Unit 8 Practical Leadership for Results - Value for Investment

Overview

When people imagine intelligence, they think of people solving complex problems, writing great books or university academics engaged with world changing thinking. Intelligence takes many forms. One important sign of intelligence is the ability to understand and cope with emotions. Examining and understanding one’s emotional intelligence is central to leadership success.

Performance Accountability looks at various levels of performance and finds best illustration in quadrant form. The 4 Quadrant Performance Accountability model (illustrated throughout the Performance Accountability section) directly identifies measures related to the effort, effect, quantity and quality of the effort used for assessing actions directed by organizations.

Theories of change define the building blocks required to achieve long term and interchangeably connected goals. They are interchangeable because they refer to outcomes, results, accomplishments or preconditions depicted on a planning map, a pathway of change or change framework graphically representing a change process.

Action research is an emergent inquiry process applied to behavioral science and integrated with existing organizational knowledge for collaboratively solving real time problems. Action research occurs best through dedicated collaborative teams engaged in the research process. The information researched relates directly to areas generating community commitment.

Topics

This unit covers the following topics:

  1. Emotional Intelligence development in leadership practice
  2. Performance accountability
  3. Theories of Change
  4. Action research

Learning Outcomes

When you have completed this unit, you should be able to:

  • Describe the accountability process and how it enhances the practice of Mission, Vision and Values and its relevance to TSL theory and practice.
  • Apply Theories of Change principles and practice to a results-based leadership focus.
  • Identify how a Balanced Scorecard improves organizational practice and performance in a Transformational Servant Leadership Environment.
  • Evaluate issues of shared value and results measurement as they relate to the Transformational Servant Leadership Service Improvement Flowchart.

Activity Checklist

Here is a checklist of learning activities you will benefit from in completing this unit. You may find it useful for planning your work.

Learning Activities - Read and Reflect: This Learning Activity is a review of the five behaviours that reveal emotional intelligence. Take a moment to read through each of the five and reflect on your own emotional intelligence.
- Learning Lab Preparation: This Learning Lab covers some important topics that will help you as you prepare for your final assignment. As you will be covering a variety of topics, it is important to take some time to prepare prior to attending this Unit 8 Learning Lab.

Assessment

  • Unit 8 Assessment: Individual Assignment #2: An outline of this assignment can be found by clicking on the “Assessment” tab. For this assignment, you will be examining two different companies: SAS and Zappos. Videos will be provided that give an overview of employee valuing initiatives at both companies - this will form the basis of this assignment. Be sure to read through each step carefully. Once you have completed your assignment, you will submit it for grading.

Resources

Important: You need familiarity with core course texts. The course texts listed below are for your daily preparation. Pre-reading course texts, prior to the course start, then re-reading content for each day of assigned reading will deepen understanding of content and allow you to engage materials more completely.

All other text resources for daily reading are available online where you can retrieve them on the Unit page where the reading is required for completion to fulfill learning outcomes for the unit.

Here are the required resources you will need to complete this unit:

  • Delahaye Paine, K. (2011). Measure What Matters: Online Tools for Understanding Customers, Social Media Engagement, and Key Relationships.
  • Eurich, T. (2013). Bankable leadership: Happy people, bottom- line results, and the power to deliver both.
  • Friedman, Mark (2005). Trying Hard Is Not Good Enough. How to Produce Measurable Improvements for Customers and Communities
  • Ulrich, D., Smallwood, N., (2013). Leadership Sustainability: Seven Disciplines to Achieve the Changes Great Leaders Know They Must Make

8.1 Emotional Intelligence Development in Leadership Practice

“If your emotional abilities aren’t in hand, if you don’t have self-awareness, if you are not able to manage your distressing emotions, if you can’t have empathy and have effective relationships, then no matter how smart you are, you are not going to get very far.” – Daniel Goleman

The following article contains principles related to developing emotional intelligence in your leadership practice. 8 Emotional Habits that Hold You Back as a Leader – L. Daskel (edited)

Emotional intelligence is important for your leadership success, but sometimes emotions are harmful. Leading with emotions is not always a best option.

Some examples of damaging emotional behaviors include:

  1. Chasing what feels good instead of doing what’s right - Never be ashamed or fearful of doing what’s right, because it brings longer-lasting results.
  2. Doing what’s convenient instead of being committed - Convenience is the enemy of follow through. Commitment is staying loyal to what you say you will do, even if you are not in the mood. The ultimate convenience is doing nothing.
  3. Making decisions on what is popular - emotions can draw us toward the most popular solutions. Override the impulse and do what makes sense to you-popular or not. Making decisions is not about popularity but finding something that works. Going against the crowd is the essence of leadership.
  4. Allowing your attitude to control you instead of the other way around - anger, apathy or pride get in the way of things you set out to do and is a disservice to yourself and those around you. Your biggest disability is having a bad attitude and allowing it to control you.
  5. Waiting for something to happen versus creating momentum - leading from a place of confidence, creates momentum and remarkable results.
  6. Worrying about what you can gain (or lose) instead of taking responsibility - when you let go of exercising your rights, you are free to accept responsibility and earn genuine respect.
  7. Quitting when a problem arises instead of finding solutions - it is natural to want to quit when times get tough. Character and purpose require quieting our inner voice and working toward creative solutions.
  8. Giving in to irritability instead of practicing dependability.

Having a strong hold on your emotions allows you to remain steady in your leadership despite the circumstances and challenges–without sacrificing the ability to be spontaneous.

When people imagine intelligence, they think of people solving complex problems, writing great books or university academics engaged with world changing thinking. Intelligence takes many forms. One important sign of intelligence is the ability to understand and cope with emotions. Examining and understanding one’s emotional intelligence is central to leadership success:

Emotional Intelligence

Awareness: Understanding your feelings is crucial for making sound, objective decisions where pride and self-esteem are involved. All leaders face emotional decisions when they face situations that look better than they are. Leaders with emotional intelligence realize emotions influence their thinking and address their emotional challenges to allow for greater balance and unbiased choice in decision-making processes.

Analysis: Emotional intelligence makes it easier to analyze situations objectively. Good analysis predicts how others react and develops strategies to keep them grounded.

Balanced Mental Health: Emotional intelligence helps assess the emotional and psychological climate in a team. Recognizing threats to a team’s mental health provides the necessary support for managing the future of the work at hand while promoting harmony and productivity in the workplace.

Communication: Emotional intelligence involves listening to what others say without judgment, ensuring the information you hear is accurate and necessary.

Humour: Well placed humour draws positive attention. Emotional intelligence helps determine when humour is appropriate and finds a proper balance between humour and serious work..

How it relates to you…

Comparing yourself to the descriptors identifying EI practice helps recognize personal emotionally intelligence. This doesn’t mean comparing others to your emotional intelligence. An acknowledgement for where you are doing well and where you need improvement, and asking yourself how your emotional intelligence helps you make the best decisions and direct best practices in leadership practice is a good start.

Learning Activity: Read and Reflect - Emotional Intelligence Review

Take a moment to read through the Emotional Intelligence traits outlined below. Research shows that these five behaviours tend to reveal personal emotional intelligence. Focus on developing each trait as it will help your leadership capacity, both personally and professionally.

The five behaviours revealing personal emotional intelligence include:

  1. They are self-aware: People with high emotional intelligence have a sense of mindfulness about their emotions, allowing them to understand how their feelings affect them and others. They do not allow their feelings to control them. Emotionally intelligent people pay attention to their feelings and keep them in check. They also are honest with themselves because they are aware of their strengths and weaknesses. People with high EI use knowledge and awareness to improve themselves and remain aware of how they feel at all times.
  2. They know how to control their emotions: Emotionally Intelligent people don’t let emotions control them; knowing feelings come and go. They feel emotions, but don’t label them “good” or “bad.” Emotionally Intelligent people know everyone displays emotions, and understands emotion is perfectly healthy. At the same time, those with a superior EI know how to regulate emotions so they don’t say something they don’t mean or make a careless decision in the heat of the moment.
  3. They are motivated: People with high EI don’t play the victim card; they take full responsibility for their life and how they feel in any given situation without allowing their feelings to get in the way of productivity. Emotionally intelligent people take lessons learned and keep moving toward goals.
  4. They have empathy for others: Empathy means recognizing how someone else feels and having compassion for them. Those with high EI care about the emotions of others’. They choose to listen and let the other people feel important and valuable. They observe others to anticipate needs. They have a deep desire to help people, and people sense their concern and choose to approach them for advice and support.
  5. They have great social skills: Emotionally Intelligent people enjoy communicating with others. They make conversations run smoothly and easily and help build people up instead of bringing them down. The emotionally intelligent make excellent leaders due to their ability to manage conflict and extend compassion to the people around them.

8.2 Performance Accountability

Performance Accountability looks at a variety of issues to understand performance accountability and is best illustrated in quadrant form. The Four-Quadrant performance accountability model (illustrated in this section) directly identifies measures related to the effort, effect, quantity and quality of the effort used for assessing actions directed by organizations.

The bottom and effect and effort quantifiers for measuring performance accountability. The top quadrants (left and right) represent quantity and quality focused effects for performance accountability. Looking to the effect quadrants for quantity and quality, the focus moves to measuring how much and by what percentage customer situations improve.

In the effort quadrants, effort and effect look at quantifiable data (how much and how many). The questions focus on the results of what is measured and unmeasured through theoretical or subjective information.

In the quality quadrants, cross-secting effect and effort quadrants lead toward measuring more qualitative information, and measuring results of effort expended regarding performance and satisfaction levels for those served in the process.

Performance accountability focuses directly on the question, “who are our clients?” then identifies results for client baselines, the story behind those baselines, partnerships, what works, and the action plan for moving forward.

Performance Accountability quadrants draw four squares together, to create a larger square; marking the left bottom quadrant as effect, the left top as effort, the top left is quantity, and right top as quality.

Quantity Measures:

  • How much did we do?
  • What did we accomplish?
  • What was the effort put forward to see the result?
  • How much again?

This allows measurement around the number of clients served, deciding on differences between sets of clients served and defining the activities or services a department, division, program or service offers while seeing each activity or service listed as a measure.

Quality Measures:

  • How well did we do it?
  • How well we did it for each service or activity listed?

We need to choose measures telling us if activity was performed well or poorly. Specific measures, describing what percentage of training staff are certified and knowing the quality of what we do, not just how much we did. The focus is on the quality of what is accomplished in the process. Looking at the quantity or numbers served and the quality of service provided not only looks at how many are served, but aims to measure how those served are better off as a result of the measurement of the service(s) provided.

This quadrant process, can show accountability with performance related to service accomplished/provided and understand the results aimed for.

Determining how clients are better off by getting proper service is important information. Knowing in measurable terms, if the people served are better off.

Creating pairs (# and %) for each answer in the four categories covers: skills/knowledge, attitude, behavior, and circumstances (e.g., child success in first grade or parental employment). Considering all categories for developing measures helps determine the number of people or services to provide and whether the clients served are better off because of the service provided to the people and the results measured.

8.3 Theories of Change

Theory of Change provides descriptions and illustrations of how and why you expect change in a certain context. Theory of Change focuses on mapping out or “filling in” the “missing middle” between what an initiative does (its activities or interventions) and how related actions lead to desired goals. Identifying long-term goals and working back to identify the conditions (outcomes) in place for accomplishing these goals (how these related to one another) require mapping out, using an Outcomes Framework. Outcomes Frameworks provide comprehensive descriptions and illustrations of how and why expected change happens and forms the basis for identifying intervention and activity types leading to the outcomes identified. The link between these activities and achievements lead to better planning and better evaluation, as the framework measures progress towards achieving longer-term goals beyond identifying program outputs.

Theories of Change identify and define the building blocks required for achieving long term interchangeable and connected goals. Interchangeable because they refer to outcomes, results, accomplishments or preconditions depicted on a map, a pathway of change or change framework graphically representing the change process. Connected because the goals are connected to interchangeable parameters.

Six Basic Steps

There are six basic steps to Theory of Change. In Theory of Change processes, participants think carefully about the ultimate goals for the initiative. Second, the goal for using the theory is an internal decision for checking in and evaluating, reporting or making presentations to donors, board members, constituents or partners. Third, resources and capabilities decide who to involve in the process.

The six basic steps include:

  1. Identify long term goals: What goals will last more than a few weeks or months?
  2. Backwards mapping to connect outcomes: Where we are and how to track progress back to ensure we’re on track?
  3. Complete an outcomes framework: Providing a written structural framework to see where things are compared to where they should be.
  4. Identify assumptions: Address and understand assumptions in the process, so you don’t assume blind understandings and follow a path thinking change is successful when the opposite is true.
  5. Develop indicators: Confirm indicators show or move toward the change you want.
  6. Identify interventions: What interventions are needed to introduce/identify the process going forward?

Embracing structured change, allows more manageable change than change that is uncontrolled. Change must be manageable. Looking at how Theory of Change assists you in navigating change is important to your leadership and requires regular reflection to ensure proper assumptions are addressed and you work together to achieve longer-term goals beyond identifying program outputs.

8.4 Action Research

Action research is an inquiry process applied to behavioral science and integrated with existing organizational knowledge to collaboratively solve real-time organizational problems. The best illustration of an action research advantage occurs through team collaboration. The information discovered directly relates to the relevant results related to research and the generation of community commitment.

Several factors in the action research process appear below.

The nine steps of action research include:

  1. Identify and limit the topic: Use concise inquiry.
  2. Gather information: Look for ideas or suggestions to inform the topic.
  3. Review the related literature: Watch for existing sources to shed light on the topics selected for investigation.
  4. Develop a research plan: Make several specific decisions during this step.
    1. Identify and focus on a research problem or topic.
    2. State one or more research questions and take time to develop specific hypotheses.
  5. Implement the plan and collect the data: Determine the focus for data collected and how to collect it during the process.
  6. Analyze the data: Decisions about the type of data analysis used is based on whether data is qualitative or quantitative. Data analysis must “match” the research question(s) addressed by the research.
  7. Develop an action plan: Implement the results of the action research project.
  8. Share and communicate the results: Disseminate results to interested/affected audiences locally, regionally, informally, formally or whatever way is best.
  9. Reflect on the research process: Engage in systemic and systematic reflection of research practice through the cycle.

Looking at the diagram, we see the process as cyclical and resilient. It is not a linear step-by-step process, but responds to research findings. Research starts with diagnosing the need area, moves to action planning, evaluates action, returns to diagnosis and follows through until the research bears fruit.

Researchers then observe, act, observe and adjust actions, then repeat the activity. There are nine steps providing guidance to action research, with some steps skipped or rearranged to fit specific research goals.

Kurt Lewin addresses four factors of action research, a repeating spiral of experiencing, understanding, judging/valuing and deciding/taking action.

Action research is a cyclical pattern, or cycle, requiring development and planning. There are many models of action research. Breaking key phases into smaller steps helps challenge existing practice and sheds new light on existing challenges in industries, sectors or areas of study.

Learning Lab

The Learning Lab for Unit 8 provides some activities so that each student has an opportunity to evaluate their own emotional intelligence. This will tie into the second activity that focuses on a Theories of Change exercise.

To begin, start below:

Emotional Intelligence Evaluation

This activity provides each of you with the opportunity to take the Group Leadership Foundation – Emotional Intelligence Test to get a snap shot of your emotional intelligence and continue your journey of Emotional Intelligence self-development. To begin, click on the link and follow the instructions:

When you have completed the evaluation, summarize your observations as part of your Reflective Learning Journal - these results will be shared as part of a group discussion.

Theories of Change Exercise

Developing emotional intelligence is a critical component of being an effective leader. One important reason why is because emotional intelligence is important when leading change.

This activity focuses on challenging each student to think about how they might implement change within their own organization. Follow each of the steps outlined below and respond to the questions at the end - this will serve as the basis for group discussion after.

To begin, click on the following link and download the document:

Next, take a few moments to read through the entire document. Take note of the Learning Tips sections (pp. 30-38) and familiarize yourself with the Learning Tips practices outlined to the work environment and organizational situations you engage in (outlined below).

Once you have read through it, complete the following steps:

  1. Apply an outcome map and/or a “logic model” (i.e., a flow chart of the relationships between process and results) to define priorities in your present work environment/organizational situation as noted in the instructions within the Theory of Change document linked in this topic. (p. 22-29)
  2. Categorize your Theory of Change approach by considering the three ways of effecting change.
  3. Consider how mapping your process might be different than those outlined in a linear mapping process.

Finally, respond to the following questions:

  1. How might this help you define your priorities for implementing change in your organization?
  2. What change could your present/previous employer implement effectively for more effective results?

When you have completed the activity, summarize your observations as part of your Reflective Learning Journal - these results will be shared as part of a group discussion.

The following Learning Lab Activities will vary by program - be sure to pick the correct activity based on whether you are in the Certificate Program or the Degree Program.

Only for those completing the CERTIFICATE program.

Action Research Activity

In Unit 8 we were introduced to the idea of Action Research. This activity will focus on applying action research principles to your Leadership Integration Plan (LIP) topic to see if it clarifies your LIP focus as you go forward.

Pick an activity partner from the class and follow the steps below - completing this process review can help your future LIP research:

  1. Review your LIP topic.
    • Record your topic and thesis sentence to guide your focus
  2. Select a focus.
    • What element(s) of your practice or what aspect of student learning do you wish to investigate?
  3. Clarify theory.
    • Identify the values, beliefs, and theoretical perspectives you hold related to your LIP focus.
  4. Identify research questions.
    • Generate a set of personally meaningful research questions to guide your inquiry.
  5. Collect data.
    • Ensure reasonable validity and reliability of researched materials. Avoid relying on a single data source.
  6. Analyze data.
    • What story does the data tell?
  7. Report results.
    • Your results make a compelling contribution to the collective knowledge base regarding your LIP topic/thesis.
  8. Take action.
    • The action directed by data provides greater confidence in next steps for your research (conclusions, reports, follow up).
  9. Compare and Contrast.
    • Pair up with another learner in the class to contrast and compare the approaches you take to the action research. Working together:
    • ‘Troubleshoot’ any challenges you discover to your LIP [or Professional Challenge from your industry(ies)] topic.
    • Note your personal learning regarding Action research in your Reflective Learning journal.

Assessment

Assessment for this week will consist of a Discussion Question/Reflection Post and Individual Assignment 2. Carefully read through each component outlined below - be sure to follow each step!

Unit 8 - Discussion Question/Reflection Post

Each student is required to submit a Discussion Question/Reflection Post for Unit 8. This post should include your thoughts about how the content for this unit ties into your own practice as a leader. Be sure to follow the structure outlined below:

1. Initial Post

Begin by taking the free Emotional Intelligence quiz below:

While you do not have to share your personal results, use them to respond to the following questions as part of your initial post:

  • From the results of the quiz, what does it tell you about you as a leader? (share only what you feel most comfortable sharing)
  • What emotions predominantly drive your leadership?
  • What emotions predominantly hinder your leadership?
  • What steps do you see as most important in balancing the drivers and/or hindrances in your leadership?

Include reference to the questions below, in your response as they relate to the six principles of emotion on p. 193 of the Ulrich and Smallwood text.

Next,

  • List the reasons you want to lead.
  • Identify the energy enhancers that give you emotional energy and a sense of well-being in your leadership?
  • How do the leadership changes you want to make tie to what you believe about yourself?
  • How do you tie your leadership changes to what you need to accomplish as a leader?
  • How do your leadership changes affect others around you? How do communicate and celebrate success in your accomplishments?

2. Response Post

In review of the initial posts, respond to another learner to identify:

  • What rational information and facts require consideration to balance the six principles of emotion listed in the Ulrich and Smallwood text?

3. Concluding Post

Present a final observation on the advantages/disadvantages you see in practicing the six principles of emotion for improving your leadership practice.

  • Any other observations you see as relevant to the discussion for the unit.
  • Any course questions related to this unit’s Discussion Question or the material reviewed during the unit.

Refer to the Discussion Question/Reflection Post rubric for more specific information.

For additional information, and to submit your response, please scroll to the bottom of the screen and click on the Unit 8 - Discussion Question/Reflection Post link.

Individual Assignment #2: SAS, Zappos, and Employee Valuing Initiatives

The purpose of this assignment is to apply SAS and Zappos (Good Jobs employers if time permits their discussion) lessons learned to four employee valuing initiatives.

To begin, watch the following videos about Zappos and SAS - reflect on how they treat their employees:

Zappos and SAS Videos - Click to Expand

Watch: Why SAS is the Best Place to Work

Watch: ZAPPOS is a Weird Company

Watch: Zappos Interview with Chief Culture Officer Jon Wolske

Watch: The Zappos Family - How They Work

Watch: Zappos Employee Fit and Work Culture (The Zappos Experience by Joseph Michelli)

After watching the videos, your task is to write a reflection paper that address the following:

  1. Indicate what impact the videos/information had on your thinking about results-based leadership, and
  2. Individually describe and discuss four employee valuing initiatives (the initiatives may be from the videos or other course material) you could implement in your organization, and why?

Note: Please submit no more than four pages.

For additional information, and to submit your assignment, scroll to the bottom of the page and select the “Individual Assignment #2” dropbox.

Checking for Learning

Before moving on to the next unit, be sure you are able to:

  • Describe the accountability process and how it enhances the practice of Mission, Vision and Values and its relevance to TSL theory and practice.
  • Apply Theories of Change principles and practice to a results-based leadership focus.
  • Identify how a Balanced Scorecard improves organizational practice and performance in a Transformational Servant Leadership Environment.
  • Evaluate issues of shared value and results measurement as they relate to the Transformational Servant Leadership Service Improvement Flowchart.

Resources

On this page, you will find resources that help further your understanding of the content explored in this unit. This resources have been provided to support, and enrich, your learning. While they are not all “required” reading/viewing, it is strongly recommended that you take some time look over them - if there is a topic that you are struggling to understand, consider spending more time looking through the resources on this page.

Video Resources

Important Research Resources