Leading with Influence -v2017

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 and concerns for thisprogramme:• Expectations: for this programme to be a useful investment of my time, I expect and hope for the following: 3

AL-FUTTAIM FACULTY Len Hunt Sean Connor John Kersten Tracy McGowan President MD Director Talent & Leadership Automotive Electronics Customer Development Experience ManagerNaveed Riaz Colin CorderyGroup Director MD Russell Rodrigues ShaheenFinance & Financial Auto Group Financial LakdawallaServices/EIT International Controller Talent & LeadershipPaul Delaoutre Wayne Cohen DevelopmentGroup Director Snr GM ConsultantRetail ACE Stephen Rayfield Nigel Johnson MD MD Retail FAMCO Vinod Jayan MD IKEA 4

AL-FUTTAIM FACULTY Andrew Gary David Razeen Wilkinson Kelway Rowden Manuel Paul Justin Lakshmi Akram Shewan Roberts Manoj Osman Dinesh Anil Renjit Hany Hafez Somani Lakhani Philip Arshad Vinod Marius Hasan Jayan DragosAshley Ashish FadiDymond Chawla Chivi 5

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

Months 12 3-7 LEADERSHIP JOURNEY 8 - 9 10 Feedback Leading with Leadership in Re-Measure Reflection Business Journey continues … Influence Action Workshop Impact + Goal Setting70/20/10 20 10 70 20 20 70 7

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 8• 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 11

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 12

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 13

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 workshops with checking with the model leaders leaders from representatives different parts from across the of the business group December 2013 May – Dec 14 Feb 15 onwards 14

CLUSTERS 15

Months 12 3-7 LEADERSHIP JOURNEY 8 - 9 10 Feedback Leading with Leadership in Re-Measure Reflection Business Journey continues … Influence Action Workshop Impact + Goal Setting70/20/10 20 10 70 20 20 70 16

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ACTION LEARNING 18

ACTION LEARNING SETSWhat is Action Learning?Real time learning Involves working with groups ActionLearningOpportunity to be Centers around a challenged and problem motivated 19

ACTION LEARNING CYCLE ActionPlanning Reflection Learning 20

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 27

RECEIVING FEEDBACK – THE JOHARI WINDOW Known to Self Unknown to SelfKnown to Others OPEN Feedback BLIND SPOT Self DisclosureUnknown to Others HIDDEN UNKNOWN 28

360 degree feedback 29

360 DEGREE FEEDBACK REPORT – DATA VALIDITY 30

360 DEGREE FEEDBACK REPORT – PORTFOLIO SUMMARY 31

360 DEGREE FEEDBACK REPORT – BREAKDOWN BY COMPETENCY 32

360 DEGREE FEEDBACK REPORT – ITEM FREQUENCY REPORT 33

Denial RESPONSES TO FEEDBACKAngerWithdrawal 34AcceptanceAction

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? 35

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? 36

Puzzle QuestLeadership in Action 37

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Introduction to Leadership Styles 39

SIX LEADERSHIP STYLESDirective Visionary Affiliative Participative Pacesetting Coaching 40

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 41

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 42

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 43

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 44

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 45

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) 46

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 47

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 48

AFFILIATIVE STYLEPrimary objective: creating Questions to ask:harmony• Is most concerned with • What are the predominant employee/employee and promoting friendly interactions employee/leader interactions?• Places more emphasis on • What is the nature of addressing employees’ personal performance feedback? needs than on goals and standards • How are goals and standards• Pays attention to and cares for represented in this organisation? “the whole person”; stresses things that keep people “happy”• Avoids performance-related confrontations• Rewards personal characteristics more than job performance 49

Most effective: AFFILIATIVE STYLE (CONTINUED)• When used as part of a Least effective: repertoire • When employees’ performance• When giving personal help is inadequate • In crises or complex situations• In getting diverse, conflicting groups to work together needing clear direction and harmoniously control • With employees who are task- oriented or uninterested in friendship with their leader 50

PARTICIPATIVE STYLEPrimary objective: building Questions to ask:commitment and generating new ideas • How are decisions made in this• Trusts that employees can develop organisation? the appropriate direction for themselves and the organisation • How is poor or less-than- satisfactory performance dealt• Invites employees to participate in with? the development of decisions • Who provides the direction in• Holds many meetings and listens to this organisation? employees’ concerns • What is the level of competence• Rewards adequate performance; of the employees in this rarely gives negative feedback organisation? 51