Delivering high performance through inclusive leadership.
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We live in times of Volatility, Uncertainty, Complexity and Ambiguity (VUCA). In this webinar, internationally recognised expert in inclusion, Dr. Ian Dodds, demonstrates how to deliver high performance in these VUCA times through Inclusive Leadership. He describes what Inclusive Leadership is and how to develop Inclusive Leaders to deliver high performance, great customer service, high levels of employee engagement and complex change. Ian is a founder partner of the Adaptive Intelligence Group (AdaptiveIG) contributing his expertise to create adaptive cultures and an environment of excellence.
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Delivering high performance through inclusive leadership.
- 1. 1
- 2. We are in VUCA Times These times have been described as being VUCA. Times of Volatility, Uncertainty, Complexity and Ambiguity. In these conditions ProfessorBoris Groysberg (Harvard) has stated: “Today’s leaders achieve farmore engagement and credibility when they take part in genuine conversation with the people who workforand with them. a conversation is a frankexchange of ideas and information with an implicit orexplicit agenda.” This requires Inclusive Leadership to drive high performance. 2
- 3. What we’ll discuss ■ How do Diversity and Inclusion contribute to success? ■ Leading Inclusively ■ Delivering High Performance through Inclusive Leadership
- 4. How it all began! ■ Disastrous industrial relations and low productivity is killing the factory ■ Leadership teamdecides to engage the workforce in making it the best factory in the Group worldwide ■ Leadership teamagree and communicate a Vision of Success forthe factory in 5 years’ time ■ Taskforces led by high potential young managers and involving frontline employees are established to address the improvement priorities ■ All the managers become Inclusive Leaders by theirbeing trained in: ─ Interactive effectiveness; ─ Empowering people; ─ Helping people identify theirtalents and develop them ■ Seniormanagers align on message and behavioural example ■ Factory is saved and becomes one of the best in the Group worldwide
- 5. 5 How do Diversity & Inclusion contribute to success?
- 6. The big performance benefits from managing diversity happen when an inclusive environment is created Di v e rs i t y Every way in which any mixture of people has both similarities and differences ■ It is about a culture where each person: − Feels respected & valued − Feels theirideas & opinions are heard − Can performto theirfull potential ■ It involves sustained and long-term strategic effort ■ It’s happening when diversity of thought is embraced in finding the best ways to serve clients, customers and service users I n c l u s i o n
- 7. Organisational Level Function Division Sector Location CareerMotivations Secondary Location Marital/Parental Status Hobbies Religion Educational Background Language/Accent Social status Appearance Nationality Primary Race Ethnicity Physical & Mental Ability Sexual Orientation Gender Age Personality/ Values/Beliefs How we communicate How we see ourselves – (group or individual) What we focus on: taskvs. relationship INTERACTING How we see time How much we try to control How we organise power DECISION MAKING How we give explanations How we process information How we make conclusions PROBLEMSOLVING Diversity has many elements and these impact on how we interact with others, solve problems and make decicions
- 8. 8ManagingRiskManagingRisk HighPerformanceHighPerformance Equal Opportunities Managing Diversity & Inclusion Valuing Differences Focus Race, Gender, Disability All the ways we are different Creating an inclusive workenvironment Managing Diversity and Inclusion Involves Culture Change to deliver the big performance benefits Responsive services/ Betterproblem solving/ Performance gains Culture embraces difference Meeting stakeholders’ needs Mutual respect Mutual accommodation Social and moral responsibility More women and minority ethnic people Individual adapts Legal responsibility Result Change Required Motivation ManagingRiskManagingRisk
- 9. 9 1. Reduced recruitment costs and a greatertalent pool 2. Raised employee motivation and productivity 3. Enhanced EmployerBrand 4. New ideas and betterproducts and services forcustomers and service users 5. Great teamworkthrough enhanced interactive effectiveness When an organisation is inclusive it gains significant performance benefits: (Source: HarnessingWorkforceDiversity, Create – surveyof 400organisations investinginD&I) (Source: Prof SandyPentland, HBR, Apr2012)
- 10. (Prof Scott EPage) Inclusion leverages the Diversity Trumps Ability theorem: There are 2 conditions: 1.The problemhas to be complex. 2.Teammembers have to listen to each otherand explore differing ideas and points of view, i.e. it requires Inclusive Leadership Diverse teams consistently outperform homogeneous teams in solving complex problems
- 12. 12 An inclusive leader does the following: Hears people’s concerns, ideas & opinions Appreciates each person’s culture Empowers people to deliver a vision of future success Ensures effort is put into finding out what people’s talents are Ensures people’s talents are developed for performance now and for the future Engagingbehaviours Developmental behaviours
- 13. ‘Telling’ Objectives and why important Giving information Making content suggestions Making process suggestions Summarising Disclosing Information known only to Inclusive Leaders are Interactively Effective and this powers ‘Great’ teams ‘Seeking’ Seeking information Seeking suggestions Checking understanding Developing suggestions Acknowledging - Content - Feelings Bring-in “Interactive effectiveness is more important to a Great Teamthan the skills and intelligence of the team members and all of the otherfactors combined that go to make a Great Team.” ProfessorSandy Pentland, MIT
- 14. Inclusive Leaders empower people and the following conditions (P*I*R*C) have to be met Power x Information x Recognition x Coaching Empowerment Individuals need to be clear about what has been delegated to them in terms of responsibilities and accountabilities They need the information needed to carry out the new delegated responsibilities They need regular feedback on what they are doing well and on aspects that they are not doing so well They need coaching (sometimes training) on any new skills, or know-how, they need to carry out the new delegated responsibilities (adapted from Edward F Lawler)
- 15. Inclusive Leaders are adept at using the following elements to coach in the moment 1. Identify a Coaching Moment A coaching moment is one where the employee can learn and develop through the coaching process. 2. AskQuestions Once you have identified an opportunity to coach start by asking the question “May I share an observation with you”. After you have shared the observation with your team member follow on with open-ended questions. 3. Actively Listen You should be listening for content and context, so you can understand the other person’s point of view. It also means being open to new perspectives and ideas. 4. Guide the Employee to Solutions The goal in this step is to help the employee uncover: options to resolve the situation; analyse the options; commit to a specific course of action. 5. Gain Commitment The final step is to get the employee to make a commitment to identify the first step in a plan of action and a time when they will have completed it by.
- 16. Leadership behaviour is key to embedding inclusion Criteria forrecruitment, promotion, retirement and exit Formal and informal socialisation Recurring systems and procedures Organisation design and structure Design of physical space Stories and myths about key people and events Formal statements, charters, creeds, codes of ethics Between 80% and 90% of behaviour in an organisation is influenced by what leaders do and say (Adapted from Ed Schein) What the leader attends to, measures, rewards & controls Leader reaction to critical incidents Leader role modeling, coaching Most influential (Professor Ed Schein)
- 17. Unlock behaviour, Unleash profitability Antecedents •Articulate pinpointed behaviours •Communicate •Coach Pinpointed Behaviours practised Consequences (+/-ive) •Feedback •Praise •Reward (AdaptedfromBraksick) (The ABC Process) The 10% - 20% - 40% opportunity! (Prof SGlowinkowski)
- 18. 18 Inclusive leadership Vision of future success for all stakeholders Strategic priorities’ clarity Whole systems delivery Leadership message & behavioural example Distibuted Inclusive leadership & Engaged & empowered workforce High performance Leading inclusively
- 19. Delivering High Performance Through Inclusive Leadership
- 20. Delivering High Performance through Inclusive Leadership takes a long-term strategic intervention, involving 5 stages Diagnostic to find out what is helping and hindering high performance for different diversity groups Set up a Change Steering Group to formulate a vision of success through Inclusive Leadership & a strategy to 1. Implement the strategy for delivering the vision 2. Cascade via distribute d 1. Senior managers role model inclusive behaviour 2. Ensure managemen t processes & systems are inclusive 1. Communicate change success stories & how Inclusive Leadership has contributed to them 2. Keep up to date on Diversity & Inclusion best
- 21. Cisco Systems EMEA: innovation is the key driver ■ Innovation is seen to be critical and US experience indicates that a inclusion is an innovation driver ■ Business case made by the CEOresponding emotionally to stories of exclusion from women and Minority Ethnics ■ Inclusion Steering Group formulates the Vision and the strategy fordelivering it ■ Behavioural role model training forseniormanagement ■ Taskgroup on flexible working ■ Internal Inclusion Ambassadors help to drive the transformation ■ Website engages employees by providing opportunities to feature vision delivery successes 1. Morepeoplefromunderrepresentedgroups, recruited, promoted& retained. 2. Levels of inclusionbeingratedhighlybyexternal benchmarkingagencies. 3. IncreasedinnovationmeasuredbyCisco’s innovationportal.
- 22. “Idon’t thinkIhaveeverbeeninanofficewitha strongersenseof purpose, contentment, candour, coherenceorvigour” Quote from a UK newspaper by a fly-on-the wall business reporter demonstrating the Power of Inclusive Leadership in an HMRC Office
- 23. Questions?
- 24. Leadership is like beauty, it is hard to define, but you know it when you see it. 24 ■ Having a managerial position gives you the authority to accomplish certain tasks and objectives in the organisation ■ This powerdoes not make you a leaderbut it simply makes you the boss. ■ When a person is deciding about respectingsomeoneas aleader, they do not thinkabout theirattributes, rather, they observe how thepersonis behaving.
- 25. Inclusive leadership enhances the motivation, morale, and performance of each persons by: 25 ■Connecting each person's sense of identity to the collective identity of the organisation; ■Being a role model for each person that inspires them and influences their behaviour; ■Empowering each person to take greater ownership for their work; ■Understanding the strengths and weaknesses of each person, so the leader can align each person with tasks that enhance their performance.
- 26. How to contact us 26 Contact us - AdaptiveIG@adaptiveintelligence.co.uk Website - www.adaptiveintelligence.co.uk
Notes de l'éditeur
- This morning I want to share with you what the Ian Dodds Consulting Alliance has found from its world wide research really works This might offer you some ideas of ways in which you can strengthen the diversity work that you are doing
- Firstly, it’s about each person’s individuality being recognised and valued and being able to contribute to their fullest to help the organisation succeed. You only get the benefits of diversity when you build an inclusive culture. It’s a long term strategic process that takes years and not months. You know that you have succeeded when it is natural for the different perspectives of diverse employees to be taken fully into account in finding the best solutions for serving clients and customers and different markets.
- On the factory we had tapped into not what is normally considered diversity, i.e. the 6 strands; but the different diversity elements illustrated in this layers of diversity model
- Emphasise research was UK and scope of it and these results have been replicated over and over again in other research. D&I is much more than the right thing to do.
- Say: We are now going to introduce ourselves to one another in a somewhat different way. At your tables, you’ll provide background on where you grew up, and information about the early messages you received around differences with regard to gender, and groups that were different from you. And to keep to our theme of unconscious bias, we’re going to ask each of you to share an unconscious bias that you have recognized in your self. So, to get started, each of us will do our cultural introductions to model what it looks like. Note to Facilitator: Each facilitator will briefly (3-4 minutes) model the introductions providing a brief story about experiences that are relevant to the different components of “ Where I grew up,” “Gender Messages,” “Group Messaged: Racial/Ethnic/Religious /Cultural Messages” The facilitators’ stories should clearly demonstrate the messages (whether explicit or implicit) that they were taught, learned, observed, etc. This is not about the facilitator sharing his or her life story, so that the participants can get to know them better. It is also not a therapeutic moment for the facilitator. Please be sure that your story is engaging and even humorous, but crisp, concise and clear. Take a measured risk by talking about the exclusive messages you received – if you model a “happy world” participants won’t put their cards on the table. Make sure to have your examples ready! Take some time before the session to prepare, especially how you want to share your own unconscious bias example. This will help the participants be able to share their examples when they see that a diversity “expert” also has to deal with these issues.
- The problem is that Ian Dodds Consulting’ research shows that the management behaviours needed to manage peoples’ unique qualities are exactly those that managers tend to be least good at. The feedback we get is that many employees do not consider that they have ‘great’ managers. This is particularly so if the employee is from a minority group because managers give less attention to people who are different to themselves. The behaviours listed in the slide are the ones that foster a high performance, excellent service, inclusive culture.
- The empowerment equation is based on extensive research by Prof Edward Lawler. An effective empowering manager knows that they have to be expert in practising all of the elements of the equation for success.
- Again this practice is often reinforced by the internal change agents being trained to coach it.
- This shows that the key to building inclusive behaviour throughout an organisation is the behaviour of the leaders That means leaders becoming exemplars of inclusive behaviour. Of course, every manager at every level needs to set an example as each manager has both a leadership and a management role. However, the leadership behaviour of the people at the top is by far the most significant influence.
- The ABC model is fundamental in shaping behaviour in a team or organisation. The first stage involves the ‘antecedents’ such as: having the absolutely critical inclusive leadership behaviours pinpointed; communicating and discussing the behaviours; providing coaching and training in the behaviours; your leadership example. The second stage is the behaviours being practised in the real work environment. The third stage involves ‘consequences’, i.e. positive ones if the behaviours are practised, e.g. praise, reward, promotion, or negative ones if they are not practised, e.g. negative feedback, the withholding of a reward.
- Say: We are now going to introduce ourselves to one another in a somewhat different way. At your tables, you’ll provide background on where you grew up, and information about the early messages you received around differences with regard to gender, and groups that were different from you. And to keep to our theme of unconscious bias, we’re going to ask each of you to share an unconscious bias that you have recognized in your self. So, to get started, each of us will do our cultural introductions to model what it looks like. Note to Facilitator: Each facilitator will briefly (3-4 minutes) model the introductions providing a brief story about experiences that are relevant to the different components of “ Where I grew up,” “Gender Messages,” “Group Messaged: Racial/Ethnic/Religious /Cultural Messages” The facilitators’ stories should clearly demonstrate the messages (whether explicit or implicit) that they were taught, learned, observed, etc. This is not about the facilitator sharing his or her life story, so that the participants can get to know them better. It is also not a therapeutic moment for the facilitator. Please be sure that your story is engaging and even humorous, but crisp, concise and clear. Take a measured risk by talking about the exclusive messages you received – if you model a “happy world” participants won’t put their cards on the table. Make sure to have your examples ready! Take some time before the session to prepare, especially how you want to share your own unconscious bias example. This will help the participants be able to share their examples when they see that a diversity “expert” also has to deal with these issues.
- Stage 1, ‘Unfreeze’, i.e. an Inclusion diagnostic to understand the key issues and to generate respondent quotes. As you know the latter are important to make an emotional impact and create the will to act by senior management, when the findings of the diagnostic are presented and discussed by them at a workshop(s). In Stage 2, ‘Mobilise’ we usually help our clients establish an Inclusion Steering Body, usually a senior management group; but it can be a senior individual. The role of this body is to: a. Formulate a high performance inclusion strategy taking account of the diagnostic findings and have this agreed with the leadership team and sponsored by them. b. Establish any task/project groups needed to work up high performance inclusion policies and practices, e.g. on flexible working. c. Monitor progress with the implementation of the inclusion strategy and address any barriers to progress and identify and publicise success stories. In Stage 3, ‘Realise’ the high performance inclusion strategy is communicated and rolled out across the client’ organisation, with our expert support and guidance. The communication takes into account the Beckhard Change Equation by: a. Offering a vision of future business success achieved by inclusion. b. Generating dissatisfaction because the world has changed and inclusion is now needed for future success. c. The actions that will be taken, including those needed to enable everyone to be successful in a high performance inclusive organisation. In Stage 4, ‘Embed’, we support the leadership in taking action to ensure each one of them is a role model exemplar in high performance, inclusive behaviour. This is because leadership behaviour is the most powerful driver of change (Prof Ed Schein). Also, business and, especially, the people processes are changed as necessary, again with our expert guidance, to take account of inclusion needs and to incorporate best practices. Stage 5, ‘Sustain’ is the stage when we train internal change agents to reinforce and help maintain the high performance inclusion practices and behaviours. These internal change agents train middle and front line managers in interactive effectiveness to lead great teams.
- This is the impact of the management team of this approach on an Financial Services office of 600 staff becoming proficient in the use of the interactive behaviours. In 2 years the office also transformed itself from being one of the worst performers in the Group to one of the best. The quote is from an article in the Sunday Telegraph business reporter who was fly on the wall observer for 2 weeks.