Leading Others - v2017 flipbook (002)

Leading Others 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 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 Len Hunt Sean Connor John Kersten Tracy McGowan President MD MD Leadership Automotive Electronics Customer Development Experience and DivisionalNaveed Riaz Colin Cordery ManagerGroup Director MD Russell RodriguesFinance & Financial Honda Group Financial 4Services/EIT Controller Wayne CohenPaul Delaoutre Snr GMGroup Director ACERetail Stephen Rayfield Nigel Johnson MD MD Retail Hertz Vinod Jayan MD IKEA

AL-FUTTAIM FACULTY Andrew Gary David Razeen Wilkinson Kelway Rowden Manuel Paul Justin Lakshmi Roberto Shewan Roberts Manoj Dasilva Akram Dinesh Anil Renjit Osman Somani Lakhani Philip Hany Hafez Arshad ViFnaoddi Marius Hasan JaCyhainvi DragosAshley AshishDymond Chawla 5

Months 12 3-7 LEADERSHIP JOURNEY 8 - 9 10 Feedback Leading Leadership in Re-Measure Reflection Business Journey continues … Others Action Workshop Impact Course + Goal Setting70/20/10 20 10 70 20 20 70 6

PROGRAMME OBJECTIVESIn this programme you will:• Gain an understanding of expectations of what it takes to be a successful leader at Al- Futtaim• Understand Success Profiles – those key behavioural indicators that lead to success and predict high performance• Learn about a Four-Factor Model of Leadership and Performance and its component parts• Receive feedback and use the feedback to inform your leadership development• Apply the factors to gain insight into the current state of your business, and seek opportunities for improved results• Create Leadership Development Action Plan which demonstrates changes in behaviour• Form action learning groups to work on a prescribed Workplace Challenge to aid your development and business performance 7

Leading Strategy • Getting results through building a culture of collaboration and trust • Develops strategy for improving organizational, team and personal performance Leading Organisations • Adapts business strategy to ensure 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 toLeading Teams best 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 business needsLeading/ InfluencingOthers 13• 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 16

Competency: any characteristic of a person that differentiates outstanding fromaverage performance in a role, a job, an organisation, or culture 17

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 18

THE AL-FUTTAIM LEADERSHIP SUCCESS PROFILEHow the model was built and how it canhelp Al-Futtaim get to where it wants to go. 13

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 Employer Succession Recruitment Managing L&D Value Planning Competency based Performance Creating training and Proposition interviewing for development Transitioning individual recruitment will &Talent programs Added value to employer contributors to brand through the way the supervisors and leads to better fit to A well defined set of underpinned bytalent is attracted, managed role, quicker time to behaviours that lead leadership and retained. Employees supervisors to leaders byrecognise Al-Futtaim taking clearly defining what full performance to superior competencies for a and lower turnover performance for more strategic the necessary steps to behaviours at which level benchmarking approach to identify and develop talent of sophistication are employees against toacross the organisation as capability building required for success in identify high it looks to the future current roles and what are potentials and drive the areas for focus for performance future roles Motivated people performing at higher levels driving growth 15

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 15

CLUSTERS 16

OUR VALUES

OUR VALUES - DETAILED

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

Leadership in Action 20

It all starts with you…..

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

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 Log • CEB – Manager’s Guide Al-Futtaim • Leadership Impact Model • Performance Culture Fluid book • Purpose, Vision, Values

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

THE BENEFITS Improved collaboration Behavioural changes i.e. across Business Units empowerment, increased confidence, taking personal and Divisions Improved questioning and listening skills responsibility Increased visibility for individuals Better reflective leaders, what did we learn from Impact of by giving them the opportunity this? Action to demonstrate talents that may not have been uncovered More pragmatic, getting on with things Learning Sets Change of mindset e.g.Learning from each passive to proactiveother and engage inshared learning attitude towards Recognising what you can change control and what you can influence – more strategic line managementTeam building 36

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CONCEPTUAL MODEL Individual Jobmotives, values requirements andcompetenciesLeadership Organisational Business styles climate results 28

RECEIVING FEEDBACK – THE JOHARI WINDOW Known to Self Unknown to SelfKnown to Others OPEN Feedback BLIND SPOT Self DisclosureUnknown to Others HIDDEN UNKNOWN 29

360 degree feedback 43

360 DEGREE FEEDBACK REPORT – DATA VALIDITY 31

360 DEGREE FEEDBACK REPORT – PORTFOLIO SUMMARY 32

360 DEGREE FEEDBACK REPORT – BREAKDOWN BY COMPETENCY 33

360 DEGREE FEEDBACK REPORT – ITEM FREQUENCY REPORT 34

Denial RESPONSES TO FEEDBACKAngerWithdrawal 35AcceptanceAction

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? 36

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? 37

Forming co-coaching groups 51

FORMING CO-COACHING GROUPS• Making improvements are a form of making change• Research has demonstrated time and again that successful change is much more likely when undertaken as part of a group (think WeightWatchers®)• We will be suggesting that your co-coaching group continue to talk about what you’re trying to do, even after you leave the program this week• We have observed that co-coaching groups with a mix of people work well• Therefore, select as diverse a group as you can: someone you know and don’t know, someone like you and different. Try to arrange to be comfortable, yet pushed out of your comfort zone• Spend a few minutes forming a group (2 or 3 people is fine). Get together and discuss your experience of the programme so far. If you feel comfortable, share your feedback results, and working to support each other in driving improvements 39



ACTIVITY Leadership in Action:Tower-building exercise 41

TOWER-BUILDING SIMULATIONObjective:  Maximise performance, in terms of total tower inches, through optimal use of all resources: people, blocks, and timeParameters:  Construction teams with one team leader and builders  Three rounds  Five-minute strategy period  Three-minute planning time  Team leaders state goals for Total Tower Inches (TTI)  Five-minute building time  Quality inspection 42

TOWER-BUILDING SIMULATION (CONTINUED)Regulatory requirements:  Towers must be free-standing, vertical structures – minimum height of 10 inches  Builders are blindfolded; must use their non-dominant hands  Leaders can touch neither the builders nor the blocks during building period  Two violations = lose 10″ off your score. Each subsequent violation = loss of 10″ off your score  Less than 10″ is NOT A TOWER ! 43

TOWER-BUILDING SIMULATION (CONTINUED)Scoring:  Team leaders must declare goal at end of each planning period  Goal = Total Tower Inches  Receive 100% of height attained if goal is met (1 point per tower inch)  Receive 80% of height attained if goal is not met (higher or lower than goal)  Fractions of inches are rounded to nearest inch (unless below 10″) 44

TOWER-BUILDING SIMULATIONObjective: Parameters:  Construction teams with one team leader and  Maximise performance, in terms of total builders tower inches, through optimal use of all  Three rounds resources: people, blocks, and time  Five-minute strategy period  Three-minute planning timeRegulatory requirements:  Coaches state goals for Total Tower Inches (TTI)  Towers must be free-standing, vertical  Five-minute building time structures – minimum height of 10 inches  Quality inspection  Builders are blindfolded; must use their Scoring: non-dominant hands  Team leaders must declare goal at end of each planning period  Team leaders can touch neither the builders  Goal = Total Tower Inches nor the blocks during building period  Receive 100% of height attained if goal is met (1 point per tower inch)  Two violations = lose 10″ off your score.  Receive 80% of height attained if goal is not met Each subsequent violation = loss of 10″ off (higher or lower than goal) your score  Fractions of inches are rounded to nearest inch (unless below 10″)  Less than 10″ is NOT A TOWER ! 45

TOWER-BUILDING: SCORINGTeam and leader Round I Goal Round II Round III Final Goal Actual Score Actual Score score Cumul. Actual Score total Goal 46

Builders: (in your teams) TOWER-BUILDING SIMULATION DEBRIEF  Our team’s strategy was: Managers: (as a group)  What our manager did that helped our  What we did or provided that helped our performance: teams:  What our manager could have done  What we would do differently: differently: Things about the team that were useful: Things about the team that were not useful: 47

Exercise:Critical Incidents 61

EXERCISE: CRITICAL INCIDENTSLast night you prepared two critical incidents. You were asked to choose twosituations in which you were the leader, one positive and one negative.In groups of 3, share the two critical incidents you have prepared:  Listen carefully for content, meaning and feeling and ask clarifying questions  Provide feedback on what was heardThe group should then:  Map the leadership styles onto each situation  Identify which leadership styles were more/less successful in each situation and discuss what could have led to a better outcome 49

YOU HAVE RECEIVED A LOT OF DATA 50