The New Leadership

1. The New Leadership Leading and Leadership in the Age of Chaos, Confusion, and Change Dr J. Martin Hays Dr Jae Myoung Kim

2. The New Age The New Age is characterised worldwide by: • Global Concerns • Complex Challenges • Increased Competition • Unprecedented Opportunities • Multiple “Bottom Lines” • Sophisticated Employee Demands • Increasingly Diverse Markets • Increasingly Higher “Value for Money” Demands i.e., tailored specifications, quality, service, reliability, responsiveness

3. The New Age Not to mention: • “Boundaryless” Organisation. • Virtual modes of working. • Complex networks. • Alliances, partnerships, and collaborations. • Outsourcing. • Flexible working arrangements. • Around the clock / around the globe working arrangements.

4. Implications Leaders, today, face challenges that are larger and more complex than ever before. They are not prepared. Conventional and traditional strategies for leader development and succession are not adequate to meet the needs of today’s leaders. This holds true for business, government, schools, churches, and other institutions, and volunteer organisations.

5. Implications The whole way we look at leaders and leadership must change, including how we develop leadership for the New Age. Leadership can no longer be looked at as one person (or small minority) at the top directing the activities of subordinates confined by space and time. No one person or executive team, and no amount of layers of management below, can know what to do and coordinate and control efforts in this chaotic, confusing, and changing world.

6. Implications While there remain examples of successful leaders from “the old school,” their leadership styles will become increasingly less effective. Command and control, top-down, power-based, positional leadership works (perhaps) in crisis situations and in the short-term. This is the kind of leadership that assumes the leader knows best, knows all, and must not be questioned; leadership that assumes the worst of workers, not the best. (See paper, McGregor’s Theory X.)

7. Implications “Old School” leadership will ultimately fail because it fails to enlist and engage employees in ways that “tap” their individual and collective intelligence, abilities, and passion. On the contrary, such leadership alienates people from their work, the organisation, and its “leaders.”

8. Implications Worst of all, “Old School” leadership has within it the seeds of its own demise – it undermines the organisation’s future and impedes development of enlightened leadership.

9. Implications “Old School” leadership will ultimately fail because it imposes an inflexible structure on human behaviour that is inherently organic and adaptive. Human beings progress through organic [psychosocial] processes such as communication, learning, experimentation, risk-taking, and creative impulse.

10. Implications Old models of leadership based on antiquated ideas of organisation, traditional sources of power, and assumptions of workers (uneducated, undisciplined, etc.) cannot work in the New Age.

11. At the Same Time Leaders – rightly and wrongly – are being criticised for ineptitude and unethical behaviour. Organisations constantly seek to find and leaders who can lead, as if “one great leader” were all any organisation needed to succeed. The world still seeks “the one great leader,” and few are to be found.

12. What We Know Leaders and leadership do make a difference. There is a shortage of leaders. Leadership development programs often fail because they still try to develop leaders the way they used to, based on false assumptions and built around irrelevant skills.

13. What We Know The best leaders develop their people as leaders. Adults don’t want or need to be “led.” Most are capable of leading themselves (self-direction) and of working effectively and productively in teams.

14. What We Know The most creative, innovative, and productive collaborative groups and teams are comprised of people who “lead themselves.” Their managers / leaders create the conditions wherein they can succeed, including helping them learn to work together. These individuals are ready, willing, and able to lead when called upon.

15. A Conceptual Model Performance of 11 Person Team Working toward Common Purpose Performance of 10 Person Team Told What to do by One Leader Collaborative Team Leader Vertical Growth Lateral Synergy / Creative Breadth 1 Person 10 Times 11 People

16. The New Leader The New Leader has and demonstrates at least the following: • Consummate facilitation skills. • Exemplary teamwork and collaboration skills. • A passion for his or her own learning and professional development, and for that of peers and subordinates. • A dedication to serve all stakeholders, including the community, customers, employees, and shareholders.

17. The New Leader The New Leader has and demonstrates at least the following: • Courage and ability to lead up. The idea of courageous followership. • The ability to transform ideas, others, and self. • Wisdom Commitment to doing the right thing for the greater good within appreciation of the fullness of context. Judicious and prudent response to complex problems in contentious circumstances, with due care about and preparation for a future that matters.

18. The New Leader Transformational Leadership The New Leader is a Transformational Leader. Transformational Leaders: • Articulate a compelling vision of the future, and help people “connect” with it – find their own piece of that vision and how they can contribute to it, while fulfilling their individual desires. • Lead by role-modeling. They “walk the talk,” consistently demonstrating the kinds of behaviours that are needed by and valued in all employees. • Inspire people to see new possibilities and to stretch themselves.

19. The New Leader Transformational Leadership Transformational Leaders: • Care about their people; treat them as valued individuals, respecting and treating them as adults. • Provide a safe environment for people to take risks, make mistakes, show initiative, and reward them for doing so. • Encourage people to question, challenge, dig; to go deeper, farther, and higher. • Practice the belief that everyone is a leader, every- one is a follower; everyone one a teacher, everyone a learner.

20. The New Leader In summary, The New Leadership is about working with, not over.

21. The New Leadership Is not about being “master” • Of others • Of technical or managerial skills Yet, that’s • What people expect • How we train and develop leaders • The basis on which we promote

22. The New Leader To achieve a meaningful change in leadership requires • A change in attitudes and values about leadership and followership in all employees. • Dramatic improvements and radical trans- formation in the way leaders are developed, including new ways to measure and reward leadership behaviour.

23. Summary The New Leadership covers a lot of ground, and includes radical new understandings about leadership and who leads, and new and different skills and abilities. Conventional and traditional strategies for leader development and succession are not adequate to meet the needs of today’s leaders. This holds true for business, government, schools, churches, and other institutions, and volunteer organisations.

24. What to do about it? A novel approach to leadership development is both needed and possible. A proposed model follows, that is adaptable to most corporate / organisational environments and schedules. This approach incorporates best practice in leadership development programs and represents the leading edge of such programs.

25. Leadership Curriculum In a Nutshell. • A one-year, comprehensive course in leadership, covering theory and practice. Six month intensive option. • Flexible format options. • Weekend schedules (i.e., 4 weekends in 6-month period. • Evenings – one or two nights per week • Holiday periods (e.g., two-week sessions) • Incorporates a required organisational / institutional project of the participant’s choosing, supervised by experienced management consultants. • Built around individual and team projects.

26. Leadership Curriculum In a Nutshell. • Incorporates a required organisational / institutional project of the participant’s choosing, supervised by experienced management consultants. • Highly experiential learning activities enhanced through individual and group reflection. • Tailored to the individual; starts each participant from where he or she is. • Guaranteed to build skills and improve leadership capability. • Equivalent to a 12 – 18 hour masters or MBA course.

27. Leadership Curriculum Sequence and inclusion depending on organisational requirements. Topic Overview. Short Course in Leadership An introduction to the theory and practice of leadership. Ancient wisdom, conventional thought, and new ideas. Management Minds – East and West What’s different and why. What works – the best of both worlds. The New Leadership: Leading in the New Age Principled Leadership: Ethics, Morality, and Humanity Transformational Leadership: Transforming Self, Others, and Work The Organisation / Institution Project A supervised leadership or change project (3 – 6 months).

28. Leadership Curriculum Topic Overview. Crash Course in Change Leadership Conflict, collaboration, and change. Converting chaos to capability. Managing Projects, Process, and People The Organisation as a Community – Democracy and Citizenship at Work The obligations and privileges of citizenship. Corporate citizenship and being “a good neighbour.” Communities of Practice – Learning and Change through Group Action Leading High-Performance Teams Sequence and inclusion depending on organisational requirements.

29. Leadership Curriculum Topic Overview. The Courageous Follower – Leading Up! Organisational Learning and Wisdom Change as if it mattered. Leadership for the learning organisation. The CFO – Chief Facilitation Officer Service for Success The Leader as Servant Public Service Reflection and Reflective Practice – Learning from Experience Keys to professional development and performance improvement. Sequence and inclusion depending on organisational requirements.