1. Preparing Leadership for the
21st
Century
May 9, 2005
Michigan Education Policy Fellowship Program
Learning Team Seminar
2. Team Members
• Patricia Gilcrest-Frazier
• Beatrice Harrison
• Viola C. Hubbard
• Camille B. Jones
• Miguel L. Rodriguez
• Krafus Walker
3. Objectives
• Participants will be able to distinguish the
difference between leadership and
management.
• Participants will be able to identify influences on
leadership as a result of changing demographics
(i.e. Culture, Ethnicity, and Economics).
• Participants will be able to identify how leaders
lead and survive in dysfunctional work groups.
• Participants will understand the challenges of
leading in education, business, and non-profit
organizations.
4. Agenda
• Opening Session 1:00 pm – 1:20 pm
• Attitude Charades 1:20 pm – 1:30 pm
• Leadership in Education 1:30 pm – 2:20 pm
• Break 2:20 pm – 2:30 pm
• Leadership in Non-Profits 2:30 pm – 3:20 pm
• Break 3:20 pm – 3:30 pm
• Leadership in Private Business 3:30 pm – 4:20 pm
• Break 4:20 pm – 4:30 pm
• Every Which Way to Lead 4:30 pm – 4:45 pm
• Closing Session 4:45 pm – 5:00 pm
7. Leadership is…….
Kouzes, James M. and Posner, Barry Z., The Leadership
Challenge, pg.20
• an identifiable set of skills and practices that are
available to all of us.
• is a relationship between those who aspire to
lead and those who choose to follow.
10. The Twentieth and Twenty-first
Century Organization compared
Kotter, John P, Leading Change,
pg.172
11. Structure
Twentieth Century
• Bureaucratic
• Multileveled
• Organized with the expectation
that senior management will
manage
• Characterized by policies that
create many complicated
internal interdependencies
Twenty-First Century
• Nonbureaucratic, with fewer
rules and employees
• Limited to fewer levels
• Organized with the expectation
that management will lead,
lower-level employees will
manage
• Characterized by policies and
procedures that produce the
minimal internal
interdependence needed to
serve customers
12. Systems
Twentieth Century
• Depend on few performance
information systems
• Distribute performance data to
executives only
• Offer management training
and support systems to senior
people only
Twenty-First Century
• Depend on many performance
information systems, providing
data on customers especially
• Distribute performance data
widely
• Offer management training
and support systems to many
people
13. Culture
Twentieth Century
• Inwardly focused
• Centralized
• Slow to make
decisions
• Political
• Risk averse
Twenty-First Century
• Externally oriented
• Empowering
• Quick to make
decisions
• Open and Candid
• More risk tolerant
14. Managers vs. Leaders
Covey, Stephen R., The 7 Habits of Highly
Effective People, pg.101
Kotter, John P., Leading Change, pg.165
15. Managers vs. Leaders
• Managers know how to
plan, budget, organize,
staff, control, and
problem solve
• Managers deal mostly
with the status quo
• Management is a bottom
line focus: How can I best
accomplish certain
things?
• Management is doing
things right
• Leaders create and
communicate visions and
strategies
• Leaders deal mostly with
change
• Leadership deals with the
top line: What are the
things I want to
accomplish?
• Leadership is doing the
right things
17. Six Leadership Styles
Goleman (2000, pgs. 82-83)
• Coercive-the leader demands compliance. (“Do what I tell you.”)
• Authoritative-the leader mobilizes people toward a vision. (“Come
with me.”)
• Affiliative-the leader creates harmony and builds emotional bonds.
(“People come first.”)
• Democratic-the leader forges consenus through participation.
(“What do you think?”)
• Pacesetting-the leader sets high standards for performance. (“Do as
I do, now.”)
• Coaching-the leader develops people for the future. (“Try this.”)
18. Five Practices of Exemplary
Leadership
Kouzes, James M. and Posner,
Barry Z., The Leadership
Challenge, pgs.13-20
19. Exemplary Leadership
• Model the Way
• Inspire a Shared Vision
• Challenge the Process
• Enable Others to Act
• Encourage the Heart
21. 5 Dysfunctions Leaders Face
Taken from “The Five Dysfunctions of a Team “
and “ Overcoming The Five Dysfunctions Of A Team”
by Patrick Lencioni
22. 5 Dysfunctions Leaders Face
• The dysfunction
• How teams operate with the dysfunction
• How teams operate without the
dysfunction
• Suggestions for overcoming the
dysfunction
• The role of the leader
23. The 5 Dysfunctions
Abse nce o fAbse nce o f TRUSTTRUST
Fe ar o fFe ar o f CONFLICTCONFLICT
Lack o fLack o f COMMITMENTCOMMITMENT
Avoidance ofAvoidance of
ACCOUNTABILITYACCOUNTABILITY
Inattention toInattention to
ResultsResults
24. #1—the absence of TRUST
• “It simply makes no difference how good
the rhetoric is or even how good the
intentions are; if there is little or no trust,
there is no foundation for permanent
success.”
• ~Stephen Covey
25. What is TRUST?
Think of two people: one that you trust and
the other that you don’t.
In the context of team building, trust is the
confidence among team members that their
peers’ intentions are good, and that there is
no reason to be careful around the group
26. Members of teams with an with absence of trust . .
1. Conceal their weaknesses and mistakes from one another
2. Hesitate to ask for help or provide constructive feedback
3. Hesitate to offer help outside their own areas of
responsibility
4. Jump to conclusions about the intentions and aptitudes of
others without attempting to clarify then
5. Fail to recognize and tap into one another’s skills and
experiences
6. Waste time and energy managing their behaviors for effect
7. Hold grudges
8. Dread meetings
27. Members of trusting teams . . .
1. Admit weakness and mistakes
2. Ask for help
3. Accept questions and input about their areas of
responsibility
4. Give one another the benefit of the doubt before arriving to
a negative conclusion
5. Take risks in offering feedback and assistance
6. Appreciate and tap into one another’s skills and
experiences
7. Focus time and energy on important issues, not politics
8. Offer and accept apologies without hesitation
9. Look forward to meetings and other opportunities to work as
a group
28. Overcoming the Absence of Trust
• Personal History Exercise
– Have team members to answer a short list of
questions about themselves
• Team effectiveness Exercise
– Have team members to identify the single most
important contribution that each of their peers makes
to the team, as well as the one area that they must
either improve upon or eliminate for the good of the
team
• Personality and Behavioral Preference Profiles
– Myers Briggs Type Indicator
29. The Role of the Leader
• Demonstrate Vulnerability
30. #2—the fear of CONFLICT
• “Much unhappiness has come into the
world because of bewilderment and things
left unsaid.”
• ~Fyodor Dostoyevsky
31. Is conflict ever positive?
• What is an example of healthy conflict?
• What happens to make it quality?
• What doesn’t happen that keeps it good?
Teams that engage in productive conflict know
that the only purpose is to produce the best
possible solution in the shortest period of time
32. Teams that fear conflict . . .
1. Have boring meetings
2. Create environments where back-channel
politics and personal attacks thrive
3. Ignore controversial topics that are critical to
team success
4. Fail to tap into all the opinions and
perspectives of team members
5. Waste time and energy with posturing and
interpersonal risk management
33. Teams that Engage in Conflict . . .
1. Have lively interesting meetings
2. Extract and explore the ideas of all
team members
3. Solve real problems quickly
4. Minimize politics
5. Put critical topics on the table for
discussion
34. Suggestions for overcoming fear of conflict
• Mining
– Extracting buried disagreements within the
team and sheds the light of day on them
• Real Time Permission
– Coaching one another not to retreat from
healthy debate
35. Role of the Leader
• Demonstrate restraint when team
members engage in conflict
• Personally model appropriate conflict
behavior
36. #3—the lack of COMMITMENT
• “Always remember the distinction between contribution
and commitment. Take the matter of bacon and eggs.
The chicken makes a contribution. The pig makes a
commitment.”
• ~John Mack Carter
In the context of a team, commitment is a function
of two things: clarity and buy-in
38. 1. The need for consensus
• sometimes in the pursuit of unanimity we
seek artificial harmony, and that leads to low
levels of commitment.
39. 2. The fear of failure
• this is the most common reason people do
not commit. They would rather not ever take a
stand on something than risk being “wrong.”
40. 3. Lack of communication
• if someone is not being heard or
listened to, they will not invest in any
decisions or goals.
41. 4. Mismatch
• a person who is in the wrong position for him
or her will not contain the interest or passion
necessary to achieve high levels of commitment.
42. A team that fails to commit…
1. Creates ambiguity among the team about
direction and priorities
2. Watches windows of opportunity close due to
excessive analysis and unnecessary delay
3. Breeds lack of confidence and fear of failure
4. Revisits discussions and decisions again and
again
5. Encourages second-guessing among team
members
43. A team that commits…
1. Creates clarity around direction and priorities
2. Aligns the entire team around common
objectives
3. Develops an ability to learn from mistakes
4. Take advantage of opportunities before
competitors do
5. Move forward without hesitation
6. Change direction without hesitation or guilt
44. Suggestions for overcoming the lack of commitment
• Cascading Messaging
• Deadlines
• Contingency and Worst-Case scenario
Analysis
• Low-Risk Exposure Therapy
45. The Role of the Leader
• Be comfortable with the prospect of
making a decision that ultimately turns out
to be wrong
• Constantly push the group for closure
around issues and adherence to
schedules the team has set
46. #4—avoidance of ACCOUNTABILITY
• “The secret of discipline is motivation. When a man is
sufficiently motivated, discipline will take care of itself.”
• ~Sir Alexander Paterson
In the context of teamwork, accountability
refers specifically to the willingness of
team members to call their peers on
performance of behaviors that might hurt
the team
47. Quick Self Check—
see how your team does
• 3—usually 2—sometimes 1—rarely
_____ We call out one another’s deficiencies or unproductive
behaviors.
_____ We are deeply concerned about the prospect of letting
down our peers.
_____ We challenge one another about our plans and
approaches.
48. A team that avoids accountability…
1. Creates resentment among team
members who have different
standards of performance
2. Encourages mediocrity
3. Misses deadlines and key deliverables
4. Place an undue burden on the team
leader as the sole source of discipline
49. A team that holds one another accountable …
1. Ensures that poor performers feel pressure to
improve
2. Identifies potential problems quickly by
questioning one another’s approaches without
hesitation
3. Establishes respect among team members
who are held to the same high standards
4. Avoids excessive bureaucracy around
performance management and corrective
action
50. Suggestions for overcoming avoidance of accountability
• Team Rewards
• Explicitly communicate goals and standards
of behavior
• Regularly discuss performance versus goals
and standards
51. The Role of the Leader
• Allow the team to serve as the first and
primary accountability mechanism
• Be willing to serve as the ultimate arbiter
of discipline when the team itself fails
52. #5—inattention to RESULTS
• “Teamwork is the quintessential contradiction of a
society grounded in individual achievement.”
• ~Marvin Weisbord
53. “The ultimate dysfunction of a team is
the tendency of members to care
about something other than the
collective goals of the group.”
~Patrick Lencioni
54. Distracters
• Team Status—to some
people just being on the
team means that they
have met their goals,
and because of this no
longer buy into the
goals, vision, and/or
mission of the team
• Individual Status—
success of a specific
person without regard
to the status of the team
as a larger unit. The
desire for individual
credit erodes the focus
on collective success.
55. A team that is not focused on results…
1. Stagnates/fails to grow
2. Rarely defeats competitors
3. Loses achievement-oriented employees
4. Encourages team members to focus on
their own careers and individual goals
5. Is easily distracted
56. A team that focuses on collective results…
1. Retains achievement-oriented
employees
2. Minimize individualistic behavior
3. Enjoys success and suffers failure
acutely
4. Benefits from individuals who subjugate
their own goals/interests for the good of
the team
5. Avoids Distractions
58. The Role of the Leader
• Set the tone for a focus on results
• Be selfless and objective, reserve the
rewards and recognition for those who
make real contributions to achievement of
group goals
59. Where we would like to be!
TRUSTTRUST
CONFLICTCONFLICT
COMMITMENTCOMMITMENT
ACCOUNTABILITYACCOUNTABILITY
focus onfocus on
ResultsResults
66. Bud Hodgkinson’ Study: “Demographic Realities and
Opportunities” - Leading Too Many Children Behind – The leading
demographic variable which influences contemporary American
society is poverty not race.
Key Demographic
Influences
Impact to Leadership/Policy: The
Most Effective Change Agent
Poverty and family
instability, i.e. a very
transient state of being
Imposed vs Suggested Guidelines for
national education standards
Poverty is a universal
handicap
Continued and increased support to
Head Start/WIC/Children’s Health
Insurance Programs and national
standards and reporting procedures
which have been proven effective
with low economic groups otherwise
handicapped by poor intellectual,
emotional and social development
Poverty - synonymous
with lacking or no health-
care
Health Care Reform
The above change agents would minimize the general public’s state of education
apathy!
