A range of ideas, models and processes to assist Organizational Development and Behavior practitioners in conceptualizing ways to address culture development through effective leadership.

1. The value of constructive cultures
62%
Revenue Growth
Per year*
Share Price Growth
Per year*
Net Income Growth
Per year*
82%
69%
15%
7%
<1%
207 US firms in 22 different industries. Maintained for 11 consecutive years (Kotter & Heskett)
DefensiveConstructive

2. Leaders create culture
Culture describes the behavioral norms that have been established through the messages
received about “what is really valued around here”
Behavior
Systems
Symbols
• How budgets are allocated
• How time is spent
• Promotions, exits of people
• Offices, car parks, titles
• Rituals and stories
• Of leaders and influencers
• Link between ‘walk’ and ‘talk’
• What is role modeled
• Meetings, conferences, emails• Planning and budgeting
• Performance review
and reward
• Measurement,
reporting and learning
• Structure
• IT Systems
Culture changes when messages change consistently and over time
Source: Carolyn Taylor

3. Leadership Philosophy
•Leader dictates what their people should be doing
•Leaders seek to control
•Accountability placed at the top of the organisation
•Little or no innovation or creativity at the front line
•Highly stretched and stressed leaders
•Bottle necks lead to slower and slower progress
•Growth potential is severely limited
“HERO” “HOST”
Leader
Team
Leader
Team
•Leader provides context/direction for the team
•Leader empowers team to create the ‘how’
•Leader supports by removing barriers to progress
•Everyone becomes co-responsible for delivery
•Leaders remain accountable but bottle necks removed
•Use of many minds speeds up progress
•Stress levels reduced significantly and organisation
growth accelerates exponentially.
Source: Leading in the age of complexity: Meg Wheatley

4. Lead Self
Develop
Strategy
Lead Others
Lead the
organisation
Build personal
effectiveness
Implement
Strategy
• Coach leaders, develop talent
• Design the organisation (process,
structure, budgets, funding)
• Set policy and guidelines
• Develop capabilities
• Internal locus of causality
• Drive own career growth
• Set goals & manage performance
• Effective team work
• Coaching and mentoring
• 360 degree feedback (MLQ Plus)
+
+
A framework for leadership

5. Self Determination Theory (SDT)
People’s motivation driven by 3 basic human needs (cross-
cultural)
Autonomy
Competence
Relatedness
• A need to feel ownership of work
• An absence of micro-management
• Choice
• A feeling that progress is being made
• Continued professional development
• Regular feedback
• Relationships with co-workers
• A feeling of being cared for at work
• Social connection
If one or more of these factors is absent, motivation (engagement) will be low
Motivation
Source: Self Determination Theory (Deci & Ryan)

6. A continuum of motivation
CONTROL BELIEVEENDORSE
SEEK
APPROVAL
Intrinsic
Motivation
No
Motivation
Autonomous, or ‘Constructive’ Motivation
Process of internalisation
• Rewards
• Punishments
• If… then
• Compliance
• Doesn’t last
• Keep people in
the cage
• Conditional love
and regard
• Guilt & shame
• Ego involvement
• I’ll love you when
• Tiger parents
• Self-endorsed
• I’ve come to see
the value in it
• Identification
• It links with my
personal values
• Integration
• I do it for the fun
of it
• Autotelic
People are
controlled from
the outside
People motivate
themselves
Style of regulating behaviour
• No perceived
relationship
between behaviour
and its outcome
Coercive Motivation
Source: Self Determination Theory (Deci & Ryan)

7. Antecedents
Autonomy
Competence
Relatedness
Behaviours
Discretionary
effort aligned
to the goals of
the
organisation
Consequences
Productivity
Performance
Motivation and Performance
Source: Self Determination Theory (Deci & Ryan)

8. Goal is to Look Smart Goal is to Learn
Fixed Mindset
(INATE TALENT)
Growth Mindset
(DEDICATION & PRACTICE)
Reject tasks where might
make a mistake
Seek out challenging
tasks
Conceal problems/errors Open about mistakes
Ego connected to performance
(develops vulnerability)
Ego connected to effort
(develops resilience)
Fail to live up to potential –
Performance plateaus early
Improvements in performance
seen consistently over time
Developed with performance
praise and feedback
Developed with process or
effort praise and feedback
Feedbackfocussedonhowpeople
applythemselvesonthejob
Feedbackfocussedonwhatisachieved
andhowintelligentpeopleareMindsets

9. Leadership: Derailing* behaviours
Conservative estimates suggest 50-60 per cent of leaders
exhibit at least one ‘derailing’ behaviour.
Derailing leaders behaviours have significant consequences for individuals such as:
• Psychological distress (stress, burnout, anxiety, depression)
• Emotional distress (fear, anger, despair)
• Physical harm (weight loss/gain, insomnia, impaired immune system)
• Family conflict
• Withdrawal/disengagement
• Absenteeism
• Turnover
• Confidence  Arrogance
• Politically astute  manipulating
• Assertive  intimidating
• Conscientiousness  micromanaging
• Affiliative  Passive
* When a strength becomes a weakness
due to some underlying fear or
insecurity
Source: Vicki Webster

10. Leader Derailing Behaviours
Ego centred
Intimidating
Manipulating
Micromanaging
Passive-avoidant
Thinks only of self without regard for feelings of others
Frighten someone in order to make them do what you want
Control or influence a person cleverly or unscrupulously
Control every part, however small, of a person’s work
Indirect resistance to the demands of others

11. The Full Range Leadership Model
Passive/Avoidant
Leadership
• Waits for things to go wrong before acting
• Believes in “if it ain’t broke, don’t fix it”
• Avoids getting involved
• Absent when needed
• Avoids making decisions
• Delays responding to urgent questions
As little of this as possible
Rewards achievement
• Provides assistance in exchange for effort
• Discusses who is responsible for achieving
performance targets
• Makes clear what the rewards for achieving results
will be
• Expresses satisfaction when people meet
expectations
Monitors mistakes
• Focuses attention on mistakes, exceptions and
deviation from standards
• Concentrates attention on dealing with mistakes,
complaints and failures
• Keeps track of mistakes
Transformational
leadership
• Builds trust
• Acts with integrity
• Inspires others
• Encourages innovative thinking
• Coaches others
Much less of this
As much of this as possible
A little less of this
Extra Effort
Effectiveness
Satisfaction
Leads to…
Source: Bass & Avolio

12. 1. Set the foundation up front
- Ethics
- Coaching agreement
- Expected outcomes
4 competencies of an effective coach
Ref: International coach federation 2008
4. Facilitate learning and results
- Creating awareness
- Design actions
- Planning & goal setting
- Manage progress and accountability
2. Build the relationship
- Establishing trust
- Being present
3. Communicate effectively
- Active listening
- Curious questioning
- Direct communication

13. The ladder of inference
Observable data and
experiences
Action
Select ‘data’ from what is
observed (unconscious bias)
Meaning added (cultural and
personal)
Make assumptions based on the
meanings added
Draw conclusions
Adopt beliefs about the world
Take actions based on beliefs
Beliefs
Conclusions
Assumptions
Meanings
Select
Observe
Our beliefs
influence what
we observe

14. Goal
GROW
Reality
Obstacles &
Options
Way forward
Objective
• Agree the topic
• Specify the goal(s) (SMART)
Example questions
• “What’s the change you
would like?”
• “What do you want to
achieve?”
Objective
• Invite self-assessment of the situation
• Give feedback (if relevant)
• Check assumptions being made
• Explore beliefs influencing action
Example questions
• “What’s the impact of this on you?”
• “What have you tried so far?”
Objective
• Invite suggestions
• Coachee retains accountability
• Cover a full range of options
Example questions
• “What’s holding you back?”
• “What alternatives are there?”
• “Can you identify pros and cons
to that?”
Objective
• Gain commitment to act
• Plan the action and timeframes
• Agree support to be given
Example questions
• “What are your next steps?”
• “How will you monitor progress?”
• “What support will you need?”
GROW is an acronym of the four key elements of an effective coaching session.
Step 1 Step 2
Step 3 Step 4

15. Habits
Attitudes
Beliefs
Expectations
Actual
achievement
Potential
to achieve
What limits us?
Source: The Pacific Institute

16. Action/experiment
- What can we change?
- What can we do
differently?
Concrete Experience
- Something happens
- We (re)experience it
Review / Reflect
- What happened & why?
- What can we learn from
it?
Conclude / make
sense
- What did it mean?
- How do we feel / think
now?
Kolb’s Adult Learning
Cycle (1984)
Coaching inquiry and adult learning

17. Rebounding from disappointment
1. Unhook from thoughts
2. Make room for emotions
3. Be kind to self
4. Appreciate what worked
5. Find something useful
6. Reconnect to your values
Source: Acceptance & Commitment Therapy

18. Five Qualities of people with
Empathy
1. They take the perspective of the other person
2. They stay away from judgement
3. They recognising emotion in other people
4. They communicate this recognition
5. They set boundaries about what is and isn’t okay
Empathy is ‘feeling with people’
“It is the skill set to bring compassion alive”
Source: Brené Brown

19. Team creation and development
GOALS
ROLES
PROCESSES
RELATIONSHIPS
Sequence of
new team
creation
Sequence of
team development
activity

20. The Trust Equation
Trustworthiness =
Credibility + Reliability + Intimacy
Self-Orientation
Credibility = Deliver on your potential – use your skills
Reliability = Do it consistently, and when it matters most
Intimacy = Know each other, be comfortable expressing yourself, be vulnerable
Self-Orientation = A preoccupation with your own needs. The inverse is ‘put the team first’