Leading Change Lecture 8 PDF

Leading Change Dr Petya Koleva ©copyright, Heriot-Watt University, 2024  Learning objectives To identify and experiment with the different forms that leadership can take To explore the range of skills and qualities that change leaders ne...

Leading Change Dr Petya Koleva ©copyright, Heriot-Watt University, 2024  Learning objectives To identify and experiment with the different forms that leadership can take To explore the range of skills and qualities that change leaders need to demonstrate to be effective To find out how leaders can adapt to the different phases and stages of change To discover ways of sustaining and resourcing oneself as a leader ©copyright, Heriot-Watt University, 2024  Pre-Work Discussion How do you think the emphasis on leadership vs management changes at different stages of the change process? At which stages of the process is communication most important? How would you rate the importance of trust between leaders and followers in managing change? ©copyright, Heriot-Watt University, 2024  Dimensions of leadership Transactional and transformational leadership The dark side of leadership – vision and narcissism Emotionally intelligent leadership Strategic leadership Collaborative leadership – connective, shared, self-managed Mindful leadership ©copyright, Heriot-Watt University, 2024  Transactional and transformational leadership Transactional leadership: exchanges rewards for effort and achievement (contingent rewards); searches for and corrects deviations from rules and standards (management by exception (active)); intervenes only if standards are not met (management by exception (passive)); abdicates responsibilities and avoids making decisions (laissez faire). Transformational leadership: provides a role model for ethical behaviour, instils pride, gains respect and trust (idealized influence); articulates an appealing vision in an engaging way, challenges with high standards, communicates optimism (inspirational motivation); challenges assumptions, invites creativity, encourages people to think independently (intellectual stimulation); attends to each follower in a different way, is empathetic, gives advice, acts as a mentor (individualized consideration). For background, please read: Burns (1978) and Bass (1985) ©copyright, Heriot-Watt University, 2024  Figure 14.1 Burns’s contextual approach to leadership ©copyright, Heriot-Watt University, 2024  Transactional managers v transformational leaders (1 of 3) Two organisation states Convergent: – Stable conditions – Established and accepted goals. Divergent: – Increasingly chaotic environment – Established goals challenged. ©copyright, Heriot-Watt University, 2024  Transactional managers v transformational leaders (2 of 3) Two managerial styles Transactional: Optimise performance Incremental change Maintain the status quo. Transformational: Challenge the established order Change followers’ behaviour and beliefs Create a new vision. ©copyright, Heriot-Watt University, 2024  Transactional managers v transformational leaders (3 of 3) Incorporates elements of the personal characteristics and the leader–follower approach. Advocates matching styles to states: Transactional = Convergent Transformational = Divergent. ©copyright, Heriot-Watt University, 2024  Which style is best? Alimo-Metcalfe and Alban-Metcalfe (2000: 27) found when studying leadership in the UK National Health Service (NHS): ‘… the transactional competencies of managers, while crucial, are simply not sufficient on their own’. ©copyright, Heriot-Watt University, 2024  Neither is best Organisations need both transactional managers and transformational leaders. ©copyright, Heriot-Watt University, 2024  Transactional managers v transformational leaders Context Convergent Divergent Style Transactional Good fit Poor fit Transformational Poor fit Good fit ©copyright, Heriot-Watt University, 2024  Collaborative leadership Connective leadership (Blumen, 2002): leadership is no longer just about vision. It’s about the search for common meaning and purpose by making connections; a search for commonalities and common ground across diverse groups. Shared leadership: a formalized version of collaborative leadership that happens within an organization. Often this means sharing accountability for delivery of a set of outcomes and solving problems/making decisions between two or three people. This becomes necessary when high levels of interdependence and creativity are required, and the situation is highly complex (Pearce and Conger, 2003) Self-managed collaboration: happens outside of formal boundaries and is self-managed. It demands active cooperation and is not subject to the control processes of one authority. It is a ‘hard answer to hard problems’ (Bryson, 2016). It can involve high levels of frustration, requires skill with facilitating discussion, demands that you know how to trust people who may work very differently from you, and needs leaders taking part to safeguard and support the process they are in (Chrislip, 2002). ©copyright, Heriot-Watt University, 2024  Mindful leadership Mindfulness as a practice helps people to increase their awareness of the ‘here and now’ – psychologically, emotionally, physically Mindfulness leadership training can help leaders to: engage innate capacities of the mind to strengthen their expertise allow space for creative solutions by becoming more comfortable amidst uncertainty and adversity practice daily applications of mindful leadership training to cultivate mental and physical resilience meet and/or initiate change skillfully by gaining access to intuition and connecting fully with others recognize unproductive patterns, both within themselves and in workplace interactions, and learn how to respond more effectively. ©copyright, Heriot-Watt University, 2024  REFLECT & DISCUSS Reflect on and then discuss one of the questions below: Think of a leader in the public eye that who know a lot about e.g. a business leader or politician (if not, then research someone who you are curious about) and write down what you think they are trying to achieve over the next 6 months. What could be the benefits and downsides to them, their team and the people they serve, of their using more i) collaborative leadership ii) mindful leadership? Consider a significant project you are involved in at work. What is the aim of this project, and what sort of leadership is required from, e.g., the project manager, team leaders, sponsor and local line leaders to make this happen. How much transactional and how much transformational leadership is currently in the mix (use the definitions to get granular!), and what alterations to this would you advise if asked? Pick a not-for-profit organization or a charity that you are aware of who appear to be operating in a strategic way and spend some time researching their current activities and publicity. Use Mintzberg’s 5Ps to describe their approach. What are they trying to achieve, and how are they going about it? ©copyright, Heriot-Watt University, 2024  Five essential leadership qualities and skills (Cameron and Green, 2017) Flexible, integrated framework Complete map of essential qualities required by successful leaders Simple yet profound synthesis of the best of leadership literature Each quality is a high level ‘archetype’ as well as a cluster of interconnected skills and approaches ©copyright, Heriot-Watt University, 2024  The five essential leadership qualities: - a guide re. proportions required of each quality to ensure success in different organizational contexts - leadership can come from one individual, a leadership team or be distributed throughout the organization Cameron and Green, 2024, Figure 4.1 ©copyright, Heriot-Watt University, 2024  Bridges – Leadership for the different phases Leadership for the ending Allow people to express their sense of loss – including you! Give people accurate information again and again. Define what is over and what is not. Find ways to ‘mark the ending’. Leadership for the neutral zone Explain the neutral zone as an uncomfortable time that, with careful attention, can be turned to everyone’s advantage. Create temporary policies, procedures, roles and reporting relationships to get you through the neutral zone. Set short-range goals and checkpoints. Encourage experimentation and risk taking. Be careful not to punish failures. Leadership for the new beginning [distinguish in your own mind the difference between the start, which can happen on a planned schedule, and the beginning, which will not] Communicate the purpose of the change. Create an effective picture of the change and communicate it effectively. Create a plan for bringing people through the three phases of transition, - separate from the change management plan. Help people to discover the part they will play in the new system. ©copyright, Heriot-Watt University, 2024  A ‘flow’ culture is one that supports continuous innovation and creativity - Goulding and Shaughnessy (2017) A ‘flow’ culture is like a start-up culture; it requires elements such as: Harnessing the collective intelligence of the organization – through social interaction. Breaking work down into smaller chunks to identify where real value lies and to reduce risk. Comfort with uncertainty and challenge; more time spent on emotions and fairness and less on plans and reports. Reducing task completion time to a day or two. Visualizing all work so that social interaction has a context and venue – the use of ‘WALLS’ is central to this, ie, large-scale maps on the walls that get people out of cubicles or mind-numbing meetings. Process model co-creation; everyone relevant has a say, and changes emerge from social interaction. ©copyright, Heriot-Watt University, 2024  Table 14.3 Heroic management v engaging management Heroic management Engaging management Managers are the most significant people in the organisation. Managers are significant only to the extent that they help others to do their job and to appreciate the importance of their own contribution. A manager’s importance is related to their place in the hierarchy. The An organisation is a social system, not a hierarchy. Successful managers know this person at the top of the hierarchy is the organisation. and interact with staff throughout the entire system rather than trying to rule from the top. Strategy – heroic leaders set ambitious targets for their organisation Strategy this emerges slowly and arises from the everyday actions staff take to meet designed to increase its share price considerably. Everyone else is the needs of their customers. responsible for achieving these targets. Implementation: established staff tend to resist a CEO’s bold change Implementation is not driven by strategy, but both are iterative and interdependent. initiatives. Therefore, new managers and outside consultants are seen as Appropriate change requires a respect for the old ways of working alongside a more valuable and effective change implementers than longer-serving staff. recognition of the need for some of these to change. To manage is to engage in logical analysis, decision-making and resource To manage is to inspire and enable all staff to engage with and contribute fully to the allocation. organisation and its aims. Rewards for increasing the financial performance of the organisation Rewards for creating a better company should be distributed to all, and will be primarily should go mainly to risk-taking top managers. However, they should not psychological. be penalised for poor financial performance. Source: Adapted from Mintzberg et al (2002: 71). ©copyright, Heriot-Watt University, 2024  Factors which influence a manager’s effectiveness (1 of 2) 1. The manager’s past experience, and whether this has reinforced their beliefs or, instead, led them to question their appropriateness. 2. The level of creativity of the manager. Does the manager have a preference for transactional management or transformational leadership, and to what degree can they move between the two? 3. His or her cognitive style: are they adaptors or innovators? Are they ‘whole thinkers’, or are they more left hemisphere–rational thinkers or right hemisphere–creative thinkers? 4. The manager’s ability to perceive the whole picture. Can they see the organisation in its context? In particular, do they understand the choices available in terms of changing the organisation itself, its context, and their own approach to leadership, strategy and change? ©copyright, Heriot-Watt University, 2024  Factors which influence a manager’s effectiveness (2 of 2) 5. The organisational context: is it amenable, or can it be made amenable, to a more critical, creative and ethical style of leadership? 6. The organisation’s management team: does it have a commitment to promoting sustainability, diversity and ethical behaviour, and are the senior managers committed to ensuring that its statement and policies in these areas are implemented through the day- to-day actions of all its members? 7. The organisation’s management development process: is it effective? Is it geared to developing individual managers and the management cadre of the organisation as a whole? ©copyright, Heriot-Watt University, 2024  Figure 14.2 Leadership, management and change ©copyright, Heriot-Watt University, 2024 Figure 14.3 A framework for management, leadership and change ©copyright, Heriot-Watt University, 2024  Sustaining yourself as a leader Resilience can be built through ensuring you have sufficient sleep, nutrition and exercise. In addition, recent studies indicate that the factors below can have a powerful impact over the longer term: Regular journaling, which helps release or rebalance the negative effects of ‘survival’ emotions (such as fear, anger, disgust, shame and sadness, which tend to trigger avoidance patterns and complex behaviours) by taking a more objective look at one’s own performance. Coaching that’s informed by psychology and neuroscience can help to build more positive responses to difficulties, and help develop new patterns of thinking and acting. Action inquiry with significant others, as mentioned above, supports increasing maturity and capacity, including an ability to dis-identify with the survival emotions mentioned above. Meditation and mindfulness, over time, can train the mind to focus and be calm, thus reducing the reactivity of the limbic system to negative triggers (Tang, Holzel and Posner, 2015). ©copyright, Heriot-Watt University, 2024  REFLECT & DISCUSS Examine slide 9 and consider three of the contexts: crisis, improving supply chain management, cultural change. What is the rationale behind the proportions of each leadership quality suggested for each. Use Bridges’ advice about leading endings, neutral zone and beginnings to coach a willing colleague or friend who is currently going through an unavoidable or intentional transition process, eg, promotion, redundancy, changing jobs or moving house. Afterwards, make some notes about what happened, and ask your coachee for feedback on the process, and the extent to which they felt a) supported and b) challenged. Imagine that because you have been studying change management, you have been asked to bring more of a ‘flow’ culture into a team you are part of, or currently lead. What would be the pros and cons of this, what difficulties do you think you and your colleagues might have with implementing this, and how might it benefit internal/external customers? ©copyright, Heriot-Watt University, 2024  Further Reading Chapter 4 in Cameron et al., 2024 Chapter 14 in Burnes, 2018 Explore the Five Essential Leadership Qualities via: Essential Leadership, Cameron and Green (2017) Test yourself on the Five Essential Leadership Qualities here: esthercameron.com/2017/05/the-five-leadership-qualities-map/ Find out more about Mindful Leadership via: Reitz, M and Chaskalson, M (2016) How to bring mindfulness to your company’s leadership, Harvard Business Review, 1 December ©copyright, Heriot-Watt University, 2024