The Handbook for TEACHING LEADERSHIP Knowing, Doing, and Being ekW\\\ at UN Edited by Scott Snook Tit am Ce)alarel Rakesh Khurana@SAGE Los Argos | Leon | New Osh) Singer | Waser OC FOR INFORMATION: SAGE Publications, In. 2455 Teller Road ‘Thousand Oaks, California 91320 Evra orlerasagepub.com SAGE Publicalions Ltd 1 Olvor's Yerd 58 City Road London Ecty 18° United Kingder ‘SAGE Publications India Put. Ltd. B 11 Mohan Cooperabve Industial Area Mathura Road, New Dehi 110 044 Inia SAGE Publicalions Asia-Pacilc Pte, Lie 33 Pekin Street 402-01 Fer Bast Square Singapore 018763 Sonior Exocutve Esitor: Lisa Cusvas Shave Assistant Editor: MaryAnn Vail Editorial Assistants Mayan White Production Esitor: ric Garror ‘Typesetter: G8M Digitale (PL. Proofreader: Theresa Kay Indexer: Shela Bodell Cover Designer: Gall Buschman Marketing Manager: Heln Salon Peamissions Editor Karen Ehrmann Copyright © 2012 by SAGE Publications, Ine. All rights reserved. No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, ceeording, oF by any information storage and retrieval system, ‘without permission in writing from the publisher. Printed in the United States of America Library of Congress Cataloging-in-Publication Data The handbook for teaching leadership : knowing, doing, and being { Editors, Scott Snook, Nitin Nohiia, Rakesh Khurana. pcm, Includes bibliographical references and indes. ISBN 978-1-4129-9094-3 (cloth: acid-free papes) 1, Leadership—Study and teaching 2. Leadership. I. Snook, Scott A., 1958-1, Nohria, Nitin, 1962- IL Khurana, Rakesh, 1948- HDS7.7.H3562 2012 658.4°07124—de23 2011031173 This book is printed on acid-free paper. 11121314 15 10987654321CONTENTS Acknowledgments Introduction: Teaching Leadership— Advancing the Field Scott A. Snook, Rakesh Khurana, and Nitin Nobria SECTION |: KNOWING ft Sensemaking: Framing and Acting in the Unknown Deborah Ancona Cases in Leadership Education: Implications of Human Cognition Michael D. Mumford, David Peterson, Issac Robledo, and Kimberly Hester Becoming Leadership Literate: A Core Cirriculum Barbara Kellerman Educating Contemporary Princes and Princesses for Power José Luis Alvarez Teaching Global Leadership Mansour Javidan The Spirit of Leadership: New Directions in Leadership Education Ken Starkey and Carol Hall Learning to Lead at Harvard Business School Thomas DeLong and Linda A. Hill The Leadership Template Michael Useem xi 21 35 47 63 81 99 115SECTION I: DOING 9, 10. i. 13. 14, Mastering the Art of Leadership: An Experiential Approach From the Performing Arts Belle Linda Halpern and Richard Richards Teaching Executives to Be Themselves — More —With Skill: A Sociological Perspective on a Personal Question Rob Goffee and Gareth Jones High Performance Leadership Andrew Meikle Leadership Effectiveness and Development: Building Self-Awareness and Insight Skills Jeffrey Anderson and Stacey R. Kole Developing Naturally: From Management to Organization to Society to Selves Henry Mintzberg Being a Leader: Mental Strength for Leadership Louis $. Csoka Developing Leaders of Consequence Joseph LeBoeuf, James Emery, Sanyin Siang, and Sim B. Sitkin SECTION III: BEING 16. 17. 18. 19, 20, 21. 22, Creating Leaders: An Ontological/Phenomenological Model Werner H. Erhard, Michael C. Jensen, and Kari L. Granger ‘Transformational Leadership Development Programs: Creating Long-Term Sustainable Change Manfred F. R. Kets de Vries and Konstantin Korotov My Approach to Teaching Leadership (and How I Stumbled Onto Te) James O'Toole Identity Workspaces for Leadership Development Gianpiera Petriglieri Authentic Leadership Development Bill George Forging Consciousness and (Occasionally) Conscienc A Model-Based Approach to Leadership Development Mibnea Moldoveanu Learning to Lead: A Pedagogy of Practice Marshall Ganz and Emily 8. Lin 151 163 181 197 213 227 243 245 263 329 353SECTION IV: CONTEXT 23. 24, 25. 26. 28, 29. 30. Teaching Leadership With the Brain in Mind: Leadership and Neuroscience at CIMBA AIH. Ringleb and David Rock ‘The Company Command Professional Forum: Peer-to-Peer Leadership Development in the US Army Tony Burgess City Year: Developing Idealistic Leaders Through National Service Max Klaw Project GLOBE: Global Leadership and Organizational Behavior Education Marens W. Dickson, Ariel Lelebook, Mary Sully de Luque, and Paul J. Hanges Leadership Acceleration at Goldman Sachs Shoma Chatterjee, Cary Friedman, and Keith Yardley Developing Interdependent Leadership Charles J. Palus, Jobn B. MeGuire, and Chris Frnst Developing Business Innovators Who Integrate Profitability and Social Value Nancy McGaw Re-Developing Leaders: The Harvard Advanced Leadership Experiment in Even Higher Education Rosabeth Moss Kanter Author Index Subject Index About the Editors About the Contributors 367 369 387 409 433 493 507 525 535 347aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.ACKNOWLEDGMENTS this Handbook grew out of a leadership colloquium convened at Harvard Business School in June of 2009. Over 100 experienced leaders, teachers, students, scholars, consultants, and executives gathered along the banks of the Charles River to share their thoughts on the question: How can leadership be taught? We thank Harvard Business School and Dean Jay Light for their unflagging support of this ambitious undertaking, A special thanks goes out to our dean of the Division of Research, Srikant Datar, without whose generous intellectual and financial resources we would have never even attempted such a project. Behind the scenes worked a magician. The tiber-creative presence of Maurizio Travaglini created the physical and spiritual holding environment from which all good things came. Finally, we can't say enough about the tireless efforts of Deborah Bell, our conference coordinator. Without Debby’s patience, persistence, and attention to detail, nothing would ever have gotten done. Such is both the blessing and the curse of having three professors trying to lead a project about leading. Organizing a conference is one thing, pulling together an edited volume is quite another. To this end, we are indebted to Tony Mayo and his crew at the Leadership Initiative—an interdisciplinary enter~ prise dedicated to stimulating leadership research and teaching across the HBS community. In particular, we are especially grateful to Amanda Pepper who singlehandedly coordinated the monumental effort to assemble the individual inputs of over 50 authors into the collective output of a Handbook, True leadership! A heartielt thanks also goes out 10 our Seal Team 6 of copyediting, Steven Shafer and Caitlin Anderson, both of whom copyedited each chapter to ensure consistency in style without compromising the voices of each author. Aca time when the traditional publishing world is turning upside down, when edited volumes and handbooks embody some of the most,x © The Handbook for Teaching Leadership difficult challenges to leaders in this tucbu- lent industry, our editor at SAGE, Lisa Shaw, had the courage to support this ambitious project. From the start, she saw the promise in our idea, At times perhaps even more than we did, she understood the obligation we have to develop better lead- ers by sharing the collective wisdom of those who have been teaching the subject for years, This was a risky venture, We are forever grateful to Lisa and her entire edi- torial team at SAGE—MaryAnn. Vail, Mayan White, and Eric Garne:—for their boundless flexibility and good cheer us, they truly modeled the role of any good leader: inspire, challenge, and support. We were blessed to have them as true partners in this work. As always, we owe a heartielt debt to our families, without whose generous love and support none of this would have been possible or even worth doing. In particu- lar, we'd like to publicly acknowledge our wives—Karhleen Snook, Monica Chandra, and Stephanie Khurana—a trio of truly amazing women. Accomplished professionals in their own tight, in count- less ways everyday, cach of them reminds us how much we can learn from our responsibilities as partners, parents, teach- ers, and leaders—four important roles in ‘or society with a great deal of overlap, with a great deal to say co each other, if only we can find a way. Leadership is a collective endeavors teaching it, perhaps more so. Therefore, we'll end where we started, by paying tribute to the main cast: our conference participants, ouranthors, and our students. To our growing community of leadership scholars, thank you for joining us on this journey. Without your passion, intellect, and commitment to developing better leaders, we never could have imagined what we might accomplish together. To our authors, we know how busy you are. And yet when we asked, you said yes. Such is your dedication to this nascent field and ro sharing your wisdom, the of which is now captured in this foundational handbook. Finally, we must thank our students. Just as none of us are leaders without followers; none of us are teachers without students, And yet as we collective sum grow more experienced, we increasingly recognize how these lines blur; followers lead and students teach. This Handbook is dedicated to all students of leadership, those we've learned from in the past, those who are in it with us today, and perhaps most importantly, those who will lead us into the future.TEACHING LEADERSHIP Advancing the Field BS Mascot Um eee) oi Seclccr Ne Scs elt Nitin Nohria Seem OTe e110 | | t has been more than twenty-five years since a handful of intrepid associates in West Point's Department of Behavioral Sciences and Leadership published their pioneering work, Leadership in Organizations (1985), widely considered to be the first formal textbook specifically designed to “teach leadership.” Since then, the field of leadership has exploded. A simple Google search of “leadership books” returns more than 84 million hits. Not surprisingly, as overall interest in leadership has grown, so has the demand for courses on the topic. Scan the mission statements of most major universities and professional schools and you'll find that “educating leaders” is the common thread.' Search the catalogues of almost any college and you'll find dozens of courses with the word “Leadership” in their titles. 'Many universities, especially in their graduate programs of business administration, law, medicine, education, public healt, and public policy, claim that their mission is to educate leaders who will advance the well-being of society in their respective Fils. Here, for example, are the mission statements of some leading business school The mission of the Business School is to . «educate leaders for business and society. (Yale) «educate leaders who make a difference in the world. (Harvard) develop principled, innovative leaders who improve the world ... (MIT) ssadevelop innovative, principled, and insightful leaders who change the world. (Stanford) prepare business leaders who jel the growth of industries ad economies. (PENN) «improve society by developing leaders in the world of practical affairs. (UVA) educate and develop leaders and builders of enterprises... (Columbia) offer the world’s best business leadership education. (Dartmouth)aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.Teaching Leadership: Advancing the Field @ xi the field of leadership and communicaces knowledge to students, engages students in the practical application of that knowl- edge or imbues the identity of leadership on thar student, the educational outcomes need to adhere to the criteria of veracity and accuracy we hold for any other field taught in a university seiting. Moreover, academics must do this while adhering to societally expected commitments to schol- arly, detached, and dispassionate judg- ment, Without such a commitment, aca~ clemies and the subjects they teach are in danger of being discredited It is far too easy to enumerate flaws in the current state of leadership education: course content rarely conforms to the norms of the scientifie method (Bennis & O'Toole, 2005); teachers employ casual and often self-serving empirical evidence (Ghoshal, 2005); approaches are rarely grounded in well-established theoretical traditions (Doh, 2003); there are as yer few credible commu- nities of practice dedicated to developing and sharing best practices; and there is scant empirical evidence that any of these approaches really work (Pfeffer & Fong, 2002; Mintzberg, 2004), In short, the cur- rent state of leadership education lacks the intellectual rigor and institutional structure required to advance the field beyond its present |and precariously} nascent stage.’ In our opinion, the field of leadership education has reached a critical stage. After several decades of experimentation, with scores of teachers having developed and delivered a wide range of courses on the topic, we believe that the time is right to take stock and share our collective experience. Just spend some time with a group of people who are currently teach~ ing leadership and you will come away with a few inescapable conclusions.* Fiest, individually we have learned a great deal Over the past ewenty-five years, largely on our own, in various classrooms scattered throughout the globe, thousands of educa tors have accumulated an wealth of individual wisdom, Unfortunately for the field, we rarely talk to each other, and surprisingly little gets shared, Second, with few exceptions, most extremely passionate about what we do The demand for improving the practice and quality of leading has never been greater and for those responsible for pre~ paring future leaders, the sense of urgency and commitment is palpable. Third, after spending only a few minutes with such a group, you quickly discover that there clearly is no consensus on the one best way to teach leadership, There are currently as many ways to teach the topic as there are definitions of it (Rost, 1991}, each propo- nent as enthusiastic as the next about his or her favored approach. And finally have learned that most experienced teach- ers are not only happy to share what they have learned, but equally eager to discover what others have been up 10 as well Unfortunately, unlike some of the more well-established academic disciplines, there are few institutional resources available to support this increasingly important and motivated community of educators whose academic homes ate widely scattered across traditional disciplinary boundaries. To as, che implications were clear. Such a impressive of us are we For an attempt at furthering this movement, see Nohria and Khurana (2010), Handbook of Leadership Theory and Practice: Aw HBS Centennial Colloguium on Advancing Leadership. To adress this shortcoming, we convened an ambitious conference at che Harvard Business School in June 2009 title, “How ean leadership he taught?” The purpose of this colloguium was to shace best practices, increase our collect understanding of the curwnt state of the fied, and to farther strengths community of practice within the academy centered on the teaching of leadership. To accomplish this goal, we invited a highly aclece group of educators with well-established reputations for having developed and eaughe courses on leadership that have a demonsteated history of success. The response was overwhelming, Following the conference, there was a groundswell of suppor for publishing a handbook on the topic to share, consolidate, and improve the practise of teaching leadership.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.Teaching Leadership: Advancing the Field @ xv and adjuner faculty, all largely marginalized members of the academy who were either denied tenure or had broken ranks with their “more academic colleagues” in order to teach leadership. More siill are being taught by former practitioners who attained iconic status as successful leaders and now want to share their wisdom, secure their legacies, or cash in on their sucess. If we continue to allow leadership edu- cation to be framed, defined, and sus- tained by such an ad-hoc approach, we open ourselves to an entire range of poten- tially grave risks: Will students continue to take university mission statements seri- ously? How long before students recognize the yawning gap between espoused aspira~ tions and reality in our classrooms? And perhaps most importantly, how long can society survive without growing a stronger field of emerging leaders? Organizing Framework: Knowing, Doing, Being As editors, we recognize that this volume will rarely be read straight through. If you are like us, many of you started with a brief scan of the table of contents and are now following up with a cursory look at the introduction and its organizing framework, hefore seeking out chapters penned by Business Press, Case no, 408-064, your favorite authors, As a result, before summarizing each chapter, we want to first offer a simple conceptual framework to help organize your “thinking abour” reaching leadership. Most learning experiences can be ana- lyzed along the dimensions of content, pro cess, and structure. Leadership education is no different, Here we present three models that not only help us frame our thinking about the field, but also inform the structure of our handbook.’ Content. All teaching, involves planned change, and yet few leadership programs clearly articulate the intended content of change. When teaching leadership, the first question should be: What is changing (the substance)? Building on a framework found at the heart of the US Army’s leadership development doctrine, we present a content model of change known as BE, KNOW, and DO (see Figure 0.1).°To be successful, there are certain things leaders must know (knowledge), certain things they must be able to do (skills), and certain ways they must be (character, identity, world view). We apply this content model of change to organize the first three major sections of our handbook Section I: Knowing, contains various approaches to teaching leadership that emphasize the cognitive domain. The unify- ing assumption here is that knowing about leadership helps prepare future leaders for detailed description of these models, see Snook 2008), Feuder(ship) Development. Boston, MA: Harvard This model is adapted from the US Army's leadership doctrine as originally outlined in Department of the Atm (1999), FM 22-100, Amy Leadership: BE, KNOW, DO. For more detailed descriptions of how this model has been adapted to the business world, see BE, KNOW, DO: Leadership the Army Way, with by Frances Hesslebein and General Erie Shinscki (2004), See also Khurana and Snook (2004), *Developing, Leaders of Character: Lessons From West Point.” The central components of this medel are rooted in the three traditional domains of psychology: cognitive (KNOW), behavioral (DO), and affectivefatttudinal (BE). For a rophisticated treatment of domains of growth, see Mentkowski and Associates (2000), 1: this book, Mentkowski distinguishes development as being “characterized by deep, enduring structures of the sélf: how the learner engages issaes of personal integrity and purpose. Itentals a view of the self in process and a focus on the ethical or spiritual dimensions of life. Many eceators regard it as the most crucial goal of higher education” (Mentkowski & sAssociates, 2000, p. 187} In one of the earliest studies of leadership development programs, Conger (1992) uncorered four Key approaches that also roughly map onto our content model: (1) personal growth (RE), (2) conceptual analysis (KNOW), (3) skill development (DO), and (4) feedhack (all three) introduction pening That Laaste, iaa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.Teaching Leadership: Advancing the Field @ xix read by ALD faculty. (This innovation helps keep faculty in the developmental loop withour violating the trust and intimacy required for work in LDGs.) Because of the highly personal nature of class discussions, no visitors are allowed and students draft and sign their own contracts of confident ality. Our point here is not c tout ALD, although most students report it to be one of the most transformational experiences during their time at HBS. Our point here is to highlight the potential, and often untapped, power of the structural compo- nent of design. Book Structure Based on our collective experience resear- ching and teaching leadership, we have organized a tour of the topic char we hope you will find both practical and intellectually honest. Consistent with our assessment of the nascent and somewhat inchoate state of leadership education as a field, we decided to organize the Handbook not around the familiar hierarchy of research, theory, and practice (we're just not there yet), but rather around our content model of change. Section I contains eight chapters. whose approach to teaching leadership emphasizes Knowing (cognition). Section Il contains an additional seven chapters, all with an experiential focus on Doing (behavior). All of Section III's authors teach leadership by targeting Being (identity). While contributions in the first three sections are written by educators who reach college students primarily in traditional classroom settings, in our final section we intentionally sample from a broad range of target audiences who teach in nontraditional educational contexts While we've attempted to impose some structure on the field by slicing it by pri- mary domains of change, clearly these conceptual categories are artificial and no approach to teaching focuses solely on a single domain. No doubt many of our most contributors would argue strongly with the label we've inflicted on their work. However, we hope that you'll find this structure use- ful, if for no other reason than ro sharpen your own thinking: What type of change am Targeting when T teach leadership? As you'll see, each chapter is unique, each author's voice distinct. Sinee leader ship edacation “as a field” is quite young, we were particularly sensitive not t0 ovei reach and impose more structure or imply more answers than currently exist. However, we did ask cach of our contributors to address the following three questions: 1. Description: What is the essence of your particular approach to teaching lead- ership? Each chapter contains a thick description of the experience, emphasizing distinctive aspects that make their approach particularly unique or powerful. To help readers appreciate issues of generalizabil- ity, cach chapter also addresses. relevant structural issues such as context, history. and audience as our authors describe their individual methods (design and delivery} of teaching leadership. 2. Theory: What are the conceptual, theoretical, and disciplinary roots upon which you base your approach to teaching leadership? What are your basic assump- tions about leadership, teaching, and change that support such an approach? All of us have at least implied theories behind our attempts at teaching leadership. This question was designed to encourage our contributors to be more explicit about the conceptual underpinnings of their particu- lar approaches. 3. Assessment: What are the inherent strengths and weaknesses of your approach? Each author is asked to share any evidence they might have for evaluating the effeetive- ness of their particular approach to weach- ing leadership. What are the specific goals of your course or program? How do you know if you have achieved them? We recog- nize outcomes assessment asa current weakness in the field and challenged ouraa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.Teaching Leadership: Advancing the Field @ xxi are based on an understanding of organi- zations as “communities of human beings” rather than “collectionsofhuman resources,” and employ a vision of management as engagement rather than heroic leadership. One such program links management edu- cation to management development by encouraging practicing managers to reflect on their own experience and share that reflection with others. Another program is designed to promote organizational devel- opment by allowing teams of managers feom different companies to engage in “friendly consulting” with one a Still another program targets leaders in health care and encourages social develop- ment by encouraging participants to bring major issues of community concern into the classeoom for discussion. A final pro- gram fosters self-development by bringing together small groups of managers, with- out faculty or facilitators, co explore the development of themselves and their orga- nizations. Together, Mintzherg contends, these programs point to an entirely new direction in management and organiza- tional de Csoka’s chapter shifts our focas 0 per= formance. He does this by drawing from the burgeoning fields of sports psychology and new brain science to create a unique approach to leadership education that focuses on developing leaders who can operate at their very best, when it matters the most. In today’s world, this often means leaders who can think effectively and act with confidence and precision under condi- tions of extreme stress and uncertainty. Csoka identifies a suite of skills that are essential for developing greater self-control under extreme conditions, Using advanced biological and neurofeedback technologies, other lopment. “This notion of competence and character” « taken from a speech delivered by General Norman to che Uniced States Coup of Cadets at West Point on the May 15, forces in Operation Desert Storm, Schwarzkopf visited his alma ma leaders learn to master control over key mental and physiological responses. that often inhibit performance in several areas critical to leadership effectiveness. These areas include goal setting, adaptive think- Ing, stress and energy management, atten- tion control, and mental imagery. With time and practice, these skills become an essential part of who we are as leaders. Finally, LeBoeuf, Emery, Siang, and Sitkin describe an approach used by Duke University’s Fuqua School of Business to build a holistic leadership development process. This program is built around three key design principles: a leadership model with a 360-degree feedback process, an “end-to-end” perspective rooted in per~ sonal and leadership development experi- ences, and an emphasis on the integration of all student activities, This structural design helps Fugua to fulfill the important sole that business schools play in preparing their MBA students to become nor just competent business managers but also responsible leaders, by leveraging students? educational experience to form in them a specific leadership identity characterized as “a leader of consequence,” Section II. Teaching Leadership: Approaches That Emphasize Being This section contains seven approaches to teaching leadership that focus primarily on students’ identity (who they are, their character, their values). At some base level, the content of leadership education can be distilled down into two words: competence and character.’ Chapters in Sections I and chwvarzkopt 991. After successfully commanding coalition to share his thoughts about what it would take to lead in the twenty-first century. Distilling more than thirty-five years of personal leadership experience, the general summatized the essence of leadership in wvo words: competence anil character. No one follows a leader for long if they don't know what they are doing, if they are not tactically and technically competent. Fqually important, however, is character. “Give me someone who has that piece right and I can teach them £0 dlo anything.”aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.Teaching Leadership: Advancing the Field @ xxvii a grass-roots learning network, by peers sharing their experience in vibrant profes- sional forums. Whar shape might this insight take in your organization? From the brain, to the battlefield, to the inner city, dramatic shifts in context demand equally dramatic innovations in how to teach leadership, In his chapter, Klav presents the comprehensive leader~ ship development model employed by City Year, a national service organization that engages young adults of all backgrounds, ages 17-24, in a demanding year of full- time citizen service. Titled The Idealism, this program is designed to unleash the full potential of a challenging long-term service experience by transform- ing idealistic young adults into effective, engaged, and_ inspiring leaders. Inspired by a fundamental belief in the transformational power of idealism—a belief thar you ean change the world— City Year nor only recognizes the intercon- nected nature of social change (the ourer world) and individual transformation (the inner world) but uses this powerful inter- action to grow young leaders. Dickson, Lelehook, Sully de Luque, and Hanges tackle the thorny issue of twaching leadership across cultures. After presenting a summary of Project GLOBE—the largest study of leadership across cultures ro date—these authors go on to unpack what they see as “the big question” in this domain: Is there a rela- tionship between specific cultural values and preferred styles of leading? When looking across cultures, what approaches to leadership appear to be universal and which are culturally contingent? They end by offering a number of suggestions for how we might all use GLOBE data to facilitate the teaching of leadership across cultures, Chauerjee, Friedman, and Yardley take us to the heart of Wall Street by describing the origins and development of the Leadership Acceleration Initiative (LAD) at Goldman. Sachs. They also. provide me of civic an assessment of its strengths and weak- nesses, The LAL emerged in response to the need to develop leaders for strategically important roles within the firm and to do so in a way tailored to the unique demands of its audience of managing directors in a fas changing industry with little time to spare. Since its origin in 1999, the flexible structure of LAT has enabled Goldman Sachs to meet the firms’ leadership needs by serving as a means for leaders to connect with one another, contribute to the firm’s objectives, and develop both their commercial instinets as well as their leadership impact. ‘The next chapter focuses on one par- ticularly knotty contextual variable: inter- dependence. In fact, Palus, McGuire, and Ernst begin by boldly calling for a declara- tion of interdependence, arguing that all of the most important challenges leaders face today—climate, war, disease, prosperity, justice—are by their very nature interde- pendent: “They can only be solved by groups of people working collaboratively across boundaries.” Based on years of research and teaching at the Center for Creative Leadership, these authors offer four “practical arts” for teaching the kind of interdependent leadership required to succeed in today’s highly connected world. Behind these four arts is a novel conceptu- alization of leading, one that moves us through dependence and independence to interdependence by embracing three essen- tial leadership outcomes: shared direction, alignment, and commitment. Staying on point, McGaw calls for us to “pay far greater attention to the inter- dependency of business success and social progress.” Leading at this powerful inter- section is an emerging community of social intrapreneurs—high-potential busi ness leaders wio are helping their compa nies grow in ways that both produce financial results and contribute w our collective well-being. McGaw de: recent Aspen Institute initiative ealled the First Movers Fellowship Program, which was designed specifically to strengthen the bes aaa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.KNOWINGaa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.Sensemaking @ 9 “liberal,” etc.) as if these stereotypes alone represent the views, policies, and solutions of all members of the other group. The result, ultimately, is an inability to come ap with fresh and widely acceptable solutions to our very real problems, 4. Be very sensitive to operations, Learn from those closest to the front lino, to cus- tomers, and to new technologies. What trends do current shifts portend for ihe future? What's behind the trends that we sve reeuring in different parts of the world? Andy Grove, the former CEO and chair of Intel, believed in being “paranoid.” By that he meant that you always have to be worried about new trends that can destroy or enhance your business, and new com- petitors that can win in the marker. So he designed Intel to monitor many trends—ro do ongoing sensemaking. This involves watching whar customers are buying and where they go if they drop Intel, finding out what new research is being done at key a versities, continuously tracking quality, and cheeking constantly that this information is accurate and up to date. Why? Bi his industry it is important to respond to changes in markets and technologies early, not when others have already captured a competitive advantage cause in CREATE A MAP OR STORY OF THE SITUATION As mentioned earlier, sensemaking can be likened to cartography. The key isco cre- ate a map/story/frame that—at least for a brief period of time—adequarely represents the current situation that an organization is facing. Furthermore, it is nor really useful for each person to have his or her own map; a team or organization needs to have a shared map to enable shared action. 5. Do not simply overlay your existing framework on a new situation, The new situation may be very different. Instead, let the appropriate map or framework emerge from your understanding of the situation. Despite telling people thar they have ro Jet a map emerge, in many subtle ways old maps reassert themselves. If you go to an interview with a set of fixed questions, those questions will frame and in some ways restrict the information you obtain. Contrast that with an open-ended question, such as “What do you think about x2” In this ease you are more likely t uncover unanticipated and potentially valuable viewpoints and information. Take, for example, the leaders of a large global company operating in China. Because they had always understood the} competitors to be other large global com- panies, they could not understand their falling profits and loss of market share. After all, cheir competicors were not gain- ing marker share, so what was happen- ing? Ir was only after local operators explained that small, local, Chinese com- panies were exploding on the scene and taking away business that they unde stood. These competitors had not even been on the company’s radar screen, despite having been on the scene for a number of years. The established pattern of sensemaking remained limited to the large, global players. Or consider Costeo managers who viewed their scope of responsibility to be sales, marketing, and distribution. Issues of the myriad players in the supply chain were just not part of the picture. However, as managers came to be increasingly wor- ried about reliability of supply, this old, and in many ways limited, framework no longer seemed to work. Suddenly, as they saw for the first time their connection to all points along the supply chain, the man- agers found themselves concerned with the sustainability of bean-grower communities on the other side of the world. Their men- tal model had changed and they were bet ter prepared to act.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.Sensemaking @ 13 to assess if action in a new environment is working, you need to have time to deter- mine the outcomes of your actions and to examine key feedback loops as multiple factors play our over time. In medical crisis simulations new interns attempted to diagnose patients with symp- toms that did not conform easily co clear- Some displayed rigidity responses, leaping to the most likely diag- nosis and ignoring signals that the diagno- sis was incorrect, Others engaged in erratic behavior, trying new treatments but never holding to them long enough to determine if they were working. The most successful doctors engaged in effective sensemaking by paying attention to the cues that a treatment was not working and then tey- ing the next one long enough to determine if it might work (Rudolph, Morrison, & Carroll, 2009), Thus, leaders need to help themselves and others to ace and limic the effects of rigidity and dependency, avoiding erratic action where learning is minimized. Of course it is not only threat and fear that inhibit effcetive sensemaking. In a glob- ally competitive environment our reward sructures are geared toward rewarding immediate action and hence we may be signaling that sensemaking is not a valued activity. Also, while the leadership litera~ ture and leadership training tend to con- centrate on interpersonal skills, negotiat- ing, visioning, execution, decision-making, charisma, and collaboration, sensemaking is seldom seen on the list. If organizations want to see more effective sensemaking then they will have to create the kinds of practices, structures, vocabulary, and rewards that encourage it cut diseases. while TEACHING SENSEMAKING AS A LEADERSHIP CAPABILITY Any program or class that includes sense- making asa leadership capability should use multiple teaching modes to bring this complex concept to life and create capacity in this domain. Combining theory, role models, action learning, feedback, and ass assignments can result in a rich cur- riculum that students will enjoy. Ar MIT, we teach sensemaking as one of four lead- ership capabilities so that students ean see how it is intricately interwoven with creat- ing connections, building a vision, and implementing change. We have also found that providing a safe environment for students to learn about leadership theory, get feedback on their capabilities, practice new skills, reflect, and plan is best done outside the framework of regular classes, With this in mind, we believe that a workshop formar—one to three full days—works best. If this format is nor pos- sible, we have taught this sequence in three- hour blocks once a week, THEORY Since students seldom have an existing knowledge base on sensemaking, some theoretical introduction is necessary. Whi there are_a number of excellent books on the subject (see the reference list at the end of the chapter) we find it more productive to provide short lectures on sensemaking coupled with some of the other learning modes. Lectures often follow the format of this chapter: They start with a brief discu sion of the core concepts, describe the role of sensemaking in today’s world, then pro- vide an overview of what makes for effec~ tive sensemaking and what gets in the way. To give concepts more meaning, we ask our students to think of an instance when they had to engage in active sensemaking— starting a new job, moving to a new city, or trying to do economic forecasts in a reces- sionary environment. Students also meet in groups to discuss leaders dey have seen who do sensemaking well or poorly, and probe for what these leaders actually did in their sensemaking, They can then apply the concepts to their own experiences.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.aa You have either reached a page that is unavailable for viewing or reached your viewing limit for this book.Sensemaking 17