Within a matter of days, millions of workers transitioned from on-site offices to working from home. In many instances, people overcame extraordinary obstacles to be able to continue to contribute to their organisation. It’s time we paused and recognised the value of that effort by so many people.
Michele Hunt said, “Leadership is a serious meddling in other people’s lives”.
There are rare moments in time when the power that comes with leadership so poignantly aligns with Michelle’s comments, and we are experiencing one of them right now. The COVID-19 pandemic is highlighting who can lead, and who can’t lead.
How do you know that you are performing your role to the best of your ability?
The first step is to have a 100% role clarity. That is, you are certain that what you are focusing your time and energy on, is what you should be focused on.
To ensure that you have role clarity, follow the two steps below.
Excellence is an exciting topic. Is it about being perfect, never making a mistake? Or is it more about a mindset and set of behaviours?
In this article, I will share five tips that individually, and collectively, will have you achieving excellence more often, than not.
Successful people regularly report they are lifelong learners. I want to think that I am a lifelong learner too.
Shayne Elliott, CEO of the ANZ Bank recently shared in a LinkedIn video post that he is “#always learning“. In it, he speaks about a book that has provided great value over many years, Execution – The discipline of getting things done by Larry Bossidy and Ram Charan. It is a terrific book and worth the read.
The ability to learn is essential for success. I argue that today, oxygen and learning are equally important for humans. Without them you are physically dead, or your career is dead. However, are followers tolerant of leaders who are learning? I’m not sure they are, which creates a significant problem for leaders.
Here’s a formula.
High-quality conversations lead to high-quality decisions, which lead to high quality actions and ultimately, high-quality results and performance. The reverse is also true. Low-quality conversations eventually lead to low-quality results.
Achieving high quality results and performance are worth the effort to learn how to conduct high-quality conversations.
The point of leverage in this model is high quality conversations. But what is a high quality conversation?
You know how it works. You are good at what you do, so more people keep being ‘given’ to you to lead. Not only that, but you are relocated to corporate headquarters and most of the people you lead aren’t co-located with you anymore. You have more meetings than ever to attend, yet you genuinely care for the people you lead but don’t have anywhere near the time you used to to lead them.
What do you do?
This dynamic is very common for the people I coach. Flatter organisations means higher spans of control, which means more direct reports to lead. Below are three tips for leading a growing team that isn’t co-located.
This Sunday it is Father’s Day. When collecting my two youngest sons from school yesterday, my seven-year-old son, affectionately known as ‘D-Man’, was covering a paper bag with a drawing he had just completed in class.
“Dad, you can’t see what’s inside the bag because it has the presents I bought for you from the Father’s Day Stall.”
“Okay, don’t worry I promise I won’t look.” I said.
He then went on to say, “Dad, when we get home, can you give me ten dollars?”
My eldest son is 17 and is eagerly searching for his first car. We have two parameters for his search. The first is his car must have a 5 Star ANCAP Rating, and the second is our budget.
Prior to facilitating a Safety Conference for Programmed with my good friend Jock Macneish in 2011, I would have shared different criteria with you regarding a first car for my son. He was only 11yo at the time so my criteria were somewhat premature, but a story shared by Programmed’s Managing Director Chris Sutherland changed my mindset.
When working for Commercial Services at Monash University which had 750 staff over 28 sites providing a wide range of services for the students and staff of Monash University’s nine campuses, the CEO asked me to lead a recognition and reward project called Project Grateful.
He was a fan of Disney and had previously attended the Disney Institute’s leadership programs.
He handed me a ‘Star Card’, a card the size of a business card that read, “You’re a Star!” on one side, and had room for an employee to identify a colleague and create a short hand written note to either thank them or congratulate them for doing something useful, on the other side of the card.