In the end, Dorothy, the lion, the scarecrow and the tin man each had what they needed within themselves to get to the end of the yellow brick road. To build organizational capacity, leaders and team members must also travel down an unknown road into the future. This type of action in the face of uncertainty requires personal accountability by leaders and the development and support of personal accountability for team members.
Roger Conners and Tom Smith, in their book The Wisdom of Oz, share ideas on how to assume accountability for our own actions, how not be defined by our circumstances and how to take action to reach our goals.
Their Four Steps to Accountability are:
- See It – acknowledge your own blind spots to reality and seek out additional information to truly “see” the whole picture. This often involves asking others for their point of view – and listening to it.
- Own It – acknowledge your own role in the current situation and take responsibility for finding a solution or taking action to move forward.
- Solve It – do the work required to find a solution, or make a change. This can involve doing research, seeking input, working with others, trying options, or other techniques. But you must take ownership of finding what you need to do.
- Do It – take concrete action to do what you need to do when you need to do it!
We don’t always know what the future will bring but if we accept our personal accountability we can shape our own future and not be controlled by a wizard behind the curtain.
Posted in Accountability, build organizational talent, Developing Capacity, Leadership, leadership development, leading authentically, self awareness
Tagged accountability, asking questions, blind spots, Leadership, self-awareness
I rode my first teeter-totter last week on my mountain bike. To me it felt like a well thought out and reasonable action to take. I have been practicing my “skinny” skills and my bike handling has improved over the past year. I have watched my brother ride teeter-totters and he has shared with me information on technique so I felt well prepared. Was I afraid? Yes! Was it scary? Yes! Was it a risk? Yes! (Did I make it? Yes!)
We all assess and take different types of risk. Leaders are asked to take “appropriate” risks and then make decisions. Your success depends on your ability to accurately understand, assess, judge and take risks.
Dylan Evans, a researcher on risk and author of Risk Intelligence, believes that we can develop our skills in this area and actually build our “risk quotient.” The starting point for increasing our risk intelligence is the ability to accurately understand and accept what we do know and what we don’t know. Research has shown that most of us are bad at estimating probabilities based on what is actually know or not known. We end up either overconfident or excessively uncertain, both of which lead to poor risk assessment and decisions.
Leaders can use the following checklist that Evans developed to better understand and improve their risk intelligence.
- Do you consciously review what you know before making a decision?
- How does what you know actually relate to the decision?
- How likely is each piece of information to be true and how does that likelihood influence your decision?
- What else do you know that might actually relate to the decision?
Purposely and consciously asking these questions and using the results will increase your ability to assess risks and then make better decisions about an uncertain future.
Good luck on your next teeter-tooter of leadership!
Posted in change and transition, decision making, Developing Capacity, Leadership, leadership development, self awareness
Tagged asking questions, assessments, blind spots, Change, Leadership, leadership development, questions, risk taking, self-awareness
A leader at one of our schools remarked that when done right, performance reviews can be energizing and uplifting but when done wrong they are demoralizing. It appears that the latter is what is happening in most organizations. David Ulrich, the Rensis Likert Professor of Business at the University of Michigan and the “Godfather of HR” just published an article in the latest issue of Talent Quarterly titled “Resolving the Performance Management Paradox.” He cites that 90% of HR professionals are unhappy with their review system, only 14% of CEOs believe that the review system is working and only 8% of HR executives believe that performance management makes a contribution to the success of the organization. Yet, he also cites a long history of studies that clearly indicate that accountability makes a difference. In fact one study identified that just the presence of a performance review system is the greatest predictor of success for hospitals. What can a leader do?
Ulrich recommends that regardless of the process or forms used, leaders embrace conversations: conversations focused on what he calls “positive accountability,” conversations emphasizing learning and improvement opportunities rather than evaluating what went wrong, and conversations primarily focused on the future rather than the past. He suggests that leaders look for opportunities to engage in “real time” conversations that are ongoing and revolve around work events (projects, semester start or finish, work cycle periods, annual milestones, etc.) Leaders should focus on asking questions to discover how employees can sustain success and prepare for the future and help their people look forward to apply what they have learned and address new opportunities or challenges that arise.
A simple conversational model for leaders to use with their performance review process includes the following three steps:
- Know Yourself – ask about and discuss each person’s strengths, weaknesses, passions and interests.
- Action for Growth – ideas and concrete action to leverage individual strengths and interests to support success and on-going development.
- My Value – dialogue focused on the value that each employee provides to the work unit, institution, students, stakeholders or overall organization.
By focusing less on the process and more on the conversation we can make performance reviews a more uplifting experience.
Posted in Accountability, build organizational talent, communication, higher education, Motivation, performance management, talent management
Tagged accountability, asking questions, assessments, career development, communication, engagement, evaluation, feedback, leadership development, paradox, self reflection, talent management
Do you recognize this form? My daughter will be a freshman in college next year so the long and complicated FAFSA form is near and dear to my heart. It reminds me of a form that many leaders and HR Offices use – the IDP or Individual Development Plan. Ask yourself, who likes to fill out forms and sign “on the line?” Not me, I imagine not you, and certainly not the people on your team. Yet we continue to be surprised that a once-a-year form-based event does not engage our people or lead to robust conversations and actual professional development.
Authors and employee development experts Beverly Kaye and Julie Winkle Giulioni agree and wrote Redeveloping the Individual Development Plan to address this concern. Instead filling out an Individual Development Plan once a year they recommend leaders initiate Iterative Dialogue around Possibilities (IDP) with their people. Working together, employees and leaders can embed continuous learning and development into their day-to-day work.
This new approach to IDPs relies on the following four key ideas that are easy to try out.
- Start a new conversation. Begin having regular dialogue focused on asking questions and exploring interests. Demonstrate sincere curiosity in your people’s interests and be open to their questions. Clearly demonstrate that you expect and are confident that everyone can learn and develop.
- Move away from complicated forms and plans and try development “Post-Its.” Simplify the process and make it an iterative and flexible approach that can be easily modified, re-sequenced, and updated.
- Promote possibility thinking. Encourage your people to be creative and unbound when they think about development. Ask to to build long and diverse lists of ideas and options for development to discuss and share. Facilitate team members working together to explore development strategies and experiences.
- Distribute development. Move development conversations and actions into the day-to-day work and communication of your team. Include updates and debriefing conversations into staff meetings, one-on-one meetings, prep time, and other regular work activities.
Together, you and your people can energize both the conversation and the action that is needed to continuously develop everyone in your workforce.
In one month high divers from around the world will be competing at the summer Olympics in Rio. If I was one of those divers I would hope that the leaders in Rio have done the work needed to build deep pools, even though these Olympics are facing budget, political, economic, environmental and workplace challenges.
Our organizations also need deep pools of talent to be successful when facing a future of changing demographics, fluid governmental demands, volatile customer expectations and a diminishing workforce. Creating individual development plans (IDPs) and continually developing your own people helps leaders fill their talent pools and keep their people engaged with the organization.
Paula Asinof, a leadership consultant, provides tips on how to use IDPs to fill your talent pool in her article, IDPs: Talent Development’s Superglue, in the January 2016 TD magazine.
- Start with a gap analysis and ask each employee:
- where are your talents now?
- what talents need to be developed or do you want to develop?
- Craft only one to three goals based on the answers (see previous post on SIMple Goals)
- Utilize a wide range of development opportunities:
- on-the-job experience
- development-focused work assignmnets
- interim assignments
- temporary assignmnets
- Focus on outcomes and provide regular check-ins
Overall the IDPs you develop with your people need to be simple, clear and realistic. It isn’t the Olympics but a deep talent pool can help you win during challenging times.
I was so excited to be taking a friend to a new neighborhood restaurant that I had discovered. We had a great cocktail, some good appetizers and then the entree arrived – and it was terrible! What to do? Often, as a native Minnesotan, I would have just said nothing and only left a 15% tip but I decided to ask for the manager. Nervously I told him how much I enjoyed the restaurant but the seafood creole dish we had ordered was bad. And, he listened! He didn’t argue or question my taste or understanding of how seafood should taste. He apologized and said he would ask the chef to pull the dish for the night. Then he told us how much he appreciated our business and hoped we would give them another chance. He also comped our meal and gave us a gift certificate.
Despite our best intentions we can’t always provide the customer service we want and our customers expect. How we, and our people, respond determines if we can recover. In my story I have gone back many times to the restaurant and encourage friends to visit when they are in St. Paul. At our colleges and universities how we respond to our students and their families when we don’t meet their expectations will influence how engaged they feel while on campus, how welcomed they feel and how connected to us they feel after they leave.
Forbes posted an article that highlights three key actions that my restaurant manager took and that we need to help our people take when we don’t provide the service our students expect.
- Apologize and Ask for Forgiveness: be clear that you are taking their issue seriously and that you genuinely understand their concerns. Don’t try and explain or defend and don’t feel like you have to agree – just understand.
- Go Over the Complaint with Your Customer: explore and listen. Remember that you may have a lot of information that customers don’t have – and don’t care about. Your goal is to understand their point of view.
- Fix the Problem and Then Follow Up: take action and confirm the next steps happen. Ask what the customer hoped would happen and how you can do something now. People don’t expect miracles; they want to be listened to.
Let me know if you are in St. Paul and want to try a new restaurant. I know a place that cares.
Do you remember the children’s book, Are You My Mother? The story of the young bird asking, over and over, the critical question, are you my mother? I believe that leaders in higher education need to push their organizations, and their people, to ask a similar question over and over. Are you my customer? And we can learn from the young bird to not restrict who we consider a customer, even internal customers!
The traditional structure and hierarchy in higher education often identifies groups as faculty or staff or administrators. And even further, we tend to divide ourselves into colleges, departments, bargaining units and divisions. Then you can add in shared governance. All of these push us to not view fellow employees as customers who have legitimate needs that we can serve. Over time this approach makes it harder for each group of employees to actually do the job we are all here to do, deliver a high quality education to our students in higher education, or in general, to provide a high quality product or service to our external customers.
As Martinez, Smith and Humphrys highlight in their book, Creating a Service Culture in Higher Education Administration, “excellent external customer service is achieved through a team of people who deliver excellent internal customer service.” The starting point is to ask the following three questions about our own colleagues and co-workers, even if they are in a different bargaining unit or on the opposite side of campus!
- Who are they?
- do you rely on their work to do your job?
- do they rely on your work to do their job?
- What do they want?
- what information, resources, data, documents, materials, or support do they need from you to do their job?
- what do you have that can help them serve the students they work with?
- How have they changed?
- are you meeting their current needs?
- how have their customers changed?
- what is different in their work?
Asking these questions, and truly listening to the responses, will build the foundation for collaboration and enhance our institutions ability to provide the high quality education we all want to deliver to our students.
Posted in Accountability, communication, customer service, higher education, Leadership, stakeholders
Tagged asking questions, collaboration, communication, customer service, higher education, leadership development, questions, stakeholders