A few of the slides I used for a management development programme for a client

1. Whatever is at the center of our life
will be the source of our security ,
guidance, wisdom, and power.
Stephen R Covey

2. Expectations
 Please tell us why you are here…what do you
expect to gain from this learning experience.
 At your table – please list 2 personal learning
and process expectations for t his module and
share in your group.
 As a group please draft 2-3 process needs
and learning expectations.

3. The questions we are grappling with in this
module
 What would our lives look like if the organisation where we spent our
working our days – were naturally places of resonance, with leaders
who inspired us?
 What role does leadership and management play in organisational
and employee performance?
 What inspires a leader to inspire others and unleash their potential?
 What is the personal and organisational cost of failing to fully engage
the passion, talent and intelligence of the workforce?
 What makes a manager a manager of choice by her reports, peers,
and boss?
 How do I first become a great manager that defines reality, lastly say
thank you and in between be a servant leader?
( paraphrasing - Max de Pree – in Leadership is an Art)

4. Module roadmap
WEDNESDA 5th MA 2010
Y Y
TIME SESSION
08.30am Welcome & Introductions
Session 1 : Context setting, expectations , reconnecting to previous study schools &
09.00am
overview of the 2 days
10.15am BREAK
10.30am Session 2: Management & leadership / Manager vs. leader, what is leadership?
11.30am Session 3: Managing one-self: contribution, habit 2, Johari-window & wheel of life
12.30pm LUNCH
13.15pm Session 4: Class presentations on pre-work / leadership articles prep for day 2
14.30pm BREAK
Session 5: Trust the best way to manage, homework and checking of pulse
14.45pm

5. Getting the most of this module
 Be frank about your ways of be ing and acting.
 Be open to having mindset regarding what a leader is and the
practices of leadership, examined and questioned.
 Be open to having your frame of reference – ideas, beliefs
and taken-for granted assumptions – of who you are for
yourself examined and questioned.
 Be open to having your model of reality examined and
questioned, and be open to transforming your worldview.

6. Chairman and CEO of The Gallup
Organisation, Jim Clifton
‘‘in the new world of extreme competition, we
are all going down the wrong path unless we
discover a new way to manage’’

7. 1. How many of you would agree th at the
vast majority of companies and teams
are over-managed and under-led?
2. What would be the impact on yo ur
personal and work life if you were a
highly effective manager?

8. A leader’s prayer
Dear Lord, help me to become the kind of leader my management
would like to have me be. Give me the mysterious something which
will enable me at all times satisfactorily to explain policies, rules,
regulations and procedures to my co-workers when they have never
been explained to me.
Help me to teach and to train the uninterested and dim-witted without
ever losing my patience or temper.
Give me that love for my fellow men which passeth all understanding
so that I may lead the recalcitrant, obstinate, no-good worker into the
paths of righteousness by my own example, and by soft persuading
remonstrance, instead of busting him on the nose.
Source: Charles Handy - Understanding organisations. 1999. Penguin Book

9. A leader’s prayer
Instill into my inner-being tranquility and peace of mind that no longer will I
wake from my restless sleep in the middle of the night crying out
What has the boss got that I haven’t got and how did he get it?
Teach me to smile if it kills me.
Make me a better leader of men by helping develop larger
and greater qualities of understanding, tolerance,
sympathy, wisdom, perspective, equanimity, mind-reading
and second sight.
Source: Charles Handy - Understanding organisations. 1999. Penguin Book

10. A leader’s prayer
And when, Dear Lord, Thou has helped me to achieve the
high pinnacle my management has prescribed for me and
when I shall have become the paragon of all supervisory
virtues in this earthly world, Dear Lord, move over
.
--Amen
Source: Charles Handy - Understanding organisations. 1999. Penguin Book

11. TC
Mission Statement
Vision

12. Great organisations
 A great organisation is one that makes a distinctive impact and
delivers superior performance over a long period of time.
 For a business, performance means financial results, specifically
return on invested capital.
 The key is to recognize that t he good-to-great principles are
not a definition of greatness, rather represent a series of
principles for how to achieve greatness; they are input
variables, not output variable s.
Jim Collins: Good to Great – discussion guide and diagnostic tool - jimcollins.com

13. Good to great framework
INPUT PRINCIPLES OUTPUT RESULTS
Stage 1: DISCIPLINED PEOPLE
Level 5 Leadership
First Who, Then What • Delivers superior performance
Stage 2: DISCIPLINED THOUGHT relative to its mission
Confront the Brutal Facts • Makes a distinctive impact
The Hedgehog Concept
on the communities it touches
Stage 3: DISCIPLINED ACTION
• Achieves lasting endurance
Culture of Discipline
beyond any leader, idea or
The Flywheel
setback
Stage 4: BUILDING GREATNESS TO LAST
Clock Building, not Time Telling
Preserve the Core / Stimulate Progress
Jim Collins: Good to Great – discussion guide and diagnostic tool - jimcollins.com

14. How does TC define results?
 From your pre -work…….

15. Pre-NMDP sc hool questions
 What do managers do?
 What is my bosses boss’ top 3 priorities? What is my
boss’s top 3 priorities?
 What contribution will I make in my current role?
 What specifically are the two or three most important
c hallenges facing my team/organisation right now?

16. T
able activity
 Management is……Leadership is…….

17. The hunger for the manager lea der
1. Within every person a hunger for sense of personal agency: to have an
effect, to contribute, to make a difference, to influence, to build and
help.
2. A hunger for authority that will provide orientation and reassurance –
especially in times of stress and fear.
3. Hunger for leadership that can deal with the intensification of systematic
complexity.
4. To respond adaptively to the depth, scope, and pace of change
combined with complexity creates unprecedented conditions.
5. This landscape creates a new moral moment in history – of critical choice –
thus a leadership that can exercise a moral imagination and moral
courage.
Source: Leadership can be taught. Parks, S.D. 2005 .HBS

18. Differentiating – leadership and management
 Leadership is explicitly about those word s and
actions that create meaning for employees.
 Management refers to executive attributes , acts, and
behaviours that impact on performance without
creating meaning.
 Managers are leaders of a certain sort. Not all
leaders are managers.
Source: How Leadership Matters Charles A. O’Reilly, David F. Caldwell & Jennifer A. Chatman , 2005

19. What is leadership?
Leadership
is NOT a P
osition...
…is affirming the wor th and
potential of others so clearly
that they come to see it in
themselves. It is both “doing”
and “being”

20. DOES
LEADERSHIP
IS
Copyright 2010– Graeme de Bruyn

21. Management & Leadership
 Management  Leadership
 Managers look inward  Leaders look outward
 Planning and budgeting  “Initiate and perpetuate change”
 Setting targets and goals  Leaders will ask: What and
 Establishing steps for reaching Why?
goals  Leaders inspires trust
 Controlling and problem-solving  Coping with change
 Monitoring results vs. plan  Leaders are highly focused on
 Allocating resources the people behind the processes
and system
 Managers seek to maintain the
environment  Attuning and aligning people

22. Reflection
Effective leadership is not mere knowledge about what
leaders do, or to emulate styles of noteworthy leaders, or
trying to remember and follow the steps, tips or techniques
from books on leadership, and not from merely being in a
Leadership position. If you are not being a leader, and
you try to act like a leader, you are likely to fail .
Pretending to be a leader is deadly in any attempt to
exercise leadership.
Source: Erhard, Jensen, Zaffron & Granger, 2009

23. The Leader Manager path
Being Practice
 What do you want to do with  Who are you accountable to?
your life?  What are you accountable for?
 Why do you go to work?  Do you take time to listen to
 When the doors open are you others? Are you open to
listening to, and being
ready to walk through them? influenced by, others
 How do we encounter people or (vulnerable)?
ideas?  Are you able to listen to the
 What are you committed to? emotions of others?
 What is important to you?  What is your area of influence?
How do you think you can
 Would you want to be managed extend that area of influence?
or led by YOU?

24. Leadership & organisational greatness
 Drotter (2003) suggests that f ully 75% of the
reason work isn’t done can be attributed to the
leader/boss:
 The job and the goals aren’t clearly defined.
 The boss is inaccessible because he/she’s too busy, often do ing work
that the subordinate could do.
 The boss hired the wrong person. (This is not the person’s fault.)
 A true leader takes accountability for the success of other people,
not just himself.

25. Video
T P
om eters on LEADERSHIP

26. Video debrief
 What have been the aha’s from video clip.
 Why do you think T Peters sa ys he is a
om
c harlatan?
 What is TPs definition of leadership or what he calls
the leadership thing?

27. Quotable
Only when you operate from a
combination of your strengths and self-knowledge can
you ac hieve true and lasting greatness.
Success in the knowledge econo my comes to those-who
know themselves-their strengths, their values, and how
they best perform.
Peter Drucker.

28. Managing one-self
Being (character) Practice (skills/do)
 What are my values?  What are my strengths?
 What can I contribute?  How do I work?
 Where do I belong?
(HBR, Drucker, 1999).

29. T
owards master y of self
 There is truly no substitute for self control and
discipline.
 Many managers work on how they are
perceived or their daily behav iours (do).
 Instead of foregoing suc h foolishness and
focus on being congruent to self and with
others.

30. Outcomes of self-management
 When you have learned to manage yourself:
 Then
and only then - you have earned the right to lead
and mentor others

31. Quotable
Y can buy a man’s time; you can buy his
ou
physical presence at a given p lace; you can
even buy a measured number of his skilled
muscular motions per hour But you cannot buy
.
loyalty… you cannot buy the de votion of hearts,
minds, or souls. Y must earn these.
ou
- Clarence Francis

32. Knowing yourself
Self-
expression
Self-control
Self-possession
Self-
knowledge
Self-
awareness
Source: On becoming a leader: Warren Bennis. 1989

33. Four lessons of self-knowledge
Being Practice
 True understanding  Y can learn anything
ou
comes from reflecting you want to learn
on your experience  Y are your own best
ou
 Accept responsibility - teac hers
blame no one
Source: On becoming a leader. Warren Bennis. 1989

34. How do we create balancing/bal ance?

35. Finding Balance
Work Personal

36. First lead yourself, then othe rs!
 Leading yourself well means that you hold yourself to a higher standard of
accountability than others do. (John Maxwell).
 History's great achievers - always managed themselves.
 They are exceptions, un-usual both in their talents and their accomplishments outside
of the ordinary.
 Most of us, even those of us with modest endowments, will have to learn to manage
ourselves.
 We will have to learn to develop ourselves.
 We will have to place our-selves where we can make the greatest contribution.
 And we will have to engaged - knowing how and when to change the work we do.
(Peter Drucker)
 People leave managers not companies (Buckingham & Coffman)

37. The trust factor in leadership
 How does a trust-oriented leader impact teams?
 Whic h is more important, our actions or our words?
 What is the role of competence for a leader?
 What is the role of open communication for a
leader?

38. A leader’s personal power come s from. . .
CHARACTER &
COMPETENCE
THINGS vs. PEOPLE
INSIDE-OUT
Stimulus Response
CHOICE
Whole-person
Workers vs. Associates
Influence vs. Power
Copyright 2010– Graeme de Bruyn

39. TRUST the best way to manage
 No manager can influence or lead people if she does not have
trust.
 Vulnerability starts trust.
 Only those who trust themselves can trust others.
 The only way to encounter trustworthy people is to trust them.
 I am prepared to relinquish control of another person because
I expect them to be competent, and to act with integrity and
goodwill.
Source: Trust the best way to manage: Reinhard K. Sprenger

40. By enlisting any of the behaviours and cores of trust…
Self Relationship
• List three behaviours to increase your self-trust and what you will
do to act on it.
• Identify 1-2 relationships that could benefit from renewed trust.
• Use any number of the behaviours to increase relationship trust.
Copyright 2010– Graeme de Bruyn

41. Four ingredients that generate and
sustain trust
 Constancy. Whatever  Reliability. They can be
surprises leaders themselves counted on and support
may face, they don’t create their co-workers when it
any for the group. Leaders matters.
stay the course.  Integrity. Leaders honor
 Congruity. Leaders walk their commitments and
their talk. There is no gap promises.
between the principles they
share and teach and their
life practices.
Source: Warren Bennis. On becoming a leader. 1989.

42. Group assignment
 Leadership theory / organisational / team theory
 Framework to do leadership – best practice for
your team
 Applicable learnings for leader and team
 Any useful – practical insights that can help us as
individual and team/company
 Summarise what these guys are saying
 5-6 slides – use diagrams, notes, are there any
stories of hope / inspiration

43. T am execution
e
Contributive purpose Bed/Interpret/Understand/ enterprise strategy
Define Individual Goals & Behaviours
Business objectives
Stakeholder
Expectations
Divisional / unit goals
Realign Process
& TP &
Systems
Frontline behaviours
LEAD & LAG
Manager enabling behaviours MEASURES
Recognise
&
Share
Performance scoreboards
Copyright 2010– Graeme de Bruyn

44. What do managers do?

45. “People don’t change that much –
don’t waste time trying to put in
what was left out. Try to draw
out what was left in. That is
hard enough” Buckingham,
1999.

46. Management practices
 Strategy-devise and maintain a clearly defined
focused strategy.
 Execution-develop and maintain flawless operation
execution.
 Culture-develop and maintain a performance-
oriented culture.
 Structure-build and maintain a fast, flexible, flat
team.

47. The four keys: catalyst roles
People don’t change that SELECT FOR DEFINE THE RIGHT
much. TALENT OUTCOMES
Don’t waste time putting
in what was left out.
Try to draw out what FOCUS ON FIND THE RIGHT FIT
was left in. STRENGHTS (POSITIONING)
Source: First break all the rules. Buckingham, M. & Coffman, C. 2005.
Copyright 2010– Graeme de Bruyn

48. Re-inforcement
Attuned
Specific team practices Systems /
Training Processes
Team try-out Coaching
Baby steps
Individual
Skills
(practice) Accountability
Behaviour partner/s Enlist your
(being) team
Knowledge
(see)
Build foundation: character - inside-out - principles
Copyright 2010– Graeme de Bruyn

49. 3 days - 3 weeks - 3 months from today…I will focus on the following items:
Personal Team
List 3-5 clear, specific, vivid behaviours/mindsets/goals/ways of being
Copyright 2010– Graeme de Bruyn

50. This is the beginning…
What matters most … ‘a saga of becoming’
“We are in a
constant state of
becoming.”
graemedebruyn@gmail.com
082 823 7436
www.linkedin.com/in/graemedebruyn