Leadership – self and peer development

September 12, 2016 § Leave a comment

Imagine you’re with your work colleagues, during a day-long annual looking-back-looking-forward review and planning session together.

In turn, each of you takes a few minutes to speak, reflecting on your professional performance over the last year or so, referring to your values, the nature of your commitment to the work, your achievements and challenges, and your hopes for the period ahead.

You’re listened to carefully by your colleagues, after which each of them takes time to affirm what they’ve seen of your participation in the team over the year, and to validate the claim you’ve just made about yourself – including pointing out where they think you’ve undersold or oversold yourself!

The spoken contributions come from places of inquiry and curiosity, not blame or condemnation.

The atmosphere of the session is calm, reflective, honest – and safe enough for everyone to feel they can challenge themselves and each other. The outcomes: deeper trust, greater self-awareness, and a greater sense of accountability to and reliance on each other.

Sounds implausible? Could any team trust each other so much to run such a process, let alone being interested enough in each other to do so?

Well, recently I had the privilege of supporting a senior leadership team to take themselves through this process. And they were in the public sector, amidst all the pressures of delivering a service in a highly-regulated environment.

For the past two years I’d watched them work out for themselves, and for the teams they managed, what they believed was needed in terms of greater leadership and leaderful behaviour within the service. They had communicated this to their teams, and endeavoured to live out this new form of leadership, which prioritised accountability, greater autonomy, stronger accountability to self and to others, and a much fiercer loyalty to the overall vision and values of the services.

The leadership development interventions I devised with them, and my coaching, were aimed at supporting them fulfil the resulting commitments they had made to each other and to the staff. The Head of Service, fully part of the process,  had inspired them and supported them over the previous few years, to reach a place where they now knew for themselves the importance and the genuineness of the work in hand.

This form of self review which they were now engaged in, with feedback from colleagues or peers, is a powerful alternative or addition to formal appraisal and 360 feedback processes. It requires a good measure of individual skill and confidence to participate in, and enough levels of trust (though there are introductory processes for less-resilient teams as a way of helping to build deeper trust over time).

The specific opportunities of the process are four-fold:

  • Participants are encouraged, within the scope granted by the organisational context, to set their own standards and aspirations – knowing that these will be heard and tested by their peers
  • Participants lead the processes of assessment, again knowing that gaps between aspiration and achievement explored from the perspective of how things could be better in the future
  • Participants learn from this self-awareness how to identify, choose and practice new behaviours and set new, more stretching, standards
  • Accountability is inherent throughout the processes – aspirations for the future will be remembered, and each can hold themselves responsible for upholding (not destroying) their colleagues over the coming months, on the basis that best performance is what’s needed to enable the team as a whole to succeed.

If any of the above has stirred your interest, do be in touch to share your experience.

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