Developing Effective Leaders for
Today and Tomorrow
UW School of Nursing
Presenter:
Ruth A. Johnston, Ph.D.
Associate Vice President
Special Assistant to the Provost
ruthj@u.washington.edu
206 685 9838
Topics
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Leader’s Role
The Extraordinary Leader
Developing You, as a Leader
Developing Your Staff/Faculty
Leadership Pipeline
Engaging Staff/Faculty
The Leader’s Role – to Transform
“More than resources, more than technology, transformational
change requires the following leadership qualities: clarity,
courage, and commitment.”
- Naida Grunden, PRHI Editor
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Clarity of Purpose: Never lose sight of the essence
of UW, SoN – the learning and development of all
students and the mission of discovery.
Courage: Demonstrating these values everyday in
behaviors and decisions in the face of
resistance/opposition.
Commitment: Sustained and uncompromising
focus to initiating and leading change.
Adapted from Pittsburgh Regional Healthcare Initiative Executive
Summary, 2003.
Leader Responsibilities
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Create the desire for continuous
improvement.
Create an environment that nurtures
mutual respect among people.
Provide encouragement.
Promote cooperation.
Model what you want from others.
Adapted from The Improvement Guide, Langley et. Al.
Authentic Leadership
“Over the past five years, people have
developed a deep distrust of leaders. It is
increasingly evident that we need a new kind
of business leader in the twenty-first
century.”
George, Sims, McLean and Mayer,
HBR February 2007
Authentic Leadership
“Authentic leaders demonstrate a passion
for their purpose, practice their values
consistently, and lead with their hearts as
well as their heads. They establish longterm meaningful relationships and have the
self-discipline to get results. They know
who they are.”
George, Sims, McLean and Mayer,
HBR February 2007
Becoming an Authentic Leader
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No one definition of what this is
Challenge is to understand yourself
and discover and use your leadership
gifts to serve others
Most important leadership
effectiveness requires self awareness
Simon Sinek on authenticity:
http://www.startwithwhy.com/Learn/Le
arningLibrary.aspx?control=ViewGalle
ryPhotos&HideLink=1&GalleryID=10&
photoID=28&cat=1
Key Leadership Competencies
as defined by the world’s most respected leaders:
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Humility – Olli-Pekka Kallasvuo, president and CEO,
Nokia
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Energy – Gary Jackson, president, Blackwater USA
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Intuition – Franz Humer, chairman and CEO, Roche
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Vision – Arther Gensler, founder, Gensler
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Perspective – Sergey Petrov, founder, Rolf Group
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Passion - Alan Klapmeier, co-founder, Cirrus Design
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Conviction – Alexander Cummings, president and
COO, Coca-Cola Africa
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Learning – Duleep Aluwihare, managing partner,
Ernst and Young Poland
Leadership in Crisis
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Two phases of crisis leadership:
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Emergency phase
Adaptive phase
Skills needed:
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Foster adaptation
Embrace disequilibrium
Generate leadership
Heifetz, Grashow, Linsky, 2009
Small Group Discussion
With those at your table, please discuss:
1.
What are your beliefs or values about what it takes
to be successful as a leader?
2.
What about leadership during these tough
economic and leadership transition times? How do
you view your role now?
3.
How are you demonstrating skills of adaptation,
embracing disequilibrium and generating
leadership?
The Extraordinary Leader
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Great leaders make a HUGE difference, compared
to good leaders
We’ve been aiming too low in developing our
leaders, working to improve the average rather
than benchmarking with the best
Effective leadership is specific to an organization
(what works one place may not in another)
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Fatal flaws must be fixed
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Leaders are made, not born
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The organization’s commitment to developing
leadership is critical, with the immediate boss
most central
Zenger and Folkman
Leadership Requirements
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Character – integrity, ethics, authenticity
Personal capability – intellectual, emotional, skills –
analytical, problem solving, self-confidence, clear
vision and purpose, trusting, reliable
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Results focused – ability to impact the organization,
gets things done, sustained productivity
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Interpersonal skills
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Ability to initiate, lead and support organizational
change
Zenger and Folkman
Fatal Flaws that Must Be
Fixed to Succeed
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Inability to learn from mistakes – hearing about
what’s wrong and not fixing it
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Lack of core interpersonal skills and competencies –
too nice or too much like a bully
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Lack of openness to new or different ideas
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Lack of accountability – with staff, with upper
management, with partners or in groups, doing the
right thing, getting the right thing done
Lack of initiative – not getting things done,
following through, helping others get things done,
only being responsive and not proactive
Zenger and Folkman
Extraordinary Leaders
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Are highly productive
Have low intended turnover in their
organizations
Generate high customer and staff
satisfaction
Are innovative
Have positive relationships with process
partners and suppliers
Zenger and Folkman
The Perfect Fit
Need a balance of leadership competency, organizational
need, and passion
chore
The perfect fit!
Organizational needs
Competencies
hobby
Passions
rookie
Zenger and Folkman
Small Group Discussion
What are individual success factors for
Nursing? How do you know? How are the
norms changing in SoN?
Success Factors
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Ability to develop or adapt
Established strong
collaborative relationships
Intelligent
Consistent exceptional
performance
Strong communicator
Strategic and visionary
Ability to build and lead a
team
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Business and technical
experience
Non-authoritarian
Willingness to take
risks
Problem-solver and
entrepreneurial
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Ambitious
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Integrity
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Skilled at managing
upward
Center for Creative Leadership
Developing You, as Leader
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SLP Workshop – required and free. Focus on:
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Self: Competency assessment, communication styles,
emotional intelligence, and more
People: Delegation, coaching, motivation, and employee
development
Teams: Conflict management, group dynamics, decision
making, human resources basics, and beyond
Organizations: Organizational culture, goal setting, problem
solving, planning, and more
Training will be delivered over a two week period with classes
two consecutive days one week and two the following week.
After completing the four-day training you will receive a
certificate from Professional & Organizational Development.
Developing You, as Leader
Supervisory Certificate:
Required:
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Learning to Lead
Supervision Basics
Managing Employee Performance
Supervising in a Diverse Workplace
Leadership Style Makes a Difference
Building a Positive Work Culture
Electives:
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Take one course from each of the competency areas:
Self Development, Creating Exceptional Performance,
Planning for Self & Others, Professional Communication
Developing You, as Leader
Other POD options:
 Professional Coaching resources
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General POD classes
 SLP two (Leadership Agility)
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360 Assessment ($295)
Other UW Options:
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UW Extension
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Tuition Exemption
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MBTI (Myers Briggs) – Ruth does this ($40
direct cost)
SoN Leadership Development
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What two hour classes should we
offer to leaders/supervisors within
SoN in 2012 – 13 academic year?
Brainstorm at your tables, record
and we will discuss.
Developing Leaders and Staff
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Identify who should be targeted for leadership
development vs. other types of development
Ask others for input
Make sure those you select for leadership development
aren’t just like you!
Don’t ignore the quieter folks or give extra
consideration to the more talkative
Be explicit in what leadership or other skills your
department or unit needs
Provide opportunities for growth, allowing mistakes
and learning from them
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Celebrate and reward successes
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Know when to pull the plug
Developing Your Staff
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Everyone should have an opportunity
Share what you know of the future organizational
needs
Create and share your philosophies for development
Identify resources (learning options, funding, time)
Provide practice opportunities
Create employee development plans
Monitor them regularly with staff and update every
year or two
Involve staff in planning/team building
meetings/retreats
Developing Your Leadership Team
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Concept of “middles”
Clarify and communicate your expectations for the
team
Make time for leadership team development and
planning, in addition to operational issues
management
Understand what processes cross your organization
and put cross-unit teams together
Gather feedback from each other and staff about
your effectiveness as a team
Hold regular retreats for planning, developing, and
learning
Ruth’s “Key”
Leadership Performance Expectations…
for Student Fiscal Services Leaders (1999 – 2007)
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Technical Competence and Knowledge (knowing the job
and where to find answers/resources)
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Following Through on Commitments (getting things done
and soon!)
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Committing to personal growth and development as a
leader
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Sharing and seeking information willingly and openly
(communicating all the time…proactively, before
something happens, during, after, team/staff minutes,
successes you and your staff have, etc.)
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Involving the right people in making decisions
(teamwork)
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Approachability/availability (being there and being open)
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Setting a supportive climate where others can do their
best (including talking about what that means within
your group and working on it)
Leadership Expectations (continued)
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Encouraging and developing others to reach their full
potential
Keeping primary focus on the customer, taking time to
know customer needs and making improvements
Committing to on-going process improvement and
preventative actions; improving systems
Seeking opportunities to develop process partnerships
and build bridges
Taking/showing initiative (identifying opportunities,
volunteering)
Organization-wide involvement (within SFS, within FM,
within the UW)
Flexibility/Willingness to Change
Developed 1999
Trustworthy – Leaders & Staff
(UW Financial Management)
The Individual: "Trustworthy"
Descriptive Words: Fair, Honest, Knowledgeable, Integrity, Dependable, Reliable
"Trustworthiness is based on character, what you are as a person, and competence in what you can do….Many good, honest people
gradually lose their professional trustworthiness because they allow themselves to become 'obsolete' inside their organizations. Without
character and competence, we won't be considered trustworthy, nor will we show much wisdom in our choices and decisions. Without
meaningful ongoing professional development, there is little trustworthiness or trust." -Stephen Covey, Principle-Centered Leadership
Behaviors
Leadership Qualities
Nine Quality Principles
Staff Qualities
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Is technically competent and
knowledgeable
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Is technically competent and
knowledgeable
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Error Free attitude
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Follows through on commitments
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Follows through on commitments
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Work process focus
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Is willing to admit mistakes
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Is willing to admit mistakes
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Continuous improvement
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Discusses conflict directly with affected
parties
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Discusses conflict directly with affected
parties
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Work process focus
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Draws conclusions based on facts
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Draws conclusions based on facts
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Manage by facts
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Commits to personal growth and
development
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Commits to personal growth and
development
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Continuous improvement
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Sets, communicates, and consistently
applies standards for performance and
behavior
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Sets, communicates, and consistently
applies standards for performance and
behavior
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Quality definition
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Demonstrates a commitment to error
free work
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Demonstrates a commitment to error
free work
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Error free attitude
Trusting of Others – Leaders & Staff
(UW Financial Management)
One on One: "Trusting of Others"
Descriptive Words: Respectful, Open, Considerate, Courteous, Tolerant, Accepting, Nonjudgemental
"Trustworthiness is the foundation of trust. Trust is the emotional bank account between two people that enables them to have a win-win
performance agreement. If two people trust each other, based on the trustworthiness of each other, they can enjoy clear communication,
empathy, synergy, and productive interdependence." -Stephen Covey, Principle-Centered Leadership
Behaviors
Leadership Qualities
 Shares information willingly and openly
Nine Quality Principles
Staff Qualities
 Shares information willingly and openly
 Prevention
 Values others for their varied and unique  Values others for their varied and unique  Employee Participation
abilities
abilities
 Considers all points of view
 Considers all points of view
 Prevention
 Allows individuals to learn by making
mistakes
 Tolerant of others' mistakes
 Continuous Improvement
 Involves the right people in decision
making
 Willing to be involved in decision making  Employee Participation
 Maintains confidences
 Maintains confidences
 Prevention
 Shows courtesy in working with others
 Shows courtesy in working with others
 Prevention
Approachable Leaders – Collaborative Staff
(UW Financial Management)
Environment: "Approachable Leaders" "Collaborative Staff"
Descriptive Words – Leaders: Coach, Accessible, Caring, Cooperative, Positive, Flexible, Supportive
Descriptive words – Staff: Team Player, Participative, Caring, Cooperative, Positive, Flexible, Interested
"For organizational learning to take place, there must be a supportive environment in which individuals and groups can safely share
important information [and] reduce ambiguity…The real breakthroughs…occur…in an environment characterized by inquiry, not
advocacy or blame." -Michele L. Bechtell, Untangling Organizational Gridlock
Behaviors
Leadership Qualities
Nine Quality Principles
Staff Qualities
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Coaches and mentors
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Takes initiative for learning and
improving
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Total involvement
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Listens in a nonthreatening and
nonjudgemental way
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Listens in a nonthreatening and
nonjudgemental way
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Prevention
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Sets a supportive climate where others
can do their best
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Works effectively with others in meeting
customer needs and improving work
processes
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Work Process Focus
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Is visible and available
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Willingly and actively participates – in
work unit, department, and on teams
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Total Involvement
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Shows a genuine interest in others
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Shows a genuine interest in others
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Work Process Focus
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Allows others the freedom to take
reasonable risk
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Willing to challenge processes and
people using respect and understanding
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Continuous Improvement
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Communicates and interprets the
broader context
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Seeks to understand the broader context
of the job
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Prevention
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Seeks to build consensus
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Seeks to build consensus
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Work Process Focus
Inspiring Leaders
(UW Financial Management)
Organization: "Inspiring Leaders" "Committed Staff"
Descriptive Words – Leaders: Enthusiastic, Visionary, Responsible, Creative, Hardworking, Engaged, Customer Focused
Descriptive Words – Staff: Motivated, Proactive, Responsible, Creative, Hardworking, Engaged, Customer Focused
"Leadership is a concept of owing certain things to the institution. It is a way of thinking about institutional heirs, a way of thinking about stewardship as contrasted
with ownership…Leaders owe a clear statement of the values of the organization…Leaders are responsible for such things as a sense of quality in the institution, for
whether or not the institution is open to influence and open to change…Leaders are obligated to provide and maintain momentum…Momentum comes from a clear
vision of what an [institution] ought to be, from a well-thought-out strategy to achieve that vision, and from carefully conceived and communicated directions and
plans…Leaders are responsible for effectiveness…effectiveness is doing the right thing…effectiveness comes about through enabling others to reach their potential,
both their human potential and their organizational potential…" -Max DePree, Leadership is an Art
Behaviors
Leadership Qualities
Nine Quality Principles
Staff Qualities
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Encourages, recognizes, and supports the
contributions of others in the organization
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Encourages, recognizes, and supports the
contributions of others in the organization
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Employee participation
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Encourages others to reach their full
potential
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Initiates self development to increase
knowledge and abilities
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Continuous Improvement
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Walks the talk/is a good role model
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Consistently demonstrates commitment to
quality improvement principles
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Total Involvement
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Instills confidence in others
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Believes in, shows excitement for and
dedication to the job
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Work Process Focus
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Develops and communicates a shared vision
of our future
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Offers time, energy, and ideas in reaching
common goals
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Quality Definition
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Keeps primary focus on the customer, taking 
time to know customer needs and demands
Develops effective relationships with
customers and co-workers
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Customer Focus
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Is committed to ongoing process
improvement and preventative actions
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Is committed to ongoing process
improvement and preventative actions
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Continuous Improvement
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Seeks opportunities to develop process
partnerships
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Develops effective relationships with process 
partners
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Removes barriers
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Seeks assistance with type 2 or 3 problems
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Prevention
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Anticipates the need to change
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Accepts challenges with eagerness
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Prevention
Work Process Focus
Developing Your Leadership Pipeline
Stages of growth and often used titles:
1.
2.
3.
4.
5.
6.
7.
Managing self – staff member
Managing others – supervisor
Managing managers – unit manager
Functional manager – director/chair/associate deans
Business manager – vice president/dean
Group manager – executive vice president/provost
Enterprise manager - president
Each stage requires a different and more complex skill set
Charan, Drotter and Noel
Becoming the Boss
“Learning to lead is a process of learning by
doing. It can’t be taught in a classroom. It
is a craft primarily acquired through on-thejob experiences – especially adverse
experience to which the new manager,
working beyond his current capabilities,
proceeds by trial and error.”
Linda A. Hill, Harvard
Passage 1: From Managing Self to
Managing Others
Skills needed:
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Planning work of others
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Filling jobs
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Assigning work
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Motivating others
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Coaching
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Measuring work of
others
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Allocating time to get
your job done and help
others perform
Learn to value
managerial work and
that work directing
work of others is
critical to your success
Communicating more
Charan, Drotter and Noel
New Manager Misconceptions
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Managers wield significant authority
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Authority flows from the manager’s position
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Managers must control their direct reports
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Managers must focus on forging good
interpersonal relationships
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Managers must ensure that things run smoothly.
Linda A. Hill
Passage 2: From Managing Others to
Managing Managers
Additional skills needed:
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Select hi-potential staff
to turn into managers
Assign managerial and
leadership work to
managers
Measure manager
progress as managers
Coaching
Charan, Drotter and Noel
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Thinking beyond
function toward
strategic issues
Keeping everyone
informed all the time
Help new managers
learn to manage and
not just do
Coordinate efforts and
keep managers
accountable to
agreements
Passage 3: Managing Managers to
Business Manager
Skills needed:
 Manage outside
comfort level
 Excellent
communication skills
 Balancing needs of
multiple functions
 Proficient strategist
 Delegation
Charan, Drotter and Noel
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Integrate functions
Work with wider
variety of people
Balance current needs
with future
Must take time to
reflect, analyze and
plan
… If not…you will
become a roadblock
Engaging Staff/Faculty
Having engaged staff/faculty results in higher
satisfaction, better service, ability to retain
those you value and a stronger unit/leadership
reputation. You can do this by:
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Getting Close – get to know them, talk with
them, listen and be attentive, communication is
direct and person
Gaining Trust – be open, share information,
talk about the hard stuff with them (not to
them), ask for feedback
Engaging Staff/Faculty
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Interacting – promote dialogue, hold forums,
encourage two way communication
Being Inclusive – ask for and use ideas from all
members, use words from staff to tell their
work stories/successes to others
Being Intentional – have an agenda, target
your communications, frequently reinforce your
strategy, recognize good work
Showing your vulnerabilities, sharing your
mistakes and how you learn from them, and
connecting are signs of an effective leader.
adapted from Groysberg and Slind, HBR June 2012
Engaging Staff/Faculty
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What are you doing to engage your
staff/faculty?
What seems to work well?
What have you tried that hasn’t
worked so well?
Supporting Development
As a leader of others, you can commit to:
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Developing leaders and staff
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Developing leadership and work unit teams
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Requiring leadership and staff development plans
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Providing mentoring opportunities
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Providing networking opportunities
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Providing structured challenges/projects
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Asking for and providing support and feedback
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Communicating with your leaders and staff
proactively and frequently
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Sharing as much as you know about all things
Even if no central directive requires this!
What can you do for yourself?
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Allow yourself to be both optimistic and realistic
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Find a trusted adviser, opportunities for reflection
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Ask for feedback
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Create a development plan
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Get involved with activities outside your department
and organization
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Learn as much as you can
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Surround yourself with effective leaders
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Take some risks – show your emotional
side/vulnerability
Don’t lose yourself in your role
What will you do when you go
back to work?
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Discuss 1 – 3 new ideas you gained from this
workshop.
Choose at least one action you will take to
enhance your effectiveness as a leader – for
yourself or others
Share that with someone(s) sitting near you.
Bibliography

Charan, Drotter and Noel. The Leadership Pipeline. Jossey-Bass,
2001

Dolezalek. “Got High Potentials?” Training Magazine,
January/February 2007.

George, Sims, McLean and Mayer. “Discovering Your Authentic
Leadership.” Harvard Business Review,February 2007

Groysberg, Boris and Michael Slind. “Leadership is a
Conversation.” Harvard Business Review, June 2012.

Hill. “Becoming the Boss.” Harvard Business Review, January
2007.

Katzenbach, Stefen and Kronley. “Culture Change that Sticks.”
Harvard Business Review, July – August 2012.

Jurow. Cultivating Your Career. The Business Officer, July 2006.

Various. “Global Executives Talk about the Challenges that
Shaped them as Leaders.” Harvard Business Review, January
2007.

Zenger and Folkman. The Extraordinary Leader. McGraw Hill,
2002

Heifetz, Grashow, Linsky. “Leadership in a (Permanent) Crisis.”
Harvard Business Review, July-August, 2009