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Teaching & Traits of Students Who Have Success in the Workforce

Teaching & Traits of Students Who Have Success in the Workforce

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Teaching & Traits of Students Who Have Success in the Workforce

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  1. Teaching & Traits of Students Who Have Success in the Workforce Agustin V. Arbulu C., CEO Metro Home Health Care Summer 2012

  2. Introduction

  3. Vision • Individuals build organizations or succeed because they have a clear vision • Vision – 2 components • Core Ideology • Envisioned Future

  4. Role of Leadership • Drives Vision • Drives Strategy • Drive Climate/Culture

  5. The Power of Leaders Leaders Create the Climate for Success Individual Competencies Leadership Styles Organizational Climate Results 50-70% of variance in Organizational Climate explained by differences in Leadership Styles 28% of variance in Financial Results (profits and revenue) explained by differences in Organizational Climate

  6. Emotional Intelligence Individual Competencies Leadership Styles Organizational Climate Results Emotional Intelligence • We feel before we think • Our thoughts are emotionally toned by the oldest parts of the brain, not the neocortex

  7. Competencies Individual Competencies Leadership Styles Organizational Climate Results Competencies • Individual Emotional Intelligence suggests how easy or difficult it will be to change leadership behavior to match the situation • Emotional Intelligence influences the optimal choice of leadership styles and the successful implementation of related behaviors

  8. Leadership Styles Individual Competencies Leadership Styles Organizational Climate Results Leadership Styles • Patterns of behavior • Your ability to match your behavior to the situation • Use of the full array of styles

  9. Organizational Climate Individual Competencies Leadership Styles Organizational Climate Results Organizational Climate • “The feel of the place” • Your opportunity to create “star” performers • The source of discretionary energy

  10. Emotional Intelligence Individual Competencies

  11. Some Smart People Fail To Perform • Why do some intelligent people including students walk blindly through the realms of life unable to perform? i/AVAC/Pres/2004/Spring2004

  12. Why Do Smart People Fail? Studies found 81% of the competencies that distinguished outstanding managers were related to emotional intelligence. Boyatzis, (1982) i/AVAC/Pres/2004/Spring2004

  13. Why Do Smart People Fail? “In studies of 40 different corporations…emotional competencies were found to be twice as important in contributing to excellence as pure intellect and expertise.” Goleman, WWEI (cf. Jacobs and Chen, 1997) i/AVAC/Pres/2004/Spring2004

  14. Further Data Developing skills pertaining to self-awareness, social awareness, self-management and relationship management, account for close to 90% of what distinguishes outstanding performers or leaders from average ones. i/AVAC/Pres/2004/Spring2004

  15. IMPACT OF EI (EQ) • “IQ is a threshold competence, . . . but it doesn’t make you a star. Emotional Intelligence can.” William Bennis • “An unprecedented number went on to get MBAs…in the past it helped them advance in their careers. [But] . . . what sets people apart….all boils down to EI.” Lori Kocon i/AVAC/Pres/2004/Spring2004

  16. What Equates To Outstanding Performance? • 67% are “emotional intelligence” competencies • 33% are related to cognitive or technical skills • To put it another way: • EI drives 2/3 of outstanding performance • EI has 2X the weight of cognitive ability and technical skill combined (See pages 31-37, Working with Emotional Intelligence) i/AVAC/Pres/2004/Spring2004

  17. Emotional Intelligence Defined “The capacity for recognizing our own feelings and those of others, for motivating ourselves, for managing emotions well in ourselves and in our relationships.” Daniel Goleman i/AVAC/Pres/2004/Spring2004

  18. KEYSTONE OF EI • The keystone is the old Socratic admonition, “Know thyself” and using it to enhance one’s performance. • It is also means having the ability to read, transmit to and engage with other people i/AVAC/Pres/2004/Spring2004

  19. The Competency Framework Self Others Self- Awareness Social Awareness Awareness Self- Management RelationshipManagement Actions Positive impacton others

  20. The Competency Framework Self- Awareness Social Awareness • Emotional Self-Awareness • Accurate Self-Assessment • Self-Confidence • Empathy • Organizational Awareness • Service Orientation Self- Management Relationship Management • Developing Others • Inspirational Leadership • Influence • Communication • Change Catalyst • Conflict Management • Teamwork & Collaboration • Emotional Self-Control • Transparency • Adaptability • Achievement Orientation • Initiative • Optimism

  21. Skills Knowledge Social Role, Values Self-Image Trait Motive What Is a Competency? • Any measurable characteristic of a person that differentiates level of performance in a given job, role, organization, or culture Necessary for top performance but not sufficient Characteristics that lead to longer-term success i/AVAC/Pres/2004/Spring2004

  22. About Competencies • Focuses on behaviors/traits/characteristics that are developmentally scaled • For each competency, there is a target level of behavior that, when met or exceeded, positively impacts performance i/AVAC/Pres/2004/Spring2004

  23. There Are Many Ways to Success • One size does not fit all. • “…often various combinations of compe-tencies lead to success.” David McClelland, “Where Do We Stand on Assessing Competencies,” 1994 • One competency may compensate for another. • Certain combinations of competencies may contribute to outstanding performance. • Some competencies are more critical than others. i/AVAC/Pres/2004/Spring2004

  24. The Conceptual Model Self Others Self- Awareness Social Awareness Awareness Actions Relationship Management Self- Management Positive impacton others i/AVAC/Pres/2004/Spring2004

  25. I. Self-Awareness The key source for enhancing performance: • Emotional Self-Awareness: Recognizing how our emotions affect our performance • Figuring out one’s emotional pulse • Accurate Self-Assessment: Knowing one’s own inner resources, abilities and limits • Having a sense of one’s own strengths and limits • Self-Confidence: A strong sense of one’s self-worth and capabilities • Being self assured or having presence i/AVAC/Pres/2004/Spring2004

  26. Self-Awareness i/AVAC/Pres/2004/Spring2004

  27. Self-Awareness • The essence of Self-Awareness is seeing yourself as others see you. • People with high Accurate Self-Assessment (ASA) have smaller gaps between self and others’ views than people who score low on ASA* (Burckle & Boyatzis, 1999). * N=214, t-values range from 2.27 to 6.46, p<.001 • Key starting component. Individuals who accurately assess themselves can move toward success!! i/AVAC/Pres/2004/Spring2004

  28. II. Self-Management • Self-Regulation • Emotional Self-Control: keep disruptive emotions and impulses in check • Transparency: maintains integrity, acts congruently with one’s values • Adaptability: flexibility in handling change • Motivation • Achievement: strives to improve or meet a standard of excellence • Initiative: ready to act on opportunities • Optimism: persistence in pursuing goals despite obstacles and setbacks i/AVAC/Pres/2004/Spring2004

  29. III. Social Awareness • Empathy: senses others’ feelings and perspectives, and takes an active interest in their concerns • Organizational Awareness: reads a group’s emotional currents and power relationships • Service Orientation: anticipates, recognizes, and meets customers’ or clients’ needs Note: Gus Pagnois, a retired general, highly decorated in both Vietnam and first Gulf War, states empathy is an “absolutely vital quality” in being a leader . . . helps know “where you can draw the line and make it stick.” i/AVAC/Pres/2004/Spring2004

  30. The Conceptual Model Self Others Self- Awareness Social Awareness Awareness Actions Relationship Management Self- Management Positive impacton others i/AVAC/Pres/2004/Spring2004

  31. IV. Relationship Management • Leading Others • Developing Others: senses others’ development needs and bolstering their abilities • Inspirational Leadership: inspires and guides individuals and groups • Change Catalyst: initiates or manages change • Working with Others • Influence: has impact on others • Conflict Management: negotiates and resolves conflict • Teamwork and Collaboration: works with others toward a shared goal i/AVAC/Pres/2004/Spring2004

  32. Relationship Management It’s About Two Things: • Ability to lead, inspire others • Ability to cooperate, work well with others i/AVAC/Pres/2004/Spring2004

  33. Leadership Styles

  34. Leadership Styles Are a Function of... • The leader’s personal characteristics/traits (competencies identified with EI) • The styles used by others • The organization’s espoused values • Specific leadership situations and the people involved

  35. Factors That Impact Appropriate Use of Styles • Experience • A person’s strengths and weaknesses • Complexity of tasks • Time pressures • Risk associated with deviating from performance • Resources available

  36. Six Leadership Styles • Directive • Visionary • Affiliative • Participative • Pacesetting • Coaching Comment: In times of uncertainty and change, successful individuals use the 6 leadership styles.

  37. Directive Style • Questions to ask: • Who controls the work? • What is the nature of performance feedback? • What is the nature of the work of the group? • Primary objective: • Getting immediate compliance

  38. Directive Style • Least effective: • When applied to tasks that are more complex than straightforward • Over the long term • With self-motivated, capable employees • Most effective: • When applied to relatively straightforward tasks • In crisis situations • When deviations from compliance will result in serious problems • With problem employees (when all else has failed)

  39. Visionary Style • Questions to ask: • Is there a vision for the group or organization? • Are employees committed to the vision? • How is the leader perceived by his/her direct reports? • Primary objective: Provide long-term direction and vision for employees

  40. Visionary Style • Least effective: • When the leader does not develop employees • When the leader is not perceived as credible • When trying to promote self-managed teams and participatory decision making • Most effective: • When a new vision or clear direction and standards are needed • When the leader is perceived as the “expert” or the “authority” • With new employees who depend on the leader for guidance

  41. Affiliative Style • Questions to ask: • What are the predominant employee/employee and employee/leader interactions? • What is the nature of performance feedback? • How are goals and standards represented in this organization? • Primary objective: Creating harmony

  42. Affiliative Style • Least effective: • When employees’ performance is inadequate • In crises or complex situations needing clear direction and control • With employees who are task-oriented or uninterested in friendship with their leader • Most effective: • When used as part of a repertoire • When giving personal help • In getting diverse, conflicting groups to work together harmoniously

  43. Participative Style • Questions to ask: • How are decisions made in this organization? • How is poor or less-than- satisfactory performance dealt with? • Who provides the direction in this organization? • What is the level of competence of the employees in this organization? • Primary objective: Building commitment and generating new ideas

  44. Participative Style • Least effective: • In crises • When employees are not competent, lack crucial information, need close supervision • Most effective: • When employees are competent • When employees must be coordinated vs. managed • When a leader is unclear about the best approach

  45. Pacesetting Style • Questions to ask: • What happens when work is not performed to expectations in this organization? • Does the leader feel comfortable delegating his work to others? • What is the pace of work in this organization? • What is the level of competence of the employees in this organization? • Primary objective: Accomplishing tasks to high standards of excellence

  46. Pacesetting Style • Least effective: • When the leader cannot do all his/her work personally • When employees need direction, development, and coordination • Most effective: • When employees are highly motivated, competent, know their jobs • When managing individual contributors • In making the organization move fast • For developing employees who are similar to the leader

  47. Coaching Style • Questions to ask: • Do employees have development and/or career plans? • Are employees supported in achieving their professional development goals? • Are employees interested in their own personal development? • Primary objective: Supporting the long-term professional development of others

  48. Coaching Style • Least effective: • When the leader lacks expertise • When employees require considerable direction and feedback • In crises • Most effective: • When employees acknowledge a discrepancy in performance • With employees who are motivated to seek professional development

  49. Organizational Climate

  50. Organizational Climate • Leadership style employed in the work place impacts outcomes/results. • People’s perception of “what it’s like to work here” • Aspects of the environment that directly impact employees’ ability to do their jobs well • Determines how well leaders optimize their human resources and tap their “discretionary effort”