LEADERSHIP AND SELF -DECEPTION free pdf ebook was written by Karen Woolsey on September 16, 2002 consist of 82 page(s). The pdf file is provided by www.atsmedia.com and available on pdfpedia since March 27, 2012.

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: March 27, 2012
: Karen Woolsey
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L EADERSHIP AND S ELF -D ECEPTION T HE H IDDEN K EY TO I MPROVING R ESULTS Based on the book, Leadership and Self-Deception, by The Arbinger Institute. Leader’s Guide S CREENPLAY BY K IRBY T IMMONS L EADER S G UIDE W RITTEN BY T HE A RBINGER I NSTITUTE IN C ONSULTATION WITH N AN S TERMAN CONTENTS Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Page 1 How to Use These Materials . . . . . . . . . . . . . . . . . . .Page 2 Background . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Page 5 Video Synopsis . . . . . . . . . . . . . . . . . . . . . . . . . . . .Page 7 Session 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Page 9 Learning Objectives . . . . . . . . . . . . . . . . . . . . . . . . .Page 10 Class Sequence and Timing . . . . . . . . . . . . . . . . . . . .Page 12 Preparation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Page 13 Leader’s Script . . . . . . . . . . . . . . . . . . . . . . . . . . . .Page 14 Session 2 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Page 29 Leader Materials . . . . . . . . . . . . . . . . . . . . . . . . . . .Page 39 Addendum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Page 74 Companion Videos from CRM Learning . . . . . . . . . . . .Page 79 Closed Captioned by the National Captioning Institute. Used with permission. Copyright © 2002, CRM Learning, L.P. and The Arbinger Institute, Inc.
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A DDITIONAL M ATERIALS AND T RAINING F ROM T HE A RBINGER I NSTITUTE The impetus for this workshop is the book Leadership and Self-Deception, by The Arbinger Institute. For those interested in going beyond the ideas in Leadership and Self-Deception and the workshop designs included in this Leader’s Guide, Arbinger offers in-depth programs in each of the following areas: Team-building Conflict Resolution Leadership Teaching and Education Intervention and Peacemaking Counseling Care-giving Crisis Management Personal and Executive Coaching Family life Personal Improvement Those interested in additional training in this material may contact The Arbinger Institute at 800-307-9415.
L EADERSHIP AND S ELF -D ECEPTION L EADER S G UIDE I NTRODUCTION In our work and personal lives, we spend much of our time attempting to solve problems — big ones, little ones, simple ones and the not-so-simple. But what if all the various problems that irritate and provoke us in our lives were really just “one” problem? A problem that keeps all of our energy, and that of our organizations, focused on sustaining the problem? A problem so pervasive that probably no one in your organization even knows it’s a problem? At The Arbinger Institute, we’ve discovered that there actually is such a problem at the heart of the human sciences. It’s called “self-deception,” and it’s a problem so deep that, until recently, only a small group of scholars even knew of its existence. Arbinger’s consulting and research with organizations around the world has proven that “self- deception” in the workplace isn’t simply an interesting quirk of human dynamics, but is directly tied to both individual and organizational “results.” In fact, “self-deception” is arguably responsible for more waste than any other single factor in the workplace. All of the common “people problems” that we typically face — relating to leadership, communication, conflict resolution, team-building, trust, among others — can be traced to “self-deception” in one form or another. As you might imagine, Arbinger has also focused a good deal of time and thought upon a solution to “self-deception.” And, after many years of study and research, we’ve uncovered a relatively simple one — but one that will not be obvious, even to the discerning observer, without fundamentally changing the way we look at ourselves and our interactions with others. Now,The Arbinger Institute has partnered with CRM Learning to bring you what we believe you will agree is one of the most innovative and ground-breaking training programs you will ever have experienced:The LEADERSHIP & SELF-DECEPTION Workshop. In this workshop, which includes a gripping and engaging video, you will learn how to identify when “self-deception” is taking place and how it negatively affects you and your organization. Perhaps more to the point, you will learn how to implement a simple solution that can lead to more than just improvement, but to a virtual transformation of performance. In short, a solution that changes everything, especially results. — The Arbinger Institute Page 1
L EADERSHIP AND S ELF -D ECEPTION L EADER S G UIDE H OW TO U SE T HESE M ATERIALS This training workshop is divided into two sessions. Session 1 is appropriate for any training audience. Depending on your group and its interests and needs, you may choose to use Session 2, as well. Either way, all the materials you would need to lead both sessions are included in this package. This training package has six components, each designed to help you teach this class: the Leader’s Guide, a PowerPoint presentation on CD-ROM, ten Participant Workbooks, a Leadership and Self-Deception videotape or DVD, ten copies of the book Leadership and Self-Deception, and 25 Reminder Cards. L EADER ' S G UIDE The Leader’s Guide is your teaching guide. It includes most of what you need to teach the class such as your teaching script, important background information, and master copies of activities to use in the class. Each section of the Leader’s Guide is described briefly below: Program Introduction The program introduction provides an overview of the training. How to Use These Materials This is the section you are reading right now. Background Background explains the concepts behind the training.This is where you will learn what self- deception is and how it impacts leadership. Learning Objectives The learning objectives describe the basic concepts that you will cover in the course of the workshop. It describes what participants will get from the course.The purpose also includes a note on teaching strategy, as this course is unlike most you are likely to have taught in the past. Class Sequence and Timing The Class Sequence is basically the schedule and timing of the class components. Page 2
L EADERSHIP AND S ELF -D ECEPTION L EADER S G UIDE Preparation In the preparation section, there is a list of all the materials you need to read, copy, and prepare before you teach each class. Video Synopsis The synopsis includes a short description of the content presented in the video.The synopsis is for your benefit but if you find a way to use it in your class, feel free to do so. It might well be used as a summary or review of the course. Leader Script There are two scripts included in this guide: a Leader Script for Session 1 and another Leader Script for Session 2. Each script is for you to use in delivering the respective courses.They guide you through the courses, from learning point to learning point.They include suggested wording, tell you what activities to have the class do and how to do them.The scripts tell you when to show the video, which materials to use, and when to use them.You are welcome to revise your scripts and adapt them to meet the needs of each class you teach. Session 1 will provide participants with the “basics”: it introduces and explains the concepts of self-deception and its effects, and proposes some ways for participants to generate basic solutions. If you choose to do Session 2, students will be required to read the book, Leadership and Self-Deception before attending the training. Session 2 goes into more depth on the concepts in the book; it requires participants to take an honest look at themselves, consider how self- deception affects their lives, and also provides some real-life applications to the concepts presented in the book. The scripts also includes several visual aids to assist you: Text “bubbles” (provided throughout the Leader’s Guide) give suggestions on what the trainer might say. Feel free to put these sections into your own words. Slide icon to indicate when a PowerPoint slide should be used Worksheet icon to indicate a particular worksheet Video icon to represent video viewing Page 3
L EADERSHIP AND S ELF -D ECEPTION L EADER S G UIDE Leader Materials Leader materials includes a variety of items you need to read and/or copy before you teach the class, including: • Masters for participant handouts. Before each class, make copies for each student. • Critical background information to read before leading the class. Addendum Additional information and readings are included in this section. Companion Videos CRM Learning has many training videos and packages in its catalog, some of which are excellent choices as companions to the Leadership and Self-Deception training program. P OWERPOINT P RESENTATION The PowerPoint presentation (on CD) includes all the slides you need as you lead the workshop. P ARTICIPANT W ORKBOOK Most of the participants materials are included in the Participant Workbook. A few, however, are included in your materials as you will need to make copies of them and hand them out during the course. R EMINDER C ARDS We have included a set of wallet-sized reminder cards for students to take away with them and use once back at their work places. L EADERSHIP AND S ELF -D ECEPTION V IDEO OR DVD The video in this workshop briefly, but memorably, tells the true story of Ignaz Semmelweis.The book also recounts Semmelweis’ story, which serves as a springboard for all that happens in the workshop. Be sure to view the video several times before you teach the course. L EADERSHIP AND S ELF -D ECEPTION B OOK Be sure to read the book before you teach the course.Ten books are included in your package, should you choose to have participants read them after Session 1. Page 4
L EADERSHIP AND S ELF -D ECEPTION L EADER S G UIDE B ACKGROUND W HAT IS S ELF -D ECEPTION ? It is not often that leadership training touches on the topic of self-deception.What do we mean by self-deception? Think of the most difficult people you’ve ever had to work with.What were they like? What made them so difficult? Now ask yourself this question: Did they think they were a problem the way you thought they were a problem? Chances are, the answer is no.You and everyone else around them could see they were a problem, but they couldn’t see it. And if they ever did think there might be a problem, no doubt they blamed it on someone else.This is a fascinating phenomenon. How can someone be a problem and not be able to see that they are a problem? This phenomenon is called “self-deception.” Simply put, it’s the problem of not being able to see ones’ own problem. W HY S ELF -D ECEPTION M ATTERS Here is why self-deception matters: it turns out that self-deception is at the heart of many common “people problems” that hurt organizational performance. Problems relating to leadership, communication, motivation, conflict resolution, team-building, fear, trust, offense-giving, offense- taking, and so on, are often manifestations of one thing: self-deception. Once the individuals in an organization begin to crack their self-deceptions, the organization can discover much higher levels of performance. Reducing self-deception is one of the greatest competitive advantages an organization can achieve. T HE S ELF -D ECEPTION T RAP : A N A NALOGY To give you an idea of how self-deception traps us into wasteful and destructive ways of working, consider the following analogy: An infant is learning to crawl. Before the baby learns to move forward, she first learns to move backwards.This is often the sequence in an infant’s physical development. So the infant pushes herself backwards around the house and gets lodged beneath the furniture.There she thrashes about — crying and banging her little head against the sides and undersides of the pieces. She is stuck and hates it. So she does the only thing she can think of to get herself out — she pushes even harder, which only worsens her problem. She’s more stuck than ever. If this infant could talk, she would blame the furniture for her troubles. She, after all, is doing everything she can think of.The problem couldn’t be hers. But of course, the problem is hers, even though she can’t see it.While it’s true she’s doing everything she can think of, the problem is precisely that she can’t see how she’s the problem. Page 5
L EADERSHIP AND S ELF -D ECEPTION L EADER S G UIDE Self-deception is like this. It blinds us to the true nature of problems, and once blind, all the “solutions” we can think of actually make matters worse.That’s why self-deception is so central to both formal and informal forms of leadership. Leadership is about making matters better, but to the extent we are self-deceived, our leadership is undermined at every turn — and not because of the furniture. Page 6
L EADERSHIP AND S ELF -D ECEPTION L EADER S G UIDE V IDEO S YNOPSIS T HE S TORY OF I GNAZ S EMMELWEIS The video in this workshop briefly tells the true story of Ignaz Semmelweis (pronounced “Ignawts Semelvice”), a European doctor in the mid-1800s. Semmelweis worked at Vienna’s General Hospital which at the time was an important research institution. At the hospital, Semmelweis was horrified by the horrendous mortality rate among maternity patients. Many women giving birth in the hospital died from a set of symptoms that doctors referred to as “childbed fever.”The physicians at the time had no knowledge of disease or how it was caused so their attempts to treat it often failed. Countless women contracted the disease and more than half died within days. The terrible risk was well known in Vienna.Vienna General had such a frightening reputation (but no more so than any other hospital in Europe) that some women actually gave birth on the street and then went to the hospital. One particularly disturbing aspect of the problem at Vienna General was this: One section of the maternity ward had a much lower mortality rate than the other section. Semmelweis reported frequently seeing pregnant women “kneeling and wringing their hands” as they begged to be moved to the less risky section of the maternity ward. Doctors at the hospital were anxious to find the source of the disease.They routinely performed autopsies on patients who died from childbed fever, searching for some abnormality or some other physical cause for the disease.They found nothing. Over time, Semmelweis became more and more obsessed with the problem — in particular with determining why the mortality rate in one section of the maternity ward was so much higher than in the other.There must be some difference between the wards, he thought, but what? In his effort to solve the problem, Semmelweis went to extreme efforts to standardized the way things were done in both sections, from birthing positions to ventilation to diet. He even standardized the way the laundry was done. Semmelweis looked at every possibility but could find no answer. Nothing he tried made any measurable difference in the mortality rates. Then something happened that transformed Semmelweis’s thinking. One day, Professor Kolletschka, who was Semmelweis’s mentor, was performing an autopsy on a patient who died of childbed fever. During the autopsy, an assistant accidentally cut Kolletschka’s hand with a scalpel used to cut the cadaver. Shortly thereafter, Kolletschka was struck with the symptoms of childbed fever. Like so many of the maternity patients, Kolletschka died. Based on his observations, Semmelweis hypothesized that “cadaverous particles” from the diseased cadaver had contaminated Kolletschka’s wound and caused his death. Page 7
L EADERSHIP AND S ELF -D ECEPTION L EADER S G UIDE Semmelweis noticed something else extremely important.Vienna General was both a teaching and a research hospital. Many of the doctors, Semmelweis included, split their time between research on cadavers and treatment of live patients. Moreover, the only difference between the two sections of the maternity ward was that the high mortality section was attended by doctors, while the low mortality section was attended by midwives — and midwives did not perform research on cadavers. Finally, Semmelweis recalled that once when he had left Vienna for a time, the mortality rate in his section of the maternity ward had actually decreased.The only difference between him- self and the doctor who had filled in during his absence was that the other physician did far less research on cadavers. From these observations, Semmelweis developed a theory about what caused childbed fever. He concluded that “particles” from cadavers and other diseased patients were being transmitted to healthy patients on the hands of physicians. Immediately, Semmelweis instituted a policy requiring physicians to wash their hands thoroughly in a chlorine and lime solution before examining any patient.The mortality rate decreased immediately and dramatically. Page 8
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