Leading with Influence

Leading with Influence 1

INTRODUCTIONS Who you are Something interesting or unique about you, what you do for fun Where you want to be with your team between six and twelve months from now At your retirement speech, what do you want people to say about your leadership? 2

EXPECTATIONSIn the space provided, identify your expectations andconcerns for this programme:• Expectations: for this programme to be a useful investment of my time, I expect and hope for the following: 3

AL-FUTTAIM FACULTY John Harker Sean Connor Steve Faulkner Debbie Chatten Group Director MD MD Director of Talent HR/ Marketing/ Electronics Al-Futtaim & Development Travel Finance Colin Cordery Tracy McGowan Len Hunt MD John Kersten Leadership President Honda MD Development Automotive IKEA and Divisional Wayne Cohen ManagerNaveed Riaz Snr GM Russell RodriguesGroup Director ACE Group Financial Pooja DhawanFinance & Financial Controller LeadershipServices/EIT Stephen Rayfield Development MD Nigel Johnson ConsultantPaul Delaoutre Retail MDGroup Director HertzRetail 4

AL-FUTTAIM FACULTY Andrew Gary David Razeen Wilkinson Kelway Rowden Manuel Paul Justin Lakshmi Roberto Shewan Roberts Manoj Dasilva Dinesh Anil Renjit Akram Somani Lakhani Philip Osman Arshad Vinod Marius Hany Hafez Hasan Jayan DragosAshley Ashish FadiDymond Chawla Chivi 8

KORNFERRY HAY FACULTYMARK WILLIAMS CHRIS SHENNAN SIMON FLETCHER NIC CUTTS ROSS KIRKHAMZALFA HAMADELDEAN JOE BRUCE MAMTA DHAWAN ANDREW HARRIS LAKNA AMARASIRIPAUL VELLA GINA BYRNE SEDEF DEMIRICAN SHRUTIKA MATHUR SAROJANI 6

MonthsAssessment 3-7 LEADERSHIP JOURNEY 360° Feedback 8 - 9 10 Styles 12 Feedback Leading Workplace Workplace Re- Reflection Business Journey continues … with Challenge Challenge Measure Workshop Impact Influence + Course Action + Goal Learning Setting 70/20/10 20 10 70 20 20 70 10

Leading Strategy • Getting results through building a culture of collaboration and trust • Develops strategy for improving organizational, team and personal performance • Adapts business strategy to ensure Leading Organisations strategic growth • Getting results through comprehensive business management • Provides the meaningful link between the organizational goals with business unit objectives • Establish a clear understanding of how they have to work together to bestLeading Teams meet their needs of their employees and stakeholders• Getting results through managers and through a function• Positively impacts the business performance through their people• Forms partnerships that sharescommon interests related to businessneedsLeading with Influence 11• Getting results through personal effort• Developing skills required for interpersonal effectiveness• Influence others by being aware of one self and broadens to gaining awareness of others

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Characteristics of best boss GROUP EXERCISE: BEST BOSS, WORST BOSS Characteristics of worst boss 13

Competency: any characteristic of a person thatdifferentiates outstanding from average performance in a role, a job, an organisation, or culture 14

VALUE PROPOSITION OF COMPETENCIES‘Rest’ ‘Best’ ‘Future’Competencies provide Competencies help Competencies enablea common view of leadership, you identify who your best you to you identify the secretcriteria for assessment, and a leaders are and will be, given of your best leaders’ successroad map for development current and future measures so you can develop and select of success better leaders for the future 15

DRIVING GROWTH Al-Futtaim Strategy : Double the size of the business Leadership capabilityIdentify outstanding leadership capability – What does it mean to be an Al-Futtaim Leader? Define outstanding leadership capability EBP Succession Recruitment Managing L&D Planning Performance Added value to employer Competency based Creating training and brand through the way the Transitioning individual interviewing for &Talent developmenttalent is attracted, managed contributors to recruitment will programs and retained. Employees supervisors and A well defined set ofrecognise Al-Futtaim taking leads to better fit to behaviours that lead underpinned by supervisors to leaders by role, quicker time to leadership the necessary steps to clearly defining what to superior identify and develop talent full performance performance for competencies for aacross the organisation as behaviours at which level and lower turnover benchmarking more strategic of sophistication are employees against to approach to it looks to the future required for success in identify high capability building current roles and what are potentials and drive the areas for focus for performance future roles Motivated people performing at higher levels driving growth 16

HOW THE MODEL WAS DEVELOPED strategic review of leadership benchmarking finalise and pilot develop context strategic success communicate development leaders againstinterviews with documents profiles model – sense- programmes 10 senior checking with the model leaders workshops with representatives leaders from from across the different parts group of the business December 2013 May – Dec 14 Feb 15 onwards 17

CLUSTERS 18

MonthsAssessment 3-7 LEADERSHIP JOURNEY 360° Feedback 8 - 9 10 Styles 12 Feedback Leading Workplace Workplace Re- Reflection Business Journey continues … with Challenge Challenge Measure Workshop Impact Influence + course Action + Goal Learning Setting 70/20/10 20 10 70 20 20 70 19

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ACTION LEARNING 21

What has been your most powerful learning experience this year so far?“we learn most when faced with a real problem which we are obliged to solve” Agree or disagree? 22

PEOPLE LEARN BEST WHEN…They are trying things out in practiceReflecting on what happens as a resultof their actions and why this happensExploring options and alternatives 23

ACTION LEARNING SETSWhat is Action Learning?Real time learning Involves working with groups ActionLearningOpportunity to be Centers around a challenged and problem motivated 24

Components  A problem  An action learning group or team  A process  Taking action  Commitment to learning  An action learning coach 25

ACTION LEARNING CYCLE ActionPlanning Reflection Learning 26

Objectives & StructureObjectives Structure Principles To allow the chance to reflect on your  Leaders - the members of the  Committing regular time journey so far action learning set  Learning to listen Work on furthering your Leadership  Facilitator - groups may self Impact facilitate  Learning to ask helpful questions Gain support from your colleagues and  Co-ordinator - person nominated work towards creating a better  Not giving advice to co-ordinate from within the setOrganisational Climate  Following the Action Learning Cycle Put learning into action  Chair person - the person chairing Increase trust and build relations the action learning set on that  Giving individual airtime occasionAn action learning set will work with almost any group if there is goodwill, acommitment to learn and experiment and a willingness to be open 145

It all starts with you…..

Key Focus Leadership in actionActivitiesTraction • Using the new Al-Futtaim Coaching model PARR, participating leaders toOutcome practice coaching with their team members. • Use IDPs to work on goals created during workshop over 9 months and track success and impact. • Career conversations with each team member • Drive Impact plans. • Bite-size focused learning modules on styles & climate and how to improve them. • Coaching Sessions: 3 sessions per team member (1st with another peer) • Individual Development plan: Completed in system for self and each team member • Career Conversations: Review IDP and discuss career aspirations with each team member (Quarterly) • Impact plans tracker: review and drive actions (monthly check–in) • Goals: Work on Styles & Climate gaps identified through survey reports • Action learning groups to meet thrice during 9 months: – 6 weeks post programme with faculty leader – 14 weeks later with programme manager and faculty leader – 3 weeks before reflection workshop with faculty leader • Participants to post progress and actions taken on JAM page. • Participants to call out specific business impact as a result of changes adopted and validate. Participants to present in their groups: COMMON GOALS SUCCESS STORY / LEARNINGS COMPLETE REMEASURE

Resources & Tools On iGROW CollaborateActivity ResourceCoaching using PARR model Coaching ToolkitIndividual Development • IDP TemplatePlan • IDP GuideCareer Conversations • Managing your Career Manager Guide Employee Guide • CEB – Managing Your Career GuideDriving Impact Plans • Impact Plans – Establishing the Context • CEB – Implementing Action PlansiGROW – self driven • iGROW Course link – Bite size modules.xlslearningAdditional Resources • Accountability Agreement • Activity Tracker • CEB – Manager’s Guide Al-Futtaim • Leadership Impact Model • Performance Culture Fluid book • Values Toolkit

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CONCEPTUAL MODEL Individual Jobmotives, values requirements andcompetenciesLeadership Organisational Business styles climate results 34

RECEIVING FEEDBACK – THE JOHARI WINDOW Known to Self Unknown to SelfKnown to Others OPEN Feedback BLIND SPOT Self DisclosureUnknown to Others HIDDEN UNKNOWN 35

360 degree feedback 36

360 DEGREE FEEDBACK REPORT – DATA VALIDITY 37

360 DEGREE FEEDBACK REPORT – PORTFOLIO SUMMARY 38

360 DEGREE FEEDBACK REPORT – BREAKDOWN BY COMPETENCY 39

360 DEGREE FEEDBACK REPORT – ITEM FREQUENCY REPORT 40

Denial RESPONSES TO FEEDBACKAngerWithdrawal 41AcceptanceAction

REFLECTION ON 360 FEEDBACK• What is your initial reaction to the feedback?• Are there any surprises in the data?• How did the views of others compare with your own views? 42

REFLECTION ON 360 FEEDBACK• Are there any patterns or themes in the data? Do any particular groups rate you higher or lower than others?• Are there particular questions which elicited particularly clear responses?• Are there any themes in the verbatim comments? 43

Puzzle QuestLeadership in Action 44

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Introduction to Leadership Styles 46

SIX LEADERSHIP STYLESDirective Visionary Affiliative Participative Pacesetting Coaching 47

UNDERLYING RESEARCH• Based on research applying the theory of motivation to behaviour in organisations• Litwin and Stringer (1967, 1969) studied the link between human motivation and organisational climate• Hay Group (then McBer and Company) studied what motivates and de- motivates employees• Hay Group refined these concepts into: • Six dimensions of organisational climate • Six leadership styles• Concepts and supporting instruments have been revised and refined several times 48

LEADERSHIP STYLES• Behaviour = ƒ (person; situation)• Patterns of behaviours used across a wide range of managerial and leadership situations• Leadership styles have the biggest impact on organisational climate• The breadth of a leader’s styles determines his/her effectiveness 49

LEADERSHIP STYLES ARE A FUNCTION OF...• The leader’s personal characteristics• The styles used by others• The organisation’s espoused values• Specific leadership situations and the people involved 50

FACTORS THAT IMPACT THE APPROPRIATE USE OF STYLES• Experience of employees• Employee strengths and weaknesses• Complexity of tasks• Time pressures• Risk associated with deviation from performance• Resources available 51

DIRECTIVE STYLEPrimary objective: getting immediate Questions to ask:compliance • Who controls the work?• Gives lots of directives • What is the nature of performance• Expects immediate employee feedback? compliance • What is the nature of the work of• Controls tightly the group?• Relies on negative, corrective feedback• Motivates by stating the negative consequences of noncompliance 52

Most effective: DIRECTIVE STYLE (CONTINUED)• When applied to relatively Least effective: straightforward tasks • When applied to tasks that are• In crisis situations more complex than straightforward• When deviations from • Over the long-term compliance will result in serious • With self-motivated, capable problems employees• With problem employees (when all else has failed) 53

VISIONARY STYLEPrimary objective: providing long- term Questions to ask:direction and vision for employees • Is there a vision for the group or• Develops and articulates a clear vision organisation?• Solicits employee perspective on the • Are employees committed to the vision vision?• Sees selling the vision as key • How is the leader perceived by his/her direct reports?• Persuades employees by explaining the “whys” in terms of employees’ or the organisation’s long-term interest• Sets standards and monitors performance in relation to the larger vision• Uses a balance of positive and negative feedback to motivate 54

VISIONARY STYLE (CONTINUED)Most effective: Least effective:• When a new vision or clear • When the leader does not direction and standards are develop employees needed • When the leader is not• When the leader is perceived as perceived as credible the “expert” or the “authority” • When trying to promote self-• With new employees who managed teams and depend on the leader for participatory decision-making guidance 55