Human Performance Conference 2018 Engaging and Influencing Senior Leaders Taking a Deeper Dive

1. Human Performance Conference 2018 Engaging and Influencing Senior Leaders Taking a Deeper Dive October 16, 2018 Carole Napolitano Principal,Synergies

2. Objectives • To introduce models and resources that enhance participants’ ability to engage and influence senior leaders for the sake of effecting – and sustaining – positive change in their organizations • To support participants in developing a thoughtful plan for engaging and influencing senior leaders • To access and share the wisdom of the group through peeer coaching and application conversations

3. Format • Individual work • Tutorials • Small group work • Peer coaching

4. G N I O D

5. One woman’s global impact Jody Williams Nobel Peace Prize 1997

6. Case Study WorksheetSection 1 1. Based on an opportunity to effect change in your organization (department, unit, etc.) , complete Section 1, questions 1-3 of the Case Study Worksheet. 2. Compare notes with a partner.

8. Social Architecture Designing organizational systems to to facilitate desired results

9. Physical Architecture

10. Social Architecture •  table: physical vs social arch

11. Examples of Social Architecture •    Organizational purpose  • Organizational culture, values, beliefs • • Organizational structure  • Reporting relationships t • Relationship of organization to environment  . . . to local community  • Leadership roles and functions  • Decision-making processes  • Information flows  • Patterns of interaction  • Policies and procedures  • Unstated norms  • Mental models  • Language  • Physical architecture  • Reward systems  • Feedback systems  • Metrics for assessing productivity and performance  • Practices related to hiring and promotion  • Mechanisms for learning (individual and collective) and for sharing learning  • Practices for individual and organizational renewal  • Practices for managing work/life balance  • Practices for creating meaning and spirit in work  • Practices for fostering creativity in work

12. Case Study WorksheetSection 2 • Working off the “Systems & Structures” section of the Level s of Perspectives handout – and thinking like an anthropologist and social architect – make some notes in Section 2 (question #4) about any systems, structures, and processes in your organization (department, unit, etc.) that might currently be getting in the way of the outcome or change you are hoping to influence. 2. Take turns at your table sharing some of your discoveries and observations.

13. e.g.

15. Case Study WorksheetSection 3 • Use the Force Field Analysis template handout to make a first cut at determining driving and inhibiting forces (“As Is”) in your organization (department, unit) relative to the outcome (“Should Be”) you want to influence.

16. Influencing Mental Models Open-ended Questions

17. Shifting Mental Models • Building Credibility and Connections • Surfacing Assumptions • Using Open-ended Questions

18. Self as Influencer • Who do you need to be to effectively influence? • requires credibility • “When EF Hutton talks, people listen” • personal track record • referent and expert power • requires relationships • at various levels of the organization (Monika and Ken/Monika and the field folks) • requires skills e.g., listening and attuning • requires preparation • do your homework • BGE team’s research • requires patience and resilience • requires some psychology

19. Audience to be Influenced • What do you need to understand about your audience (senior leaders) and the systems in which she/he/they are operating? • they have a lot on their plates • getting their attention • they are subject to competing priorities and a variety of pressures • creating receptivity • they may be very invested in the way things are • mindset + ownership • they operate at a level of high stakes and a lot of exposure • they will assume that they are already “there” in terms of the desired shifts • understanding == behavior change • espoused theory vs theory in use

20. Strategies for Influencing • What can you do? • start with where the system is • connect with what matters to your leaders respect their time: be focused and efficient address their pain points senior leaders (especially engineers) are looking to solve problems identify relevant currencies e.g., vision, reputation speak their language (literally) help them see the value for themselves • pay attention to the leader’s style bottom-line or detail-oriented? highly-task-focused or more relationally-focused? big thinker or implementer? fast pace or deliberative? • avoid overwhelming your audience . . . and “wow”ing with jargon status issues jargon vs. “new language” considerations introduction of the Xerox machine

21. Strategies for Influencing • What can you do? (cont’d.) • sow confusion • Meg Wheatley quote • the power of self-discovery • open-ended questions • “quest” • Phil Donohue: best salesperson interview • find ways to take small steps • reduce risk • set conditions for early successes • Thomas Edison: introducing electricity • build broad support • engage conversations with informal leaders • Everett Rogers: The Diffusion of Innovation • foster a learn-as-you-go approach • help senior leaders get it right • offer feedback and coaching

22. Audience to be Influenced • What do you need to understand about your audience (senior leaders) and the systems in which she/he/they are operating? • they have a lot on their plates • getting their attention • they are subject to competing priorities and a variety of pressures • creating receptivity • they may be very invested in the way things are • mindset + ownership • they operate at a level of high stakes and a lot of exposure • they will assume that they are already “there” in terms of the desired shifts • understanding == behavior change • espoused theory vs theory in use

23. Strategies for Influencing • What can you do? • start with where the system is • connect with what matters to your leaders respect their time: be focused and efficient address their pain points senior leaders (especially engineers) are looking to solve problems identify relevant currencies e.g., vision, reputation speak their language (literally) help them see the value for themselves • pay attention to the leader’s style bottom-line or detail-oriented? highly-task-focused or more relationally-focused? big thinker or implementer? fast pace or deliberative? • avoid overwhelming your audience . . . and “wow”ing with jargon status issues jargon vs. “new language” considerations introduction of the Xerox machine

24. Currencies for Influencing* • Inspiration-related currencies contribute to a sense of meaning, morality (the right thing to do), purpose, significance • Task-related currencies relate to getting the job done: can be an offer of assistance, resources, expertise . . . or an opportunity to take on a challenge • Position-related currencies offers the opportunity for visibillty and/or recognition • Relationship-related currencies capitalize on the need to belong – to be included, a part of the team • Personal-related currencies allows for freedom, autonomy, sincere gratitude, etc. • See “Using Reciprocity to Gain Influence by Surinder (Sam) Lamba PMP based on the work of Bradford & Cohen: www.pm4dev.com/resources/documents-and-articles/102-influencing-without- authority-surinder-lamba/file.html

25. Strategies for Influencing • What can you do? (cont’d.) • sow confusion • Meg Wheatley quote • the power of self-discovery • open-ended questions • “quest” • Phil Donohue: best salesperson interview • find ways to take small steps • reduce risk • set conditions for early successes • Thomas Edison: introducing electricity • build broad support • engage conversations with informal leaders • Everett Rogers: The Diffusion of Innovation • foster a learn-as-you-go approach • help senior leaders get it right • offer feedback and coaching

26. Case Study WorksheetSection 4 • By way of mapping your current sphere of influence, complete Section 4, question #6.

27. Surfacing Assumptions • Peter Senge • Joel Barker We behave as if . . .

28. Case Study WorksheetSection 5 • Consider what assumptions might be underneath the mental models that currently drive the systems and structures in your organization (department, unit) that pose obstacles to the outcome you want to influence. List the assumptions you identify in Section 5, question #7.

29. Open-Ended Questions • Questions that cannot be answered “yes” or “no” • Typically begin with “what,” “where,” “who,” “how,” “when,” “to what extent” • Examples: What unintended adverse consequences might our current policies and procedures be having w/r/t safety? How do we reconcile our desire for more consistent reporting of near-misses with our policy of punishing those associated with such incidents? Where do we have the best opportunity right now to make a breakthrough in safety . . . and what would we be willing to do to make that happen? To what extent does the focus of our attention and resources address the most critical risk factors?

30. WorksheetSection 6 • Use Section 6, question #8 to practice crafting open-ended questions that might be helpful in advancing your initiative.

32. Case Study WorksheetSection 7 • Based on the work you have done in Sections 1 through 6 of the worksheet, use Section 7, question #9 to lay out a preliminary plan for taking what you have developed in the workshop today back to your organization. • Take turns at your table sharing the highlights or your respective plans. Your job when you are not presenting your plan is to serve as a coach to the presenter: help her/him clarify, refine, deepen her/his thinking THROUGH OPEN-ENDED QUESTIONS as much as possible. (Focus on coaching vs giving advice.)