You can find many lists of leadership competencies. Some result from a careful examination of the work in a particular job family or from role descriptions. Some come from discussions about what it takes to be a really good leader in a mid-level position at, say, an education institution. Other lists are developed based on a particular leadership model. Still other lists are represented by 360 feedback instruments such as the MOR Associates instrument used in the Leaders Program or the Zenger Folkman model described in their Harvard Business Review article, Making Yourself Indispensible
Professor Bernard Roth is academic director and cofounder of Stanford’s d.school, the campus hub for innovators. Students and faculty from engineering, medicine, business, law, humanities, sciences, and education come there to work together on some of the world’s most messy problems.
Today’s Tuesday Reading, Giving Credit, is an essay by Anna Lynch, Manager, Online Instructional Design, eLearning Design & Services, and Julie Parmenter, Manager, Enterprise Decision Support Services, at Indiana University’s University Information Technology Services.
Got your attention, didn’t I?
In a recent HBR blog post, Bain & Company’s Michael Mankins answers with a strong very likely.
Twenty years ago, new technologies like email and teleconferencing were key drivers in dramatically increasing productivity. Information flowed faster, collaboration was easier. However, by 2007 year-to-year growth in productivity was on the decline. Yet, today, a decade later, organizations continue to invest in new technology for white-collar workers. And, increases in benefits are no longer visible.
Among the essential skills we expect leaders to have is giving and receiving feedback. Everyone needs to know how they are doing, what they might improve, what they are particularly good at, etc. Feedback focuses on the past, and in particular on what you did recently. And, that’s important in providing guidance on how you can do it better in the future.
Merriam Webster’s on-line dictionary defines accountability as an obligation or willingness to accept responsibility for, or to account for one’s actions. This definition does not speak to the issue of one’s success or less than that with regard to our actions. Yet, as Connors and Smith note in “How to Create A Culture of Accountability,” individuals tend to “view accountability as something that belittles them or happens when performance wanes, problems develop, or results fail to materialize. … people rarely ask ‘Who is accountable for this success?’”
The first in a series of case studies supporting our clients as they think about the process of engaging others to move ideas forward in their environment.
Enjoy! And thanks to Evan Silberman from NYU for partnering with us on this write up.
Last Sunday morning most of us experienced a disruptive event in our sleeping as we shifted our physical and mental clocks forward one hour to Daylight Saving Time.
Mike Dewey is Director of Campus Services in the Office of Information Technology at Rice University. He leads groups that provide desktop computing support and help desk services. He is also interim director of the Teaching, Learning, and Scholarly Technologies group.