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Krav til ledere i 2014 Årsdag for ledere

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1 Krav til ledere i 2014 Årsdag for ledere
Christian Kurt Nielsen, 2. maj 2014

2

3 Den fuldkomne leder? Om ledelse Krav til ledere
En typisk Search&Selection proces

4 vores virksomhed Mercuri Urval
Australia Austria Belgium Brazil China Denmark Estonia Finland France Germany India Italy Latvia Lithuania Luxembourg Netherlands Norway Poland Portugal Singapore Spain Sweden Switzerland United Kingdom USA vores virksomhed Mercuri Urval Grundlagt i Sverige i 1967 Uafhængig og organisk vækst Repræsenteret med 77 kontorer i 25 lande 600 konsulenter globalt Understøtter øget performance ved klienter årligt Årlig vurdering af direktører, ledere og specialister

5 Om ledelse og ledere

6 Der er god grund til at beskæftige sig med ledelse – fordi ledelse gør en forskel
Eriksen, Strøjer Madsen og Smith (2007). Ledelse og performance - hvad betaler sig? Handelshøjskolen, Aarhus Universitet. ”Dialog” angiver, at ledelse udøves via dialog, samarbejde, holdninger og værdier og via motivation og gensidig respekt. ”Regler” angiver, at ledelse udøves centraliseret gennem ordre, overvågning og opfølgning. ”Overskud” i procent af omsætning p.a. Som illustreret gør god ledelse en forskel. Det gør dårlig ledelse også. Der er er belæg for, at medarbejdere ikke forlader virksomheder. De forlader dårlige chefer.

7 Om ledelsesbegrebet Ledelse er det mest undersøgte og det mindst forståede emne indenfor samfundsvidenskaberne. Ledelse er som den afskyelige snemand, hvis fodspor er synlige overalt, men som ingen nogensinde har set”, siger Bennis & Naunus. Der er mange forskellige definitioner af ledelsesbegrebet - der er ikke én, der er den rigtige. Det følgende er tænkt som elementer i et fælles ledelsessprog i MU.

8 Ledelse er en adfærd – og den kan udøves af alle
Målsættende adfærd Problem- løsende adfærd Kommunikerende Ledelse handler om at beslutte, hvor man skal hen, og at løse de problemer, der er forbundet med at nå derhen. Ledelse kan defineres som et målsættende, problemløsende og kommunikerende samspil med andre (Johnsen, 1998). Definitionen er hentet hos professor Erik Johnsen. Han sondrer mellem forskellige typer af adfærd: fagbaseret adfærd (specialist), personbaseret adfærd (generalist) og ledelsesadfærd. Ledere udøver typisk alle typer adfærd, og det understreger, at ledere laver andet end ledelse. Lederudvikling handler om at kvalificere lederne til i højere grad at tage del i ledelsesudøvelsen (Johnsen, 1998). Johnsens definition af ledelse er ikke ny, men den er på linje med nyere ledelsesteori – f.eks. definerer John Kotter ledelse som: 1) at finde ud af, hvor man skal hen, og hvad der skal gøres; 2) at samle de mennesker, der kan gøre det og endelig 3) at sikre, at det faktisk bliver gjort (Kotter, 2001). Johnsen, Erik (1998), Ledelse i det 21. århundrede, Frederikshavn: Dafolo Forlag. Kotter, John P. (2001), ”What Leaders Really Do”, Harvard Business Review on Leadership.

9 Ledelse er en relation Man kan ikke beslutte sig for at lede andre. Andre kan vælge at lade sig lede. Chefer udpeges fra oven – ledere vælges fra neden, og det sker hver dag. Man bliver leder, hvis man kan udpege attraktive mål og motivere og inspirere andre til at følge (Poulsen, 2002). Når ledelse er defineret som et målsættende, problemløsende og kommunikerende samspil med andre, så følger heraf, at ledelse er en relation. Peter Thygesen Poulsen har beskæftiget sig med, hvordan relationen ændres.

10 Lederen henter autoritet
Oppefra – den autoritet lederen tildeles via sin rolle - formel rollebaseret autoritet Nedefra – i det omfang medarbejderne har tillid til lederen og beslutter at følge. Indefra – i det omfang lederen føler sig kapabel til at handle. Lederen kan i stadig mindre grad basere sig på den formelle autoritet – lederne må udøve et personligt lederskab, hvis andre skal følge. Indefra Nedefra Oppefra Andersen, Kristoffer Lande (2006) Ledelse og autoritet, i Helth, Poula (red) (2006) Lederskabelse - det personlige lederskab, Frederiksberg: Forlaget Samfundslitteratur. Som leder kan man ikke længere basere sin ledelse på den formelle autoritet, der følger med selve lederstillingen. Overgangen til mere flydende, fleksible og ustabile organisationer har ført til uklare autoritetsrelationer, hvor grænsen mellem leder og medarbejder delvis er nedbrudt. Med den stigende specialisering kan man heller ikke længere basere sin ledelse på en faglig ekspertise eller autoritet, fordi det i stadig højere grad er medarbejderne, der har den største faglige viden. Lederen må nu i højere grad hente sin autoritet i den personlige forvaltning af rollen end af selve den formelle rolle. Lederen må udøve et personligt lederskab, hvis andre skal vælge at lade sig lede (Hirschhorn, 2003).

11 God ledelse = kapabilitet x adfærd x resultater
Ledelse handler om at skabe resultater sammen med andre. God ledelse handler om at skabe ønskede resultater. God ledelse forudsætter, at lederne gør noget – at de udøver ledelsesadfærd Hvis lederne skal udøve ledelsesadfærd, og blive ved med det, så forudsætter det, at lederne har en række kapabiliteter. God ledelse kan derfor defineres som: Kapabilitet gange adfærd gange resultat Leder adfærd resultater kapabilitet Ledelse er defineret med Johnsen. God ledelse kan defineres med inspiration hos Dave Ulrich. Han definerer god ledelse som ”attributes times results” (Ulrich, D., Zenger, J. & Smallwood, N., 2003). ”Attributes” rummer imidlertid både kapabilitet og adfærd – og der kan være gode grunde til at sondre mellem disse. Resultater indgår i ligningen, fordi ledelse i sidste ende handler om at skabe ønskede resultater. Hvis der ikke skabes ønskede resultater, så er der ikke tale om god ledelse. Men resultater er ikke nødvendigvis ensbetydende med god ledelse. Resultaterne kan skyldes medarbejderne, held, omstændigheder eller medvind. Ledere skal lede - de skal gøre noget. Derfor skal adfærd med i ligningen. Adfærden er baseret på kapabiliteter - ellers kan adfærden ikke gentages. Og derfor skal kapabiliteter med i ligningen. Ligningen indebærer, at alle 3 elementer hver for sig er nødvendige, men ikke tilstrækkelige forudsætninger for god ledelse. Er en af de tre elementer nul så giver ligningen også nul. Ulrich, Dave, Zenger, Jack & Smallwood, Norm (2003), Resultatbaseret lederskab, Kolding: Forlaget Birmar.

12 Kapabilitet omfatter Person- Motivation lighed Færdigheder
Personligheden – forholdsvis stabile træk ved personen, der beskriver det personen plejer at gøre, dispositioner og træk. Motivation – dét der driver personen; bevæggrunde for at udvise en bestemt adfærd eller udføre en opgave. Færdigheder – det personen kan i kraft af kognitive og motoriske færdigheder. I definitionen af god ledelse indgår kapabilitetsbegrebet. Det omfatter: Personlighed, motivation og færdigheder. Definitionen bygger forskellige ledelsesteorier, herunder en trait-approach, der fokuserer på stabile træk ved personen og en skills-approach, der fokuserer på forskellige færdigheder, som kan læres og udvikles (Northouse, Peter G., 2007). Motivation kan med udgangspunkt i self-determination theory omfatte: Indre, ydre og normativ motivation (Gagne, Marylène & Deci, Edward L., 2005). Definitionen er inspireret af en klassisk oversigtsartikkel, der eksplicit sondrer mellem ”personality traits” og ”motivation, knowledge and intelligence” (Mumford, M.D. m.fl., 2002). Mumford, Troy m.fl. sondrer mellem skills, der repræsenterer ”capabilities that can be developed” i modsætning til ”fairly enduring abilities or personality characteristics of leaders” (Mumford, Troy m.fl. 2007). Conger sondrer mellem ”skills, perspectives and dispositions”, og han hævder, at mange skills og nogle perspektiver kan læres eller udvikles, mens mange dispositions ikke kan (Conger i Doh, 2003). Kirkpatrick og Locke definerer træk som ”people’s general characteristics, including capacities, motives, or patterns of behavior” (1991: 48). Yukl sondrer mellem traits i betydningen ”a variety of individual attributes, including aspects of personality, temperament, needs, motives and values. Personality traits are relatively stable dispositions to behave in a particular way” og skills i betydningen ”a persons ability to perform various types of cognitive or behavioral activities in an effective manner” (Yukl, 1994, pp. 252).

13 Hvad giver gennemslagskraft
Hvad giver gennemslagskraft? – Ledernes egen vurdering af forskellige forhold Ifølge Det danske Ledelsesbarometer, siger lederne selv, at det er de personlige egenskaber som giver dem gennemslagskraft – det er ikke positionen eller den faglige ekspertise. De personlige egenskaber, som er vigtigst, er ifølge Kouzes & Posner: 1) Honest, 2) Forward-looking og 3) Inspiring. Og det gælder – med små variationer – på tværs af forskellige samfund (Kouzes & Posner, 2007). Det danske ledelsesbarometer Dokumentationsrapport tabel 10.4 og 105.

14 Ledelse er en kontaktsport
Ledelse udøves i et samspil med andre. Og derfor udvikles ledelse også i et samspil med andre. Jo mere man skal i samspil med andre, jo vigtigere er det at man forstår sig selv.

15 Ledelse udøves forlæns – og udvikles baglæns
Lederudvikling omhandler 3 spørgsmål: Hvilke resultater skal nås? Hvad skal gøres for at nå det? Hvad skal læres for at gøre det? Leder adfærd resultater kapabilitet Søren Kirkegaard sagde, at livet leves forlæns og forstås baglæns. Inspireret heraf kan man sige, at ledelse udøves forlæns og udvikles baglæns. Det betyder, at lederudvikling omhandler de tre spørgsmål nævnt ovenfor, og at de skal besvares i nævnte rækkefølge.

16 Ledelsesudvikling handler om
Lederprofil Den man er Lederrolle Det man skal Lederadfærd Det man gør At skabe sammenhæng mellem den man er, det man skal og det man gør. At skabe sammenhæng mellem lederprofilen, lederrollen og lederadfærden. Det indebærer, at der er 3 fokusområder i ledelsesudvikling: Lederprofilen som eksempelvis belyses med MUPI, BIG 5 eller MBTI; Lederrollen som bl.a. omfatter jobbeskrivelser, ansvars- og kompetencefordeling samt organisationens Kodeks for ledelse samt Lederadfærden, som bl.a. belyses via B360.

17 Sammenfattende om ledelse:
Ledelse er en adfærd, og den kan udøves af alle. Ledelse defineres som et målsættende, problemløsende og kommunikerende samspil med andre Ledelse er en relation – ledelse udøves i et samspil med andre og ledelse udvikles i et samspil med andre God ledelse forudsætter: Resultater, handling og kapabilitet, hvor kapabilitet omfatter: Personlighed, motivation og færdigheder. Ledelse er personbåret: Personligheden er afgørende for, om man bliver leder, og om man lykkes som leder. Ledelsesudvikling handler om at skabe sammenhæng mellem den man er, det man skal og det man gør. Og derfor er ledelsesudvikling og personlig udvikling to sider af samme sag.

18 The New Leader Several years ago, based on our own assessment data of 100s of 1000s of current executives and future high potential leaders, and extensive meta-analysis research, we started to look with fresh eyes at the future of leadership. To get ahead of the curve. Some of what we discovered is well known, some of it newer. The biggest challenge was to codify it into something simple we could use to ensure our clients built the right leadership capability. These slides take you through what we have found, and then share with you our simple description of the future leader. Please read our Article: ‘10 Statements on Leadership’ for supporting information, full references and insights. "Mercuri Urval's NEW Leadership Model, GCS HM/JM/RM 2013"

19 Leadership is the most determining factor affecting results
“Performance is approximately 20% higher and satisfaction 50% higher for subordinates who enjoy better quality relationships with their supervisors, according to one study.” Uhl-Bien, 2003 Leadership will be even more important in the future. Things are changing right now, we need to cope with the impact of mega trends and the Black Swan (unpredictable events that re-shape our world) Reference Nassim Taleb: Employees & Demographics Organisational Structures & Globalisation Technology & Information Leadership has both universal global traits and national/ regional perspectives: Reference Globe Study, House 2004

20 Leadership is defined by results
One thing we foresaw as stable was the pre-eminence of results, although the nature of results we might achieve will perhaps change in their balance – profit, environmental factors, social responsibility – the only enduring purpose is indeed that organisations achieve their results, and leadership is therefore defined by this. And there was something more. Our extensive research and our experience is clear that Results need certain behaviours, the behaviours are based on capabilities. I will not go into this in detail, but our article ‘10 Statements on Leadership’ gives a well documented summary of this connection, you can also say it is common sense. What we know, how we perceive, what we prefer, our intelligence, our motivations shape the way we behave. And this behaviour has a form of impact, and this impact affects results. And modern science is shining a light on capabilities and behaviours, showing us that there is an increasingly proven understanding of the relationship between personality, cognitive abilities and outcomes. As neuro-science and psychology meet, we can be more confident than ever that we can understand capabilities in order to predict behavioural patterns, and that some behavioural patterns are much more likely to lead to results. When we came to codify what behaviours a leader needed, it became clear that understanding the capabilities would allow us to predict their existence, emergence and impact. “Deliver exceptional output – or you become an output.” Ridderstråle & Wilcox, 2008

21 Leader effectiveness is measured in group performance
“The factors associated with leading a successful team or organisation are not necessarily the same as those associated with having a successful career in management.” Mercuri Urval, Ten Statements about Leadership, 2012 Something we noticed, and probably you have seen the same, is rather alarming and points to where lot of mistakes happen. A Lufthansa study published in 1998 is a clear example showing measures of team performance and measures of career success are unrelated. Less than 10% of a sample of general managers had both effective teams and successful careers. Successful managers spent their time differently than did effective managers. Career success was associated with socialising, politicking and networking. If we want to predict successful leaders in the future, we should not rely on the behaviours that have led some to success in the past. In an ideal world career success and leadership capability would go hand in hand. However, we live in the real world. Reference Leadership Pipeline (see Appendix) to show how the nature of leadership changes according to levels. But to get it right we need simply to look at the followers; it is the followers that create the leader.

22 Leadership is a behaviour not a job
Effective team leadership is associated with communicating, motivating, conflict solving. Kotter in 2001 asserted that Leaders decide what needs to be done, create networks of people and relationships that can accomplish an agenda; and ensure that those people actually do the job. House’s Globe Study, the most comprehensive analysis of cross cultural leadership completed so far ( participants in 62 countries), identified that there are indeed universal traits associated with high leadership performance, and these traits, or capabilities, are incorporated within our new leader model. I will return to them in a moment because the context within which the leader operates is critical, as is the window through which they see the world and others see them. That window is formed by their environment and their history, of which national identity is a key factor. But for our purpose, whilst we should be sensitive to difference and educate global leaders about them, the essence of effective leadership is rather consistent, and these 3 E’s summarise it neatly. Ridderstråle & Wilcox, 2008

23 Leadership does not happen in a vacuum
And sticking in the real world there is always a context. Context is key. Think of the rudest, funniest joke you ever heard, the one that made you really laugh out loud. And think of saying it to your new boss. Most people wouldn’t! Leadership happens in the real world so the behaviours we look for need to be able to cope with it, and as was said earlier, the changes within it. And it is here the leaders need to understand that this context is different for different people. It is not that leaders working globally need different capabilities to work with different people around the world, but rather a sufficient level of conscious sensitivity and empathy is needed. And this level of conscious sensitivity and empathy will stand them leaders in good stead whoever they lead. We have also concluded something more in codifying our picture of leadership – that every leader in the future needs to be a global leader. The world is around every organisation, its employees, customers and the influence on its business. Future leaders must be able to work in different contexts.

24 Leadership can be measured and predicted though understanding capabilities
Capabilities appear in the real world as behaviours, and it is behaviours that affect others and so affect results.

25 From concept to practical use
“Leadership is complex, transitory and ambiguous in its nature. We need to convert it into something discrete enough to explain it, measure it and verify it. Only then can we predict leadership behaviour.” John Macfarlane, Chief Occupational Psychologist, Mercuri Urval So what is the most logical structure to codify leadership, given what we know about leadership from our research, practical experience and the contribution of modern science?

26 Here is our model of the ‘New Leader’
Here is our model of the ‘New Leader’. The behaviours that will lead to successful results in the future.

27 Dynamic: characterised by constant change, activity; progressive in attitude and full of energy and new ideas; stimulating development or progress. Envisioning requires Dynamic Direction Setting Perspective: Foresees the future environment and situation; has vision and foresight; analyses, prioritises and focuses with rationality and emotion. Taking initiative: curious and proactive; sees and exploits opportunities; passionate and driven to act. Goal Setting: Develops vision and mission; defines direction and leads the way; reflects on direction, defines and continually redefines what good looks like. Result focus: Describes expected results; turns goals into plans and strategies; ensure strategies are understood and actionable; secures resources required by results.

28 Active:. Moving or tending to move vigorously or frequently; characterised by energetic activity; alert and lively. Engaging requires Active Relationship Building Empathy: listens to understand others; agile and adaptive; sensitive and self-aware; understands relationship dynamics. Appreciation: acknowledges others and their goals; gives timely, valuable and assertive feedback – positive and negative; creates pride and internal identity; identifies and attracts talent. Influencing: direct and straightforward; enthusiastic, inspiring and exciting; influence and persuade; builds trust and creates common understanding through rational, emotional and participative means. Knowledge sharing: seeks inspiration, ideas and knowledge internally and externally; shares knowledge with others; creates learning networks.

29 Adaptive: make suitable for a new use or purpose; modify to become adjusted to new conditions.
Execution requires Adaptive Problem Solving Decisiveness: initiates and intervenes as needed; will and courage to decide and take consequences; creates space for others to decide. Challenging: promotes new solutions and methods; challenges habits and routines; experiments and learns; disturbs without confusing; identifies new capabilities needed. Delegating: Delegates assignments and empowers, whilst retaining accountability; includes and involves others; develops people. Following-up: ensures initiatives are implemented by comparing results to plans; measures progress of activities and people; enables systematic learning and improvement; resilient in the face of challenges.

30 Here is the the overall picture, showing what behaviours leaders need to succeed in the future, notice how they each relate to one another.

31 What capabilities must be measured to predict leadership behaviour?
And as we saw earlier, if we know the behaviours leadership requires these capabilities can measure that behaviour. We can arrange them into 3 clusters: Personality traits and cognitive abilities. By personality traits we mean individual characteristics that are a) measurable, b) vary across individuals, c) exhibit temporal and situational stability and d) predict attitudes, decisions or behaviours and consequently outcomes (Antonakis, 2011). Cognitive abilities, forming Intelligence, as defined by Stephen Pinker ‘How the mind works’. Is to set a goal, make a plan to reach it and then to adapt to actually reach it. Knowledge is still important, but the ability to acquire knowledge and connect to it, is vital. How effectively people make use of their knowledge and experience is very much determined by personality traits and motivation etc. With the wrong motivation the impact may be more negative, the more knowledge a leader has. So motivation is critical, especially regarding the speed people operate at, and their duration of effort. And it relates to innate energy levels and relevant motivation; will the situation the leader is in be a source of motivation for them? More than just motivation, is the motivation aligned to what is needed? So if we understand what is shown on this slide and the relationships between these elements, we can predict leadership behaviour in an acceptable and accurate way. And because we know what we are looking for: Dynamic Direction Setting; Active Relationship Building; Adaptive Problem Solving – as well as relevant specific knowledge and skills, we can be secure in the understanding that we can identify and measure leadership behaviour that will affect results and is ready for the future. To predict emerging leader potential, to accurately select established leaders and to develop leadership effectiveness that will improve results.

32 Leadership happens at different Levels
Leadership becomes more Functions & Processes – Indirect – Long-term – Conceptual – Fewer Decisions – Impact on Many Leadership moves from Persons & Actions – Direct – Short-term – Factual – Many Decisions – Impact on Few Employee Leading others Leading Managers or Function Leading a Business Group Leadership A B C D Here you can see Leadership pipeline thinking. Notice how the nature of leadership changes so much that development can be seen as discontinuous.

33 These are the behaviours that will define the New Leader’s Success
Envisioning requires Dynamic Direction Setting Engaging requires Active Relationship Building Perspective Empathy Taking initiative Appreciation Goal Setting Influencing Result focus Knowledge sharing Execution requires Adaptive Problem Solving Decisiveness Challenging Delegating Follow Up Envisioning requires Dynamic Direction Setting Perspective: Foresees the future environment and situation; has vision and foresight; analyses, prioritises and focuses with rationality and emotion. Taking initiative: curious and proactive; sees and exploits opportunities; passionate and driven to act. Goal Setting: Develops vision and mission; defines direction and leads the way; reflects on direction, defines and continually redefines what good looks like. Result focus: Describes expected results; turns goals into plans and strategies; ensure strategies are understood and actionable; secures resources required by results. Engaging requires Active Relationship Building Empathy: listens to understand others; agile and adaptive; sensitive and self-aware; understands relationship dynamics. Appreciation: acknowledges others and their goals; gives timely, valuable and assertive feedback – positive and negative; creates pride and internal identity; identifies and attracts talent. Influencing: direct and straightforward; enthusiastic, inspiring and exciting; influence and persuade; builds trust and creates common understanding through rational, emotional and participative means. Knowledge sharing: seeks inspiration, ideas and knowledge internally and externally; shares knowledge with others; creates learning networks. Execution requires Adaptive Problem Solving Decisiveness: initiates and intervenes as needed; will and courage to decide and take consequences; creates space for others to decide. Challenging: promotes new solutions and methods; challenges habits and routines; experiments and learns; disturbs without confusing; identifies new capabilities needed. Delegating: Delegates assignments and empowers, whilst retaining accountability; includes and involves others; develops people. Following-up: ensures initiatives are implemented by comparing results to plans; measures progress of activities and people; enables systematic learning and improvement; resilient in the face of challenges.

34 Afsluttende bemærkning
”I dag er virksomhedernes ledelsesmodel det, som begrænser deres udvikling allermest. Mange har ledelsespraksisser, som gør dem mindre tilpasningsdygtige og innovative, og som gør det mindre attraktivt at arbejde for dem. Derfor vil de næste års vindere være dem, som udvikler deres ledelsespraksisser hurtigere end konkurrenterne”. - Gary Hamel

35 En typisk Search&Selection proces

36 Et job i en organisation holdt op imod en person

37 Forståelse af et job i en organisation holdt op imod forståelse af en persons kapabiliteter

38 Analyse Enighed om Resultater Adfærd Kapabiliteter

39 For hvem er det her job relevant
For hvem er det her job relevant? Og hvem er relevant for organisationen? - Og hvordan kommer man i kontakt og dialog med dem?

40 Kontakt & dialog Annoncering Databaser Tidligere kendskab TV2 News
LinkedIn Headhunting/direkte uopfordret henvendelse

41 Vurdering af relevante
Samtaler Test Dybdeinterview Referencer

42 Beslutning Rådgivning omkring: Forståelsen af jobbet Forståelse af person

43 Why should anybody be led by you?


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