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INSPIRING & MOTIVATING, 1.25b Reading: Michigan Model of Leadership Part 2

1.25b Reading: Michigan Model of Leadership Part 2

Developing Adaptive Leaders for Turbulent Times: The Michigan Model of Leadership 2

The process of Mindful Engagement is based on three basic principles: (1) Readying for Growth, (2) Taking Action to Learn, and (3) Reflecting to Retain. Readying for Growth Readying for growth is about preparing oneself to learn in complex, dynamic environments. It includes three specific steps: (1) building an awareness of strengths in context, (2) identifying specific, learning goals, and (3) developing a learning mind-set. Leaders must be aware of and understand how to leverage their own strengths. To build this awareness, we use a series of strengths-based assessments and exercises such as the Reflected Best Self (http://www. centerforpos.org/the-center/teaching-andpractice-materials/teaching-tools/reflectedbest-self-exercise/). Best-self stories help individuals discover their strengths and realise their own potential and possibility as leaders. At the same time, leaders must understand that too much emphasis on any particular strength can create an opposing and countervailing force. For example, we are currently coaching an executive who has insatiable drive and an unparalleled commitment to results, but his singular focus on results is reducing cohesion in his senior management team. In complex and turbulent environments, leaders must find a way to leverage their strengths while making sure those strengths do not escalate to become the singular focus of their leadership. For many, this process is difficult because their strengths are exactly the reason they have been so successful. To address this mental hurdle, in our assessments, we not only identify individuals' strengths but also provide real-life examples that offer insight into the potential risks and trade-offs associated with those strengths. We also routinely pair leaders with contrasting strengths to help them develop an appreciation for the risks of their own leadership style. The second step is the development of specific learning goals. Clearly, if someone is strong in the red Reliable Results quadrant, a natural learning goal will be to learn the core skills in a different quadrant, maybe the green Creative Change quadrant. But we emphasise a different approach. We ask leaders to commit to learning goals that emphasize, not a particular quadrant,butrathergoalsfocusedon learning how to navigate the tensions and trade-offs among the four MMoL quadrants. Learning does not happen within quadrants -learning occurs as leaders focus on and navigate the tensions across quadrants. A recent example comes from an executive who focused her learning goal on stakeholder analysis as a way to understand the distinctive and sometimes conflicting needs and concerns of different stakeholders. The third step is to develop a learning mind-set. Carol Dweck (Stanford University) suggests that people either have a performance mind-set (focused on achievement focused on proving yourself) or a learning mind-set (focused on the belief that everyone can change and grow through experience). A performance mind-set values perfection or looking smart. A learning mind-set values experimentation and pushing the boundaries of our comfort zones. In a world where competing forces and trade-offs are the norm, perfection is a myth and thus a performance mind-set impedes leader development. A learning mind-set, in contrast, encourages leaders to get out of their comfort zone and trying new things. Mistakes in today's complex world are inevitable. The challenge is to make sure you and your team learn from the mistake, and never make the same mistake twice. Taking Action to Learn Taking action to learn is about transforming the leader into his or her own R&D lab, where the leader is proactively experimenting with new ways of leading and taking steps to learn from those experiments. It is “skunk works” for proactive, self-directed leader development. To motivate taking action to learn, follow these steps: First, leaders need to see, feel and experience the competing forces inherent in the MMoL. High-impact experiences are high-stakes (blue quadrant) and require individuals to organise diverse groups of people with limited time and resources (yellow and red quadrants) in service of facilitating innovation and change (green quadrant). At the Ross School of Business, for example, we created the Ross Impact Challenge where 48 student teams have six days to develop a new, for-profit venture that creates economic and social value in Detroit, MI. The teams are composed of 500 people from 36 countries, granted limited time and resources, and challenged to create real impact that is visible in the Detroit community. To excel, the teams must navigate the need for innovation with the need for structure, and the need for team cohesion with a need for results. As individuals work to transcend above the competing tensions rather than compromising amongst the competing tensions, deep learning occurs. Second, taking action for learning requires that leaders commit to personal experimentation. At Ross, we encourage our students to see each and every experience, no matter how big or small, as an opportunity to experiment with new ways of leading. Recognising that experimentation will sometimes result in failure and mistakes -think about a pharmaceutical firm experimenting with new drug possibilities -we encourage leaders to commit to multiple, small experiments and to fail fast and early. Of course, the organisational culture and reward systems must allow and even support failure when that failure is in service of learning. Third, leaders must commit to a set of actions focused on seeking feedback. Learning only occurs when leaders have deep insight into how their actions affect, positively and negatively, the willingness and ability of others to achieve organisational goals. The problem is that most organisations provide too little feedback, or feedback that is not constructive for learning how to lead in complex, dynamic environments. Rather than trying to change the feedback system, we find that a more effective point of intervention is teaching people how to proactively seek feedback that leads to deep insight and personal change. Basic principles include (a) create a routine question or prompt for feedback such as “What input can you give me on...?”; (b) seek feedback as close to the event in question as possible; (c) make it routine and part of your “style”; and (d) seek input from people besides your supervisor or subordinate, such as your customer or peers. Reflecting to Retain Reflecting to retain is about practices that enable people to capture and apply the lessons of experience for self-improvement. The roadblock to learning for most people is themselves -the psychological biases that create excuses, flawed attributions, or blinders that get in the way of learning from experience. To address these challenges, we developed and validated a structured reflection process that attacks the biases and enables people to learn in complex, dynamic environments. Most people and organisations avoid reflection altogether, focusing instead on the next task or the next emergency without giving much thought to the past. Even more problematic is that, according to our research, the typical reflection conversation (“What happened? How did it go? What did we learn?”) does not foster learning. Drawing from the military's after-event review procedure, we develop a new structured process for reflection. The process asks leaders to: (a) describe the experience; (b) explain their reactions to the experience; (c) discuss “what if” scenarios that test alternative explanations for their performance; (d) identify insights about new behaviours that would improve performance; and (e) commit to at least two behaviour changes and specific milestones for making those behaviour changes. We have begun using this structured reflection process to build learning communities of peers where they routinely discuss their experiences, test assumptions about their own performance, and help each other identify insights and actions steps that will enable positive behaviour change in the future. The holy grail for most organisations is building a learning culture where individuals commit not only to their own personal growth but also the personal growth of their colleagues. Our research shows that building structured reflection practices into the normal course of work is one way of building a learning organisation that cultivates leaders who can thrive in complex, dynamic environments. Our world is filled with challenges. More than ever before, we need leaders who commit to living a life of mindful engagement in reach of their best selves. We need leaders who understand how to leverage the competing values inherent to business, who elevate society to higher ideals and standards. Finally, we need leaders with empathy, drive, integrity, and courage – across society and throughout organisational hierarchies – whose core purpose is to make a positive difference in the lives of others. Are you that kind of leader? About the Authors D. Scott DeRue is a management professor at the University of Michigan's Stephen M. Ross School of Business. Reported by CNN/Money to be one of the top 40 business school professors under the age of 40, Scott's teaching and research focus on how leaders and teams learn, adapt, and develop in complex and dynamic environments. (dsderue@umich.edu) Gretchen Spreitzer is a management professor at the University of Michigan's Stephen M. Ross School of Business. She is the author of four books on leadership and is a thought leader in the new field of Positive Organisations. Her research focuses on employee empowerment and leadership development, particularly within a context of organisational change and decline. (spreitze@umich.edu) Brian Flanagan is managing director of the Ross Leadership Initiative at the University of Michigan's Stephen M. Ross School of Business. His work applies cutting-edge leadership research to development programs for students. He is interested in developing leaders who mobilize the highest potential in people, organisations, and society. (btflan@umich.edu) Benjamin Allen is former assistant director of the Ross Leadership Initiative (RLI) at the University of Michigan's Stephen M. Ross School of Business and current talent management specialist at Chrysler, LLC. During his tenure at RLI, Ben developed, planned, and executed leadership programs for students. He seeks to maximize the potential impact of all leaders and organisations. (BMA15@ chrysler.com)

1.25b Reading: Michigan Model of Leadership Part 2

Developing Adaptive Leaders for Turbulent Times: The Michigan Model of Leadership 2

The process of Mindful Engagement is based on three basic principles: (1) Readying for Growth, (2) Taking Action to Learn, and (3) Reflecting to Retain. Readying for Growth Readying for growth is about preparing oneself to learn in complex, dynamic environments. It includes three specific steps: (1) building an awareness of strengths in context, (2) identifying specific, learning goals, and (3) developing a learning mind-set. Leaders must be aware of and understand how to leverage their own strengths. To build this awareness, we use a series of strengths-based assessments and exercises such as the Reflected Best Self (http://www. centerforpos.org/the-center/teaching-andpractice-materials/teaching-tools/reflectedbest-self-exercise/). Best-self stories help individuals discover their strengths and realise their own potential and possibility as leaders. At the same time, leaders must understand that too much emphasis on any particular strength can create an opposing and countervailing force. For example, we are currently coaching an executive who has insatiable drive and an unparalleled commitment to results, but his singular focus on results is reducing cohesion in his senior management team. In complex and turbulent environments, leaders must find a way to leverage their strengths while making sure those strengths do not escalate to become the singular focus of their leadership. For many, this process is difficult because their strengths are exactly the reason they have been so successful. To address this mental hurdle, in our assessments, we not only identify individuals' strengths but also provide real-life examples that offer insight into the potential risks and trade-offs associated with those strengths. We also routinely pair leaders with contrasting strengths to help them develop an appreciation for the risks of their own leadership style. The second step is the development of specific learning goals. Clearly, if someone is strong in the red Reliable Results quadrant, a natural learning goal will be to learn the core skills in a different quadrant, maybe the green Creative Change quadrant. But we emphasise a different approach. We ask leaders to commit to learning goals that emphasize, not a particular quadrant,butrathergoalsfocusedon learning how to navigate the tensions and trade-offs among the four MMoL quadrants. Learning does not happen within quadrants -learning occurs as leaders focus on and navigate the tensions across quadrants. A recent example comes from an executive who focused her learning goal on stakeholder analysis as a way to understand the distinctive and sometimes conflicting needs and concerns of different stakeholders. The third step is to develop a learning mind-set. Carol Dweck (Stanford University) suggests that people either have a performance mind-set (focused on achievement focused on proving yourself) or a learning mind-set (focused on the belief that everyone can change and grow through experience). A performance mind-set values perfection or looking smart. A learning mind-set values experimentation and pushing the boundaries of our comfort zones. In a world where competing forces and trade-offs are the norm, perfection is a myth and thus a performance mind-set impedes leader development. A learning mind-set, in contrast, encourages leaders to get out of their comfort zone and trying new things. Mistakes in today's complex world are inevitable. The challenge is to make sure you and your team learn from the mistake, and never make the same mistake twice. Taking Action to Learn Taking action to learn is about transforming the leader into his or her own R&D lab, where the leader is proactively experimenting with new ways of leading and taking steps to learn from those experiments. It is “skunk works” for proactive, self-directed leader development. To motivate taking action to learn, follow these steps: First, leaders need to see, feel and experience the competing forces inherent in the MMoL. High-impact experiences are high-stakes (blue quadrant) and require individuals to organise diverse groups of people with limited time and resources (yellow and red quadrants) in service of facilitating innovation and change (green quadrant). At the Ross School of Business, for example, we created the Ross Impact Challenge where 48 student teams have six days to develop a new, for-profit venture that creates economic and social value in Detroit, MI. The teams are composed of 500 people from 36 countries, granted limited time and resources, and challenged to create real impact that is visible in the Detroit community. To excel, the teams must navigate the need for innovation with the need for structure, and the need for team cohesion with a need for results. As individuals work to transcend above the competing tensions rather than compromising amongst the competing tensions, deep learning occurs. Second, taking action for learning requires that leaders commit to personal experimentation. At Ross, we encourage our students to see each and every experience, no matter how big or small, as an opportunity to experiment with new ways of leading. Recognising that experimentation will sometimes result in failure and mistakes -think about a pharmaceutical firm experimenting with new drug possibilities -we encourage leaders to commit to multiple, small experiments and to fail fast and early. Of course, the organisational culture and reward systems must allow and even support failure when that failure is in service of learning. Third, leaders must commit to a set of actions focused on seeking feedback. Learning only occurs when leaders have deep insight into how their actions affect, positively and negatively, the willingness and ability of others to achieve organisational goals. The problem is that most organisations provide too little feedback, or feedback that is not constructive for learning how to lead in complex, dynamic environments. Rather than trying to change the feedback system, we find that a more effective point of intervention is teaching people how to proactively seek feedback that leads to deep insight and personal change. Basic principles include (a) create a routine question or prompt for feedback such as “What input can you give me on...?”; (b) seek feedback as close to the event in question as possible; (c) make it routine and part of your “style”; and (d) seek input from people besides your supervisor or subordinate, such as your customer or peers. Reflecting to Retain Reflecting to retain is about practices that enable people to capture and apply the lessons of experience for self-improvement. The roadblock to learning for most people is themselves -the psychological biases that create excuses, flawed attributions, or blinders that get in the way of learning from experience. To address these challenges, we developed and validated a structured reflection process that attacks the biases and enables people to learn in complex, dynamic environments. Most people and organisations avoid reflection altogether, focusing instead on the next task or the next emergency without giving much thought to the past. Even more problematic is that, according to our research, the typical reflection conversation (“What happened? How did it go? What did we learn?”) does not foster learning. Drawing from the military's after-event review procedure, we develop a new structured process for reflection. The process asks leaders to: (a) describe the experience; (b) explain their reactions to the experience; (c) discuss “what if” scenarios that test alternative explanations for their performance; (d) identify insights about new behaviours that would improve performance; and (e) commit to at least two behaviour changes and specific milestones for making those behaviour changes. We have begun using this structured reflection process to build learning communities of peers where they routinely discuss their experiences, test assumptions about their own performance, and help each other identify insights and actions steps that will enable positive behaviour change in the future. The holy grail for most organisations is building a learning culture where individuals commit not only to their own personal growth but also the personal growth of their colleagues. Our research shows that building structured reflection practices into the normal course of work is one way of building a learning organisation that cultivates leaders who can thrive in complex, dynamic environments. Our world is filled with challenges. More than ever before, we need leaders who commit to living a life of mindful engagement in reach of their best selves. We need leaders who understand how to leverage the competing values inherent to business, who elevate society to higher ideals and standards. Finally, we need leaders with empathy, drive, integrity, and courage – across society and throughout organisational hierarchies – whose core purpose is to make a positive difference in the lives of others. Are you that kind of leader? About the Authors D. Scott DeRue is a management professor at the University of Michigan's Stephen M. Ross School of Business. Reported by CNN/Money to be one of the top 40 business school professors under the age of 40, Scott's teaching and research focus on how leaders and teams learn, adapt, and develop in complex and dynamic environments. (dsderue@umich.edu) Gretchen Spreitzer is a management professor at the University of Michigan's Stephen M. Ross School of Business. She is the author of four books on leadership and is a thought leader in the new field of Positive Organisations. Her research focuses on employee empowerment and leadership development, particularly within a context of organisational change and decline. (spreitze@umich.edu) Brian Flanagan is managing director of the Ross Leadership Initiative at the University of Michigan's Stephen M. Ross School of Business. His work applies cutting-edge leadership research to development programs for students. He is interested in developing leaders who mobilize the highest potential in people, organisations, and society. (btflan@umich.edu) Benjamin Allen is former assistant director of the Ross Leadership Initiative (RLI) at the University of Michigan's Stephen M. Ross School of Business and current talent management specialist at Chrysler, LLC. During his tenure at RLI, Ben developed, planned, and executed leadership programs for students. He seeks to maximize the potential impact of all leaders and organisations. (BMA15@ chrysler.com)