90–120 minutes (30 minutes for individual work; 30 minutes for small-group discussion; 30–60 minutes for debriefing and development of organizational action plans)
Work M P, T, O
1. To recognize values as our personal motivators, giving meaning and purpose to our actions
2. To explore behaviors of leaders that inspire others to strive for excellence
3. To see how an organization can focus on shared values as a path to identifying leadership skills that will be most effective within the organization
• A copy of the Leading Values List for each participant
• A flipchart and marking pen
• A copy of the Leadership Styles Handout for each participant
• 5 index cards for each participant
• Pens or pencils for participants
• Tape
1. In preparation for this activity, make a newsprint sheet for each of the leadership styles listed in the “Leadership Styles” handout. Write the style at the top of the page and post all four pages on the walls around the room. Provide each participant with a copy of the “Leading Values” list and five blank index cards.
2. Ask participants to carefully review the “Leading Values” list and to identify the five most important values for them at work—those values that motivate them to quality performance.
3. Instruct participants to write one of their five selected values on each index card. On the back of the card, ask them to also list three behaviors or actions that they assume a leader who held this same value would exhibit.
4. Distribute the “Leadership Styles” handout, which also lists each style’s accompanying behaviors. Give participants time to study these lists to determine which of their cards should go with which leadership style.
5. Tell participants that when they are ready, they are to tape each of their five values cards on the newsprint page of the leadership style that they believe would be most likely to exhibit the behaviors they have listed as demonstrating that value.
Note: Many values will “fit” under several of the leadership styles. The distinguishing factors are most likely to be the associated behaviors. For example, respect can be shown by a transactional leader taking care of your basic needs or by a situational leader including you in decision making. Vision can be shared through the chain of command by a transactional leader or collaboratively developed by a transformational leader. The facilitator will need to help participants make these types of distinctions as they decide where to place their values cards.
6. Ask participants to form four groups, with each group responsible for discussing one of the leadership styles. Each group will take the newsprint page associated with their assigned style along with the 3 × 5 values cards taped to it and discuss the behaviors and their underlying values as under their assigned style, using these questions as guides:
• What themes emerge in either common values or common behaviors expected from leaders using this style?
• Are there any inconsistencies in either the values or behaviors expected of this leadership style?
• What type of employee (that is, what values or behavior expectations) might this leadership style have difficulty in motivating?
7. Instruct the small groups to return to the larger group and ask each small group to report the results of their discussion.
1. What was the easiest part of this exercise for you to do? Hardest? Where was the consistency or inconsistency in expectations of each leadership style? What common themes did you hear either within or across leadership styles?
2. What feelings emerged for you as you participated in this activity? In the small-group discussions?
3. What values does this organization hold that would support or fail to support each of these leadership styles? If the organization is to achieve success, given its values and industry context, which leadership style(s) might best motivate employees to sustain its efforts? Why?
4. What have you learned?
5. How could you apply information from this experience to your work life?
1. Individuals are motivated by different values in the workplace.
2. The same value can be demonstrated by similar or different behaviors.
3. Leadership behaviors are interpreted as supportive or not supportive primarily based on values held by employees.
4. When leadership behaviors are interpreted as supporting employees’ values, employees are most likely to be motivated to achieve quality performance.
5. When leadership behaviors support the organization’s values, organizational goals are most likely to be met and sustained.
This activity will be most effective if used with leaders from the same organization. The following additional debriefing questions become a plan of action for the organization.
1. What leadership behaviors will most support the stated values of this organization? Why?
2. What skill sets will leaders need to translate these values into related behaviors?
3. How might we assess the skill level of each leader in the organization in each value area?
4. What support, coaching, and training can we provide each leader for those areas needing improvement?
5. How will we communicate these changes to employees so they know what the organization’s leaders are doing to develop the necessary skills to support employees and the organization’s values?
Adapted from an activity in Building Cultures of Excellence: Getting Started with Values by Brian P. Hall and Martin L. W. Hall.
Accountability
Achievement/Success
Change
Compassion
Competition
Control
Cooperation
Courtesy
Creativity/Innovation
Discipline/Order
Duty/Obligation
Education
Equality
Financial Security
Flexibility
Friendship
Generosity
Global Justice
Group Unity
Harmony
Hierarchy/Order
Higher Order/Spiritual Connection
Honesty
Honor
Independence
Laws/Rules
Learning/Personal Growth
Loyalty
Mentorship/Nurturance
Obedience/Duty
Patience
Prestige/Image
Productivity
Quality Work
Recreation/Pleasure
Respect
Responsibility
Security
Solitude
Tradition
Vision
Adapted from an activity in Building Cultures of Excellence: Getting Started with Values by Brian P. Hall and Martin L. W. Hall.
• Works within the status quo of the organization
• Works with her or his constituents in the way they most prefer
• Bargains and exchanges one thing for another
• Establishes clear goals and expectations
• Monitors deviance from standards
• Takes action only when necessary
• Works to change the organization
• Is a reformer
• Seeks to satisfy a higher need or purpose
• Helps others understand the big picture
• Motivates employees to do more than is expected and to desire success
• Involves employees in decision making
• Models, coaches, mentors, and creates learning opportunities
• Thinks “outside the box” and encourages subordinates to do the same
• Helps subordinates take leadership roles
• Stimulates subordinates to develop professionally
• Helps subordinates learn new skills
• Helps subordinates become leaders
• Changes behaviors based on the situation
• Includes subordinates in decisions
• Helps subordinates develop new skills by coaching them
• Delegates both tasks and responsibilities
Adapted from an activity in Building Cultures of Excellence: Getting Started with Values by Brian P. Hall and Martin L. W. Hall.