Collaborating to Win and Defeating the Status Quo · leaders prepare a winning mindset and a solid...

Collaborating to Win and Defeating the Status Quo

Colorado State Court Administrator’s Office

Brenidy Rice, Criminal Justice Programs Manager

William DeLisio, Family Law Program Manager

Learning Objectives

1. Participants will better understand how their emotional intelligence, self‐management and growth mindset applies to leading collaborative efforts with justice, community and external partners.

2. Participants will better understand the how to determine the level of complexity, establish a framework for systems change.

3. Participants will better understand how to develop an effective governance structure that clarifies expectations and roles.

Emotional Intelligence, Self‐management and

Growth MindsetLearning Objective

#1

Emotional Intelligence Self Assessment

• Completes 30 question Colorado Judicial Branch Emotional Intelligence Assessment

• Individual Reflection – Small Group Discussion – Large Group Discussion

–How you can use this Emotional Intelligence information to more effectively lead collaborative efforts?

–How can you use this information to coach, interact and understand staff, teams and stakeholders?

DARING GREATLYIt is not the critic who counts; not the (wo)man who points out how the strong (wo)man stumbles, or where the doer of deeds could have done them better. The credit belongs to the (wo)man who is actually in the arena, whose face is marred by dust and sweat and blood; who strives valiantly; who errs, who comes short again and again, because there is no effort without error and shortcoming; but who does actually strive to do the deeds; who knows great enthusiasms, the great devotions; who spends herself in a worthy cause; who at the best knows in the end the triumph of high achievement, and who at the worst, if she fails, at least fails while daring greatly, so that her place shall never be with those cold and timid souls who neither know victory nor defeat. – Teddy Roosevelt

Components of Growth Mindset

• Play Mindset Video Clips– https://www.youtube.com/watch?v=75GFzikmRY0

Components of Growth Mindset

–Effort

–Challenges

–Mistakes

–Feedback

A Training Manual for Community Organizers, Jules Mondschein

1. Task Leader – Decision Making and Action Skills

2. Expert – Offers knowledge and action skills3. Relationship – Helps maintain the group

cohesiveness, lessens tension and encourages participation by all group members

4. Dissenter – Challenges conformist thinking, but no disruptive

GROWTH MINDSET

Diffusion of Innovation Theory

Are these people are part of your collaborative effort?

Laggards 16%

Value the status quo and traditional methods of doing things by the time they begin to change, the change is the current status quo.


EARLY MAJORITY 34% LATE MAJORITY 34%

• Reasonably risk adverse and wants to be sure that they have collected enough information from thought leaders, innovators and early adopters before agreeing to challenge the status quo.

• Tend to support the status quo and are risk adverse until policy mandates or additional resources incentivize their efforts of challenging the status quo.


INNOVATORS 2.5%EARLY ADOPTERS 13.5%• Risk takers that are excited by the possibilities of new ideas, new ways of doing things and are always looking to challenge the status quo.

• Early adopters do not take as many risks as innovators and tend to agree that the status quo needs to change but only agree to challenge the status quo after going through an extended period of processing the pros and cons.

Level of complexity & selecting a framework for

systems changeLearning Objective

#2

Challenging the status quo

• How important are the facts versus emotion?

• Can lose all day with the right answer?

• Is collaboration an academic contest or a persuasion game?

• How do the levels of complexity impact decision making?

Simple, Complicated, Complex and Chaotic Problems

• Simple: Simple contexts are characterized by stability and clear cause‐and‐effect relationships that are easily discernible by everyone. Often, the right answer is self‐evident and undisputed. In this realm of “known knowns,” decisions are unquestioned because all parties share an understanding. Areas that are little subject to change, such as problems with order processing and fulfillment, usually belong here.

• https://hbr.org/2007/11/a‐leaders‐framework‐for‐decision‐making (David J. Snowden & Mary E. Bone, Harvard Business Review, November 2007.


• Complicated contexts: unlike simple ones, may contain multiple right answers, and though there is a clear relationship between cause and effect, not everyone can see it. This is the realm of “known unknowns.” While leaders in a simple context must sense, categorize, and respond to a situation, those in a complicated context must sense, analyze, and respond. This approach is not easy and often requires expertise: A motorist may know that something is wrong with his car because the engine is knocking, but he has to take it to a mechanic to diagnose the problem.



• Complex: In a complicated context, at least one right answer exists. In a complex context, however, right answers can’t be ferreted out. It’s like the difference between, say, a Ferrari and the Brazilian rainforest. Ferraris are complicated machines, but an expert mechanic can take one apart and reassemble it without changing a thing. The car is static, and the whole is the sum of its parts. The rainforest, on the other hand, is in constant flux—a species becomes extinct, weather patterns change, an agricultural project reroutes a water source—and the whole is far more than the sum of its parts. This is the realm of “unknown unknowns,” and it is the domain to which much of contemporary business has shifted.

https://hbr.org/2007/11/a‐leaders‐framework‐for‐decision‐making (David J. Snowden & Mary E. Bone, Harvard Business Review, November 2007.


• Chaotic context: searching for right answers would be pointless: The relationships between cause and effect are impossible to determine because they shift constantly and no manageable patterns exist—only turbulence. This is the realm of unknowables. The events of September 11, 2001, fall into this category.



When engaged in a collaborative effort and systems reform with justice, community and external partners what type of context are you regularly operating in?

FRAMEWORK FOR SYSTEMS CHANGEAdapted Center and Health and Safety Culture at Montana State University

A Training Manual for Community Organizers, Jules Mondschein

• You as the leader will need your Action System to have people that feel these roles:– Task Leader – Decision Making and Action Skills– Expert – Offers knowledge and action skills– Relationship – Helps maintain the group cohesiveness, lessens tension and encourages participation by all group members

– Dissenter – Challenges conformist thinking, but no disruptive

Effective Governance Structure

Learning Objective

#3

GOVERNANCE STRUCTURE

• DANSR Inter‐agency Charge (Handout)–Defining authority and purpose–Establishing a written charge–Setting forth organizational structure and decision making responsibilities

–Frequency and purpose of meetings

SELECTING PILOT LOCATIONS

1. Readiness assessment2. Champions3. Dissenters4. Mix of rural, urban and frontier

Wrap Up

• One thing you will do differently when collaborating in the future?

• Something you want to share about collaboration that was not discussed?

Collaborating to Win and Defeat the Status Quo

Brenidy Rice, Criminal Justice Programs [email protected]

720‐625‐5945

William DeLisio, Family Law Program [email protected]

720‐625‐5944

Collaborating to Win and Defeating the Status Quo

Leaders guiding a collaborative effort and systems reform with justice, community and external partners – will always encounter the “defenders of the status quo!” This session will provide strategies and soft skills to help leaders prepare a winning mindset and a solid game plan to defeat the status quo.

First, being a leader requires a tremendous amount of self-management and understanding of your own mindset and comfort level taking risks and innovating. Through exercises and discussion attendees will reflect on the difference between the growth and fixed mindset, patterns for adopting change and innovating, and the types of contributors that you will no doubt encounter when challenging the status quo.

Second, leaders can often find it difficult to effectively market and communicate systems reform initiatives. Even with the right answer and compelling research you can fail to gain support and lose all day. Attendees will examine a framework for assessing the level of complexity of the problem to be solved (simple, complicated, complex and chaotic problem) and a framework for systems change that will help you take the right answer and win.

Third, building a governance structure for the long term success that outlives you as the leader and clarifies roles and expectations is imperative. This portion of the session will provide examples and practical strategies for implementing an effective governance structure.

Learning Objectives

1. Participants will better understand how their emotional intelligence, self-management and growth mindset applies to leading collaborative efforts with justice, community and external partners.

2. Participants will better understand the how to determine the level of complexity, establish a framework for systems change.

3. Participants will better understand how to develop an effective governance structure that clarifies expectations and roles.

Session Overview

I. Emotional intelligence, self-management skills a. Emotional intelligence self-assessment exercise b. Growth Mindset c. Action systems require: Task leader, expert, relationship, dissenter d. Patterns for adopting change: innovators, early adopters, early majority, late majority, laggards

II. Level of complexity, selecting a framework for systems improvement and change a. Facts vs. emotional intelligence b. Determining level of complexity: Simple, complicated, complex, chaotic c. Framework for systems change: Stages, timeframes and managing expectations

III. Developing an effective governance structure that clarifies roles and expectations a. Governance structure: Executives, core planners and advisors b. Roles: Required and optional c. Assessing readiness for change and selecting pilot locations d. Wrap up discussion

1

Together we will reach new heights. Human Resources Education Interpreters 5.08

No Leader Has Strengths in All the Ei Competencies…Whew! Don’t let this information overwhelm or discourage you. Daniel Goleman is quick to assure readers that no leader they’ve ever encountered in all their research…”no matter how outstanding, has strengths across the board in every one of the many EI competencies.” It is more likely that “Highly effective leaders typically exhibit a critical mass of strength in a half dozen or so” of the competencies. He also assures us: “There’s no fixed formula for great leadership: There are many paths to excellence, and superb leaders can possess very different personal styles.” Still, Goleman’s research has uncovered evidence that “…effective leaders typically demonstrate strengths in at least one competence from each of the four fundamental areas of emotional intelligence.” Self-assessment: The First Step in Self-awareness and Self-management While all great leaders may not look alike, think alike, or act alike, Goleman finds they tend to share two common traits: They can laugh at themselves, and they commit to ongoing personal and professional development.

Ei Self-assessment

Emotional intelligence is key to effectiveness. The following assessment of attitudes and attributes has been organized by the four emotional intelligence domains. Take the assessment as one step toward greater self-awareness. Use the results to identify your strengths (talents and gifts you bring) and gaps (areas that you need to develop). The assessment will help you in your own professional development planning. For each attribute listed below, check the column that best describes how well you meet it at this time. (V=very well, S=somewhat, N=not at all, D=doesn’t apply)

Task/Responsibility/Attitude V S N D Self-awareness 1. Have a positive attitude and feel optimistic. 2. Can laugh at myself. 3. Welcome and encourage constructive feedback. Self-management 4. Stay calm under tight deadlines or high stress.

2


5. Control negative feelings. 6. Live my values at work. 7. Am flexible during changing conditions. 8. Have high expectations for my programs and me. 9. Have a plan & dedicate time to professional growth. Social Awareness 10.Listen actively for the message behind the words. 11.Promote an internal and external service attitude. 12.Express my thoughts and expectations clearly. 13.Dedicate time to on-the-job training. 14.Give feedback sensitively and at the right time. 15.Keep stakeholders well informed. Teamwork/Relationships 16.Keep the colleagues stakeholders focused on the mission.

17.Allow colleagues stakeholders to do what they do best every day.

18.Use individual motivators to inspire each colleagues stakeholders .

19.Recognize and praise performance and effort often. 20.Know and care about my colleagues stakeholders , personally.

21.Help develop colleagues stakeholders to meet committee workgroup goals.

22.Resolve conflicts quickly and effectively. 23.Delegate work, as needed. 24.Let colleagues stakeholders decide the best way to do a job.

25.Remove barriers to support colleagues stakeholders success.

26.Encourage (and reward) team problem-solving. 27.Encourage a playful attitude and fun at work. 28.Encourage creativity and new ideas. 29.Ensure colleagues stakeholders have right information/materials at the right time.

30.Reinforce all safety/legal/HR/fiscal rules and regulations.

3


In this space, list the areas you want to include in your professional development plan. Remember that “self-awareness” comes before “self-mastery,” so begin there. But it’s okay to include a competency from any of the four domains. If you identify several, try to narrow it down to your top four or five. Don’t bite off more than you can chew. Two criteria for meeting goals are to stay focused and committed. 1. 2. 3. 4. 5.

4


Use these guidelines to complete

the Ei professional development planning worksheet on the next page. (1) Your Goal: State the final outcome of your plan (i.e. to move into the next level of management). (2) Requirements: Research your goal (review job descriptions, interview current performers, talk to your H.R. representative, etc.) to determine your eligibility for this next step. (3) Inventory your strengths: Include your education (formal and on-the-job learning), related experience, and relevant strengths (refer to the assessment in this packet). Include your knowledge of software programs, the Judicial system, and other technical expertise.

(4) Identify the areas to develop: Include skills and knowledge required to meet your goal that are not in your strengths column. Also include other gaps, such as education requirements, experience, need to relocate, etc.

(5) Develop strategies for closing the gaps: Identify action steps you plan to take to close the gaps between your strengths and development areas. These could include formal education (college), internal workshops, cross-training, self-directed learning, professional association memberships, mentor relationship, etc.

5


Ei Professional Development Planning Worksheet

Name ___________________________________ (1) Your Goal: __________________________________________

(2) Requirements (3) Your Skills, Talents, Experience, Education (4) Areas to Develop (5) Strategies

6


Professional Development Planning Worksheet

(2) Job Requirements (3) Skills/Talents/Experience/Education (4) Areas to Develop (5) Strategies

7


Date post:	15-Oct-2018
Category:	Documents
Upload:	vominh
View:	215 times
Download:	0 times

Collaborating to Win and Defeating the Status Quo · leaders prepare a winning mindset and a solid...

Documents