326 BEST PRACTICES IN LEADERSHIP DEVELOPMENT AND ORGANIZATION CHANGE Exhibit 13.4. Model II: Competency Model Operationalizing Organizational Learning Key Competencies Link to Organizational Learning Develops the Ability to: Capabilities: Tolerate ambiguity Influence Confront difficult issues (through inquiry)* Support and nurture others Listen well and empathize Recognize one’s own feelings, intuitions quickly Conceptualize Discover and mobilize human energy Create learning opportunities Sense of mission (and vision) * Maintain sense of humor Systems thinking Team learning Team learning Team learning Team learning, mental models Personal mastery, team learning Systems thinking Team learning, personal mastery Entirety of organizational learning Personal mastery, shared vision Result of environment that honors and supports fun and learning together *Model adapted by Consulting Partner, 2001–2002. Source: Copyright © 1982 W. Burke. Reprinted with permission. cart_14399_ch13.qxd 10/19/04 1:15 PM Page 326 MIT 327 Exhibit 13.5. Agenda for Session I The Development of Leadership Capabilities: Its Link to Individual and Organizational Capabilities I. Successful Change Exercise • Two Purposes: 1. Link this morning’s session on strategic goals to individual and organizational growth 2. Provide a basis for our focus on organizational learning and effectiveness II. Discussion: Leadership, Learning, Performance • Capacity to Grow → Learn → Transform Our Systems • Organizational Learning Capabilities • Learning and Performance III. The Influence of Systems and Systemic Change • Four Response Modes • Identifying the Interconnecting Influences—Discussion and Small-Group Application IV. Leadership Dialogue: Key Learnings and Leadership Story Exhibit 13.6. Agenda for Session II Developing Personal Mastery and Vision I. The Foundational Premises for This Session II. Persona and Character Models of Personal and Leadership Development III. Qualities Guiding Character and Persona IV. Personal Mastery V. The Inner Journey Itself A. Conscious Beliefs B. Shadow Beliefs VI. Two Forces of Personal Mastery VII. The Linkage of Personal Mastery to the Other Disciplines VIII. Developing Personal Vision IX. Personal Mastery Exercise X. Your Organizational Vision XI. Ongoing Personal Mastery Exercise: Do Differently cart_14399_ch13.qxd 10/19/04 1:15 PM Page 327 328 BEST PRACTICES IN LEADERSHIP DEVELOPMENT AND ORGANIZATION CHANGE Exhibit 13.7. Session Follow-up Questionnaire Developing Personal Mastery and Vision: Follow-up questions from our session on July 11, 2002 We wanted to check in to see how our session has had an influence on your interactions and reflections as a leader. Thank you for taking the time to think about these questions. 1. How have you seen your view of leadership change since our session? Have you had any shifts in thought, action, or how you perceive things? (For example, think of persona-character, conscious-shadow beliefs that we talked about.) 2. Have you started to think about developing a personal or organizational vision? Please elaborate . . . 3. What did you learn in our session that you would be able (or have already been able) to use? 4. Was there an “aha” for you? If so, what was it? 5. Have you been able to do a “Do Differently?” What changes did you or others experience as a result of the “Do Differently?” 6. What would you like to see as the focus for any subsequent sessions? cart_14399_ch13.qxd 10/19/04 1:15 PM Page 328 MIT 329 Exhibit 13.8. Training Content: Exercises Used in Organizational Learning Sessions Session I The Development of Leadership Capabilities: Its Link to Individual and Organizational Capabilities Exercise I—Successful Change Exercise Understanding and Managing Change 1. We have all experienced a successful change, whether with an organization, a community, a church, or even in our family. Describe an experience you’ve been a part of that achieved a powerful change in a productive way. What happened? What made it successful? 2. Take yourself forward in time. It is 2005 and your organization/department is operating in a healthy, productive, and sustainable way. What is going on? How is it different? What was it you and others did back in 2001 to achieve this remarkable transformation? Exercise II—Application Exercise: Your Own Specific Example In teams, choose an example from your own environment that you’d like to dia- gram using the systems thinking tools. With your team members, have one person be the owner of the problem. The other team members will act as facilitators and consultants in helping the “client” diagram the problem. Use the following steps and diagrams as tools to guide you. Systems Thinking Template Completed Step 1: Stating the Problem Yes No Step 2: Telling the Story Yes No Step 3: Identifying the Key Variables Yes No Step 4: Visualizing the Problem Yes No Step 5: Creating the Loops Yes No Step 6: Evaluating the Whole Process Yes No Step 1: State the problem. Step 2: Tell it as a story. Step 3: Identify the key variables. Step 4: Visualize the problem using a behavior over time (BOT) graph. Step 5: Create the loop. Step 6: Evaluate the whole process, key insights. (Continued) cart_14399_ch13.qxd 10/19/04 1:15 PM Page 329 330 BEST PRACTICES IN LEADERSHIP DEVELOPMENT AND ORGANIZATION CHANGE Exhibit 13.8. Training Content: Exercises Used in Organizational Learning Sessions (Continued) Session II Developing Personal Mastery and Vision Exercise I—Personal Mastery Exercise This exercise will help you define your personal vision: what you want to create for yourself and the world around you. This is one positive way to channel the stress in your life to more rewarding and fulfilling endeavors. Your Own Personal Vision: Steps in the Process Step 1: Knowing what you want your life to be Create your life plan first by knowing why you are here, often called your mis- sion. Summarize your mission with using one word—your word-in-the-box. In other words, what “one word” guides you . . . that you want to strive for. Your word-in-the-box could be service, excellence, teamwork, peace, happiness, or anything else . . . Here’s your very own place for your word-in-the-box: Step 2: Going deeper with our word-in-the box Think about your word-in-the box and what that word means to you and your life’s mission or purpose. Picture that word in three different environments: • At Home/Your Social Life • At Work • Within Yourself What would you need to change in order to bring forth/incorporate your word even more in each of these three environments? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ cart_14399_ch13.qxd 10/19/04 1:15 PM Page 330 MIT 331 Exhibit 13.8. (Continued) Step 3: Creating a Result (Begin with the end in mind) Imagine achieving a result in your life that you deeply desire. Begin with the question, “What do I really want?” Describe the experience you have imagined by asking these questions: What does it look like? How does it make me feel? (proud, significant, successful, other feelings . . .) _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Step 4: Describing Your Personal Vision You will now want to focus on and get clear about the results you want to see in your life. Here are some questions to help you in this area: • What do you want to be doing in three years time that you are not doing today? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ • What critical skills or “learnings” will you have developed in that time? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ • What do you want to contribute (or leave behind) as your legacy? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ • What are some concrete, practical steps that you can take to continue to develop your personal vision? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ (Continued) cart_14399_ch13.qxd 10/19/04 1:15 PM Page 331 332 BEST PRACTICES IN LEADERSHIP DEVELOPMENT AND ORGANIZATION CHANGE Exhibit 13.8. Training Content: Exercises Used in Organizational Learning Sessions (Continued) Take yourself forward in time. It is 2005 and your organization/department is operating in a healthy, productive, and sustainable way. –What is going on? –How is it different? –Why are we going there? –How are we going to get there? –What was it you and others did back in 2002 to achieve this remarkable transformation? –What creative tensions need to be resolved in order for this change to happen? Note: This exercise was expanded upon from Session I and highlighted again in Session II to reflect changes in thinking and to capture new participants. Exercise III—Ongoing Personal Mastery Exercise: Do Differently In order to start to initiate any kind of change, it is necessary to first identify something that you want to change or do differently in your life. You can start with a goal that you’ve been wanting to initiate, work on some “irritation” or challenge that you’ve been experiencing, or just do something in a different way to stretch your creativity. This exercise involves three steps. Step 1: Make some change dosomething differently . . . start on some goal. Describe that experience: _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Step 2: Describe any insights you had from your “do differently.” _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Step 3: Can you now transfer those insights to a sustained, on-going practice? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Source: Copyright © Zulauf & Associates, 2001–2002. Reprinted with permission. References: The Journal of Personal and Professional Success, Vol. 2, Issue 4, and The Fifth Discipline Fieldbook. Exercise II—Development of an Organizational Vision cart_14399_ch13.qxd 10/19/04 1:15 PM Page 332 MIT 333 ABOUT THE CONTRIBUTORS Joseph Gifun, PE, is assistant director of facilities for infrastructure and special projects in the Massachusetts Institute of Technology’s Department of Facilities, where he has worked in various capacities over the past eighteen years. During the past nine years, Joe’s focus has shifted from engineering to business process design and organizational learning. He participated in the creation of the Depart- ment of Facilities’ strategic plan and led the design and implementation of the department’s repair and maintenance reengineering effort and co-managed the resultant process. He developed and implemented MIT’s infrastructure renewal program and led it from its inception. Joe is a registered professional engineer in the Commonwealth of Massachusetts and he holds a Bachelor of Science degree in civil engineering from Lowell Technological Institute and a Master’s degree in adult and organizational learning from Suffolk University. Patricia Kennedy Graham is director of administration for the Massachusetts Institute of Technology’s Department of Facilities. In that capacity, Pat has respon- sibility for the human resource, learning and performance, and IT teams that support the entire department. Additionally, she participates as a member of the operational leadership team, the strategic leadership team, and the director’s team for the department. Pat worked at MIT’s Lincoln Laboratory, a federally funded research and development center, as associate group leader. Pat left Lincoln Laboratory to be the director of administration for the Boston office of Deloitte & Touche. Prior to returning to MIT to work in the Department of Facil- ities, she was managing director at Surgency, Inc., a management consulting firm specializing in best business practices and e-business transformation consulting. Pat received her Bachelor of Arts degree from Boston College and Master’s degree in administration from Boston University. Dr. Carol Ann Zulauf is associate professor of adult and organizational learning at Suffolk University in Boston. She also has her own consulting practice, specializing in leadership, team development, and systems thinking. Her clients span high-tech, federal and state government, health care, education, and consumer product organizations. Her prior work experience includes being a senior training instructor for Motorola, Inc. Dr. Zulauf has many publications to her credit, including her newly published book, The Big Picture: A Systems Thinking Story for Managers (Linkage Press, 2001). She is also a frequent presenter at regional, national, and international conferences. cart_14399_ch13.qxd 10/19/04 1:15 PM Page 333 334 CHAPTER FOURTEEN Motorola This case study describes Motorola’s success in quickly acquiring, developing, and leveraging the world-class leadership talent it needed to turn around the company’s performance and accelerate its return to prominence in the world market through talent management, recruitment and selection procedures, career planning and development, linkage of performance to rewards, assistance in transition, and clear standards for leadership. OVERVIEW 335 THE DEMAND SIDE 335 THE SUPPLY SIDE 336 LEADERSHIP SUPPLY IS A CORE BUSINESS PRINCIPLE 337 THE NEW MOTOROLA LEADERSHIP SUPPLY PROCESS 337 Recruit and Select 337 Performance Management 338 TALENT MANAGEMENT 338 Career Planning and Development 338 Rewards 338 TRANSITION ASSISTANCE 338 PERFORMANCE MANAGEMENT IS KEY 339 Leadership Standards 339 Motorola’s Performance Management Process 340 Link to Rewards 341 SO WHAT? 342 LESSONS LEARNED AND “DO DIFFERENTLIES” 342 REFERENCES 344 ABOUT THE CONTRIBUTORS 344 S S cart_14399_ch14.qxd 10/19/04 1:16 PM Page 334 MOTOROLA 335 OVERVIEW Why would the CEO of a Fortune 50 company with more than 100,000 employees worldwide dedicate one-third of his time to the creation and implementation of a leadership development system? Because companies with the best leaders win. Beginning in 2000, Motorola undertook significant restructuring of its busi- nesses in response to financial downturn brought about by (among other things) the dot-com crash and the concurrent telecom industry meltdown. As leader- ship teams were redistributed across new organization structures, it became increasingly clear to decision makers that the internal cadre of leadership talent was not sufficient to meet the challenges facing the new organization. In essence, the leadership situation facing Motorola was an economic one—a question of supply and demand. The new organization structure created demand not only for more leaders, but also for a different kind of leader who could trans- form the company and sharpen Motorola’s competitive edge. But the internal leadership supply chain was not producing sufficient talent to meet this new demand; to compound matters, a war for talent had erupted in the external market, further reducing supply. THE DEMAND SIDE Demand for more leaders. As part of the restructuring, Motorola undertook an exercise to estimate the number of additional general managers and functional vice presidents that would be needed to achieve the company’s five-year growth targets. The gap between the number of leaders needed over five years and the number of leaders available was substantial. The situation looked even worse once anticipated retirements, open positions, and underperformers were taken into account. The message was clear: the company needed more leaders to grow but simply did not have enough “ready now” leaders in the pipeline to do so. Demand for a different kind of leader. Historically, Motorola’s strategy was to invent exciting new technologies and then create new markets around them. The company prospered as it executed this strategy in an era of economic growth with virtually no competitive threat in its principal markets. The late 1990s, however, introduced a new reality when competitors began to bring new products and technologies to market more quickly than Motorola, and subse- quently won market share in spaces Motorola once owned almost exclusively. It was apparent that Motorola’s traditional style of leadership was not up to the job of transforming the company to take on the competition by becoming more customer-focused, solutions-oriented, quick to adapt to changes in markets and technologies, and collaborative across business units. So beyond having too few cart_14399_ch14.qxd 10/19/04 1:16 PM Page 335 [...]... carbon dioxide, and various specialty gases) in bulk from major gas manufacturers, repackaged them into high-pressure cylinders, and distributed them to welding shops, industrial sites, hospitals, and manufacturing centers Hardgoods, in the form of welding rods and wire, cutting 347 3 48 BEST PRACTICES IN LEADERSHIP DEVELOPMENT AND ORGANIZATION CHANGE tips, helmets, gloves, and welding machines, typically... PDI’s new business strategy in the marketplace and realizes that the leadership strategy has played a part Inquiries are beginning to come in about how the leadership strategy was developed and whether it could be adapted for use in the supplier’s own business In a similar vein more than one 359 360 BEST PRACTICES IN LEADERSHIP DEVELOPMENT AND ORGANIZATION CHANGE customer who participated in the customer... learning teams and four global regions Prior to joining Motorola, Jamie spent two years as a director in organization development and training at McDonald’s Corporation Prior to joining McDonald’s in 1996, Jamie spent eighteen years with a major professional services and consulting organization Jamie has an M.S from Benedictine University in organization behavior with an emphasis in organization development. .. organizational psychology in 1 987 and is a member of the American Psychological Society and the Society for Industrial and Organizational Psychology Kelly currently is director, leadership development at Capital One Financial Services, Inc Jamie M Lane, vice president, leadership, learning, and performance, Motorola, Inc., has been with Motorola since 19 98 and was actively involved in the leadership supply...336 BEST PRACTICES IN LEADERSHIP DEVELOPMENT AND ORGANIZATION CHANGE leaders, Motorola also was short of leaders experienced in driving change and rebuilding the business The war for talent In McKinsey & Company’s 19 98 landmark study, The War for Talent, Ed Michaels concluded that going forward, companies’ competitive edge would lie almost exclusively in the quality of its leadership: “Capital... being leveraged in the organization Action plans are agreed upon, and progress to plan reviewed in the next set of meetings Career Planning and Development Career planning and development focuses both on performance development for the current role and career development for future roles The intent is to create an environment in which developmental activity is perceived as a good thing—a visible investment... managers and during the fifteen division leadership conferences The data serve as a means of tracking the progress in implementing the new leadership strategy One unexpected event during a DGM meeting proved quite beneficial in the long run despite being disconcerting at the time The DGMs voiced candid 357 3 58 BEST PRACTICES IN LEADERSHIP DEVELOPMENT AND ORGANIZATION CHANGE concerns about how well the senior... are not performing 339 340 BEST PRACTICES IN LEADERSHIP DEVELOPMENT AND ORGANIZATION CHANGE • Execute Achieve results significantly better and faster than our competitors by employing innovative, proven, and rigorous management practices Personally meets commitments and keeps promises • And always, Ethics and character Conducts business ethically always and everywhere Treats all people and all cultures... director, leadership, learning, and performance at Motorola from 1999 to 2003, played a central role in conceptualizing and directing Motorola’s leadership supply core process redesign effort, including design and development of the procedures, tools, support materials, and integrated information systems required to translate the leadership supply process from vision to reality Prior to joining Motorola in. .. employees distinguish themselves from those of competitors New management practices will continuously be introduced to reinforce the new behaviors and values inherent in PDI’s leadership strategy A Perspectives Conference is being launched, for example, for new college hires to help them understand PDI’s leadership strategy and its link to winning in the marketplace But in addition to new and revised . 335 336 BEST PRACTICES IN LEADERSHIP DEVELOPMENT AND ORGANIZATION CHANGE leaders, Motorola also was short of leaders experienced in driving change and rebuilding the business. The war for talent. In. vision? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ (Continued) cart_14399_ch13.qxd 10/19/04 1:15 PM Page 331 332 BEST PRACTICES IN LEADERSHIP DEVELOPMENT AND ORGANIZATION CHANGE Exhibit 13 .8. Training Content: Exercises Used in Organizational. PRACTICES IN LEADERSHIP DEVELOPMENT AND ORGANIZATION CHANGE Exhibit 13 .8. Training Content: Exercises Used in Organizational Learning Sessions (Continued) Session II Developing Personal Mastery and Vision Exercise