Tài liệu Best Practives in Leadership Development & Organization Change 36 doc

Prior to Strategic Plan Following Strategic Plan Training centrally documented for 27 percent of employees Fourteen courses were offered annually to unionized service staff Thirty comput

processes, demanding clients, rapidly increasing technologically sophisticated systems, and increasingly stringent regulations Members of the MIT commu-nity and MIT’s physical assets, its buildings and grounds, benefit from highly skilled facilities personnel The Learning and Performance Center is imple-menting more technical skills training along with many courses in diversity, management, computers, leadership, and safety.

• How does Facilities measure the value of its service in terms of the inter-nal and exterinter-nal customer? At the completion of every service request by Repair and Maintenance, the functional unit responsible for all of the repairs

to existing building structures and systems, and Design and Construction Ser-vices, the functional unit responsible for all renovations, the internal or exter-nal customer is asked to provide feedback on the quality of the service Returned evaluations are reviewed and changes implemented if necessary Learning and Performance measures the value of its training in the workplace with an evaluation form that is distributed at the conclusion of every course and by way of dialogue sessions one to two months following the conclusion

of select courses The form asks questions about the specific course and for suggestions regarding new courses, and the dialogue focuses on the applica-tion of new skills and knowledge Very few historical statistical data are avail-able; therefore, longitudinal studies are not possible at this time Facilities is beginning to collect data and expand measurement capabilities to other func-tional units.

At this early stage of its development, Facilities’ learning organization effort

is fragile and requires unflagging vigilance, much maintenance, and continu-ous, consistent, and strong leadership The primary elements for growth are already in place: the realization by many employees that to be successful in the long-term, Facilities must become a learning organization; a visionary chief facil-ities officer; a few enlightened leaders; and a cadre of informal leaders to sus-tain this growth and lead, influence, and motivate the rest of the organization throughout the many changes and transformations that will be occurring Facilities’ journey is clearly under way.

The journey of a thousand miles starts from beneath your feet.

—Lao Tzu, Tao Te Ching, Book Two, Chapter 64

REFERENCES

Burke, W W (2001) Competency Model OD Practitioner, 33(3), 15.

Cashman, K (1998) Leadership from the Inside Out Provo, Utah: Executive

Excellence Publishing

Dannemiller, K (Oct 2001) “Whole Scale Change.” Paper presented at Linkage Organization Development Summit, Chicago, Ill

Lao Tzu (4th century B.C./1963) Tao Te Ching, D C Lau (trans.) Baltimore, Md.:

Penguin

Senge, P (1990) The Fifth Discipline: The Art and Practice of the Learning Organization.

New York: Doubleday

Ulrich, D., Zenger, J., and Smallwood, N (1999) Results-Based Leadership Boston,

Mass.: Harvard Business School Press

Exhibit 13.1 Status of Strategic Plan Action Items, 1999 and 2002

Number of Action Items

Note: “Partially complete” refers to an action item with several deliverables where at least one but

not all of the deliverables are complete; whereas, “in progress” refers to an action item with several deliverables where none are complete.

Prior to Strategic Plan Following Strategic Plan

Training centrally documented for

27 percent of employees Fourteen courses were offered annually to unionized service staff

Thirty computers plus thirty terminals were in use Only select individuals received computer training

Training was generally focused on technical issues

Annual performance reviews for administrative staff were conducted informally and inconsistently Administrative assistants did not receive annual performance reviews

Training documented for all employees

Forty-five individual courses were offered

to all employees in 1998, one year fol-lowing the formation of the Learning and Performance Team Currently Learning and Performance offers a similar number

of courses; however, many of the original courses have been updated or replaced with those addressing current needs Four hundred computers are in use

All employees receive training in elec-tronic mail and web fundamentals Learning is aligned to strategic goals

The annual performance review process for administrative staff is formal and consistently applied

Administrative assistants receive annual performance evaluations

Exhibit 13.1 (Continued)

Unionized service staff did not receive annual performance reviews

Recognition for good work was dependent upon a customer sending praise to the employee by the way

of a letter The letter would be placed in the employee’s file

No customer involvement in strategic decisions

The receipt of a repair request is not acknowledged

Select employees communicate with customers

Unionized service staff participate in an annual performance feedback session with their coach

Employees recognize each other for doing good work All cash rewards are tied to strategic goals Praise from customers is welcome, but most recognition originates from within Facilities

Customers participate in the decisions that could affect the strategic direction of Facilities

An acknowledgment for the receipt and completion of each repair request is sent

to the customer automatically All employees communicate with customers

Exhibit 13.2 Systems Diagram

To read the systems diagram:

The strong, respected leadership consistently demonstrated by the chief facilities officer, Vicky Sirianni, has influenced informal leaders to take the initiative to implement new processes and practices, which then leads up to the intervention:

having the organizational learning disciplines directly linked to the strategic goals

of the department This is not a one-time intervention On-going initiatives have been and currently are being developed Over time, the objectives of these initiatives are to lead to (a) changes in culture by having new practices and ways

of interacting and (b) employees continually learning and striving for the next levels of growth

Start here

Intervention s

s

Over time

Over time

s

s

s

R

Informal leaders willing to take new initiatives

Next level of growth and development

Strong, respected leadership (from director)

Organizational learning disciplines linked directly to strategic goals

Changes in culture

Note: The “s” indicates increases in growth or the direction of influence in a positive direction.

Exhibit 13.3 Model I: Organizational Learning Capabilities

Personal Mastery is the discipline of personal growth and learning It is the

ability to create the results in your life that you truly seek.

Shared Vision binds people together by their common aspirations Shared vision

is vital for the learning organization because it provides the focus and energy for learning (Senge, 1990, p 206).

Systems Thinking allows us to see the interconnectedness and interdependencies

in any given situation It is a holistic way of thinking and looking at the world.

Mental Models are the pictures we have in our minds of how the world

works They are our assumptions and belief systems.

Team Learning is about alignment of goals, roles, learning together for the

greater good It is a collective discipline.

Aspiration

• Personal Mastery

• Shared Vision

Understanding Complexity

• Systems Thinking

Generative Conversation

• Mental Models

• Team Learning

Organizational learning capabilities

Exhibit 13.4 Model II: Competency Model Operationalizing Organizational Learning

Key Competencies Link to Organizational Learning Develops the Ability to: Capabilities:

Tolerate ambiguity Influence

Confront difficult issues (through inquiry)*

Support and nurture others Listen well and empathize Recognize one’s own feelings, intuitions quickly

Conceptualize Discover and mobilize human energy

Create learning opportunities Sense of mission (and vision)* Maintain sense of humor

Systems thinking Team learning Team learning

Team learning Team learning, mental models Personal mastery, team learning

Systems thinking Team learning, personal mastery

Entirety of organizational learning Personal mastery, shared vision Result of environment that honors and supports fun and learning together

*Model adapted by Consulting Partner, 2001–2002

Source: Copyright © 1982 W Burke Reprinted with permission.

Exhibit 13.5 Agenda for Session I

The Development of Leadership Capabilities: Its Link to Individual and Organizational Capabilities

I Successful Change Exercise

• Two Purposes:

1 Link this morning’s session on strategic goals to individual and organizational growth

2 Provide a basis for our focus on organizational learning and effectiveness

II Discussion: Leadership, Learning, Performance

• Capacity to Grow →Learn →Transform Our Systems

• Organizational Learning Capabilities

• Learning and Performance III The Influence of Systems and Systemic Change

• Four Response Modes

• Identifying the Interconnecting Influences—Discussion and Small-Group Application

IV Leadership Dialogue: Key Learnings and Leadership Story

Exhibit 13.6 Agenda for Session II

Developing Personal Mastery and Vision

I The Foundational Premises for This Session

II Persona and Character Models of Personal and Leadership Development III Qualities Guiding Character and Persona

IV Personal Mastery

V The Inner Journey Itself

A Conscious Beliefs

B Shadow Beliefs

VI Two Forces of Personal Mastery VII The Linkage of Personal Mastery to the Other Disciplines VIII Developing Personal Vision

IX Personal Mastery Exercise

X Your Organizational Vision

XI Ongoing Personal Mastery Exercise: Do Differently

Exhibit 13.7 Session Follow-up Questionnaire

Developing Personal Mastery and Vision: Follow-up questions from our session

on July 11, 2002

We wanted to check in to see how our session has had an influence on your interactions and reflections as a leader Thank you for taking the time to think about these questions

1 How have you seen your view of leadership change since our session? Have you had any shifts in thought, action, or how you perceive things? (For example, think of persona-character, conscious-shadow beliefs that we talked about.)

2 Have you started to think about developing a personal or organizational vision? Please elaborate

3 What did you learn in our session that you would be able (or have already been able) to use?

4 Was there an “aha” for you? If so, what was it?

5 Have you been able to do a “Do Differently?” What changes did you or others experience as a result of the “Do Differently?”

6 What would you like to see as the focus for any subsequent sessions?

Exhibit 13.8 Training Content: Exercises Used in Organizational Learning Sessions

Session I

The Development of Leadership Capabilities:

Its Link to Individual and Organizational Capabilities

Exercise I—Successful Change Exercise

Understanding and Managing Change

1 We have all experienced a successful change, whether with an organization, a community, a church, or even in our family Describe an experience you’ve been a part of that achieved a powerful change in a productive way What happened? What made it successful?

2 Take yourself forward in time It is 2005 and your organization/department is operating in a healthy, productive, and sustainable way What is going on?

How is it different? What was it you and others did back in 2001 to achieve this remarkable transformation?

Exercise II—Application Exercise: Your Own Specific Example

In teams, choose an example from your own environment that you’d like to dia-gram using the systems thinking tools With your team members, have one person

be the owner of the problem The other team members will act as facilitators and consultants in helping the “client” diagram the problem Use the following steps and diagrams as tools to guide you

Step 1: State the problem

Step 2: Tell it as a story

Step 3: Identify the key variables

Step 4: Visualize the problem using a behavior over time (BOT) graph

Step 5: Create the loop

Step 6: Evaluate the whole process, key insights

(Continued)