns people behind
network for achieving	staff, and establishes	the vision.
the agenda	procedures to monitor
	implementation.

To execute a plan	Minimizes deviations from
	plan to help produce
	predictable results.

Energizes people to overcome major obstacles toward achieving the vision.

TO THINE OWN SELF BE TRUE

103

This activity provides a hands-on way for participants to focus on their competencies and strengths, as well as identify areas that can be improved.

Trainer’s Notes for Activity 19

STEP-BY-STEP PROCEDURE

Step 1: Divide participants into pairs. Ask each person to identify several competencies they believe leaders must have and competencies that are necessary for managers. Take notes. [15 minutes]

Step 2: Reassemble and share the findings with the entire group. List the competencies on two separate flipchart sheets (one for leaders and one for managers). [10 minutes]

Step 3: Pass out one deck of cards for each pair of participants (but have enough for each person, so that when the exercise is completed, each person can leave with one deck). Ask each pair to spread the cards on the floor in two columns: one for leadership competencies and one for manager competencies. Participants may add new competencies that are not in the deck or eliminate any that do not seem to fit either category. Have blank cards ready for this. [10 minutes]

Step 4: Compare lists when every pair has finished. Ask everyone to move around to see what choices others have made. [5 minutes]

Step 5: Compare Manager competencies and Leader competencies by posting these questions on the flipchart and discussing participant responses:

–What manager competencies do we agree on?

–What leadership competencies do we agree on?

–What are the competencies you respect most in the leaders with whom you work?

Step 6: Pass out the handout Manager vs. Leader Competencies and a sheet of small stick-on stars. Ask participants to read the handout and place a star on the items they feel they ready do well. Ask them to use the small dots to mark 3 to 5 areas that they want to focus on as part of their professional development. [7–10 minutes]

104 THE LEADERSHIP TRAINING ACTIVITY BOOK

Step 7: Summarize and bring the activity to a close. Pose these questions for discussion:

What holds back a manager from becoming a leader?

What do you think your greatest challenge will be as you make the transition?

POST-ACTIVITY REVIEW

Take time shortly after conducting this activity to reflect on how it went, how engaged the participants were, and what questions they raised. Then, make notes that include how much time you actually spent on the activity.

JOB AID 19.1

Manager vs. Leader Competencies

A MANAGER

Has a short-range perspective.

Plans how and when.

Eyes the bottom line.

Imitates others.

Accepts the status quo.

Does things correctly.

Seeks continuity.

Focuses on goals for improvement. Power is based on position or authority.

Demonstrates skill in technical competence. Demonstrates skill in administration.

Demonstrates skill in supervision. Works toward employee compliance. Plans tactics.

Sets standard operating procedures. Relies on analytical decision-making style. Is risk cautious.

Uses a “transactional” communication style.

Mostly uses an informational base of data and facts.

Builds success through maintenance of quality.

Does not want to experience anarchy. Plans, budgets, and designs detail steps.

Sets standards of performance.

Develops the detailed plan to achieve results.

A LEADER

Has a long-range perspective.

Asks what and why.

Eyes the horizon.

Originates.

Challenges the status quo.

Does the correct thing.

Seeks change.

Focuses on goals of innovation. Power is based on personal influence. Demonstrates skill in selling the vision.

Demonstrates skill in dealing with ambiguity.

Demonstrates skill in persuasion. Works toward employee commitment. Plans strategy.

Sets policy.

Relies on intuitive decision-making style. Takes the necessary risks.

Uses a “transformational” communication style.

Uses an informational base, including “gut” feelings.

Builds success through employee commitment.

Does not want to experience inertia.

Develops the vision and the strategies to achieve it.

Sets standards of excellence.

Develops the future direction by gathering future trends.

© 2005 AMACOM, A DIVISION OF AMERICAN MANAGEMENT ASSOCIATION. This handout is available in PDF form at www.amacombooks.org/leadershipact.

This page intentionally left blank

20

LEAD THEM

ON AN ADVENTURE!

Overview of Activity

A brief hike is used as a metaphor for leaders with flexibility and an adventuresome spirit. Hikers (participants) carry backpacks full of typical items needed for a such a walk and relate them to specific leadership competencies.

Objectives

To identify one’s willingness to be flexible, adventuresome, and interested in trying something new.

To confirm that taking the initiative is an essential skill possessed by all effective leaders.

Setting Up the Activity

GROUP SIZE

Maximum of 10 participants per facilitator

ESTIMATED TIME

1 hour

TRAINING METHODS

Movement

Discussion

107