Category Archives: Leadership

Why Take a Vacation?

Many Americans don’t use all their vacation days because coming back to piles of work is so stressful—this according to a recent study. The understandable decision not to take a vacation has got me thinking.

  • As a leader, do you model taking time off?
  • Do you unplug or restrict email use when you are on vacation?
  • During the summer months, how can you make work time more seasonally appropriate—stretchier, sunnier—in some way more relaxed?

One of my clients surprised his staff when he stopped the practice of his CEO predecessor, who had sent emails to staff members day and night, year round. As the new CEO, Paul modeled work/life balance by attending his children’s school activities and going on vacation. Staff followed suit, and satisfaction with work/life balance quickly shot up.

Once when I told a client that I’d check email a couple of times a day while I was vacationing in France, my consulting partner spoke up and said, “oh no you don’t; I’m here and working; you are going on vacation.” I needed that curb on my control-freak tendencies.

Whether or not you take time off this summer, here are ways to model making summer stretchier and sunnier. I invite you to post more ideas in the comments section of this blog.

  • At least once a week, invite others to join you outdoors for a bag lunch.
  • Use staff meeting check-in time (5-10 minutes of an hour-long meeting) to share summer memories, like mine below. (Yours don’t have to be poems—but they CAN be. Try haiku!)
  • Bring the outdoors into the office—flowers, homegrown herbs, vegetables and fruits
  • Encourage folks to learn more about each other. What’s a summer activity they enjoy? When they were a kid, what did they most like about summer?

June 30 may be the mad end of your fiscal year. Or maybe it’s hard to divvy up work when people take time off in July and August. At the same time, just as our muscles work at full strength only if they can let go of holding, we have to learn how to relax.

First Fireflies

Early June, and I stare into dark
Wondering where and when they’ll come,
These delightful beacons of summer.

Was it a porch light through a quiver of birch
Or—over there–a trick of the eye?
Another flash, and then a third—

Ah–the tiny fellows have come
To celebrate their love and bring
Me back to nights in Arkansas

When we sat on our grownups’ laps, lulled
By the to and fro of rocking chairs,
The summer heat, and family voices

Lowing, like the cattle beyond the fence.
In the deeper dark, the lightning bugs
Arrive, and we cousins rush among

The stardust to cup them in our small
Hands, so they will make our fingers
Glow and we can feel them tickle

Gently, like my mother’s feathery
Eyelash brushing my kissed cheek.
Opening our hands, we let them go

And spreading my arms like wings, I tilt
My head skyward to the bigger lights
That spin around our haloed heads.

poem ©2013 Merryn Rutledge

The Simple Kindness of Human Connection

caring-handsAfter my husband died last fall, my world changed. Undergoing and guiding change, both of which are central to my work as a leadership coach, suddenly took on new dimensions. I have new appreciation for the simple kindness of human connection.

One of the most powerful frameworks for helping us go through change comes from Elizabeth Kubler-Ross’s work on grieving. Kubler-Ross realized grief is a process of changing. Later, William Bridges made the connection between grieving for a lost loved one and making changes at work—losing a colleague, reorganizing work operations, reconfiguring offices space, or growing a company. Change interrupts the familiar patterns of work. Change involves loss: that is the central insight Bridges got from Kubler-Ross.

In this post I’ll share my reactions to what people say when they learn I’ve lost my beloved. I hope telling you what helps me will also help you help others who are going through change.

A simple acknowledgement of my loss is very helpful. Colleagues, neighbors, customer service people (for insurance, credit cards, tech support, etc.), and even townspeople have greeted me by saying, “I’m sorry about your loss.” Their simple human kindness says, “I have heard.” It acknowledges loss that is always in my mind and heavy on my heart. The kindly sentence is sincere, simple, and direct.

Other people’s well-intentioned reactions hurt or stir my anger. I have learned from books on grieving that these unhelpful responses are common.

Playing down the loss is not helpful. “Well, at least he didn’t suffer for long,” some people have said. A workplace version might be: “Come on, it’s just different office space, for goodness sake. No big deal.”

Comparing suffering is not helpful. “I lost my brother last year, so I know how you feel.” A workplace version might be: “Once I had to take on a second job role while keeping the one I had, so I know exactly what you are going through by starting over in a new job.”

Comparing suffering is similar to presuming to know how somebody else feels. “I lost my brother last year; I feel your pain,” someone said to me. A workplace version? “I know, you are shell shocked because you are brand new to the department. I feel your ‘overwhelm.’”

“You’re strong; I know you’ll make it” may also not help. The risk with this compliment is that it doesn’t allow the other person to also be vulnerable, raw, disoriented, off-balance and/or other natural responses to change. In many workplaces, strength and toughness are prized and rewarded; vulnerability is viewed as weakness. To not allow or even to “disappear” vulnerability drives underground the range of responses to loss that helps us get through it.

For me, something simple and direct, like, “I’m sorry for your loss” or “I’m sorry for this hard time” is the most helpful. It says,

  • The loss is present and real.
  • We are connected.
  • Simple kindness matters, even for the well-trained customer service people who know they have to move on to address the reason for my call.
  • For people who are closer to me, simple human kindness opens a space for what else might arise, such as,  “And how are you doing today?” or “Can I help in some way?” or I might say, “Thanks. It’s the hardest time, ever.”

Finding Your Own Truer Leadership

shutterstock_2970933John comes to me saying he wants to work on a pressing dilemma in his job as CEO. As we work together, he resolves the dilemma. He also clarifies his own truer leadership, meaning both the values he leads by and the leadership capabilities that make him effective.

John’s initial dilemma sounded like this: “We’ve signed an MOU with another company, so now I’m leading two organizations. One is in crisis and the other is growing, so every day I’m in reactive mode. I just never get out in front. I signed on to this because I think there’s real potential for both companies. But the workload is crushing me, and I’m dizzy from reacting.”

Learning, which is the essence of coaching, begins with exploring. John and I start our exploration with his real, current experience. John feels crushed and dizzy, and I’m curious to know more about what that’s like for him. Well, he says, the stress is terrible. He feels terrible about reports and deadlines that are way past due. He’s been sick twice in four months. He hardly sees his family. He’s an athlete and he has no time to exercise.

“Wow, that’s a lot to bear,” I say sincerely. “Yeah, it is a lot,” John says, and I see him nodding as he thinks about it. Often in a coaching session (it happens to me when I’m working with my own coach) we say things we sort of already know. But things have more impact when we hear ourselves tell our story or piece together a pattern. At the end of this early session with John, he says one of his takeaways is that he saw more clearly the relationship between stress, little exercise, missing his family, and two bouts of flu.

Other “ah-ha’s” lead to deeper discoveries that are the heart of transformational coaching. John realizes that he’s not just trying to climb out of “reactive mode” or “get out in front.” He realizes that in his current situation he’s not being the leader he wants to be and has been in the past: a strategic thinker, relationally connected, a person with a passion for achieving the mission, and who knows how to work with others to get there.

Over many coaching sessions, John grows really clear about his own truer leadership. Clarity comes from John’s reflective process, my questions, recognition of patterns and themes that surface over time, trying out and then reflecting on new behaviors, planning, and taking action.

As coach and client, we are often working on multiple levels, for example: co-creating strategies for John to carve out “think time” at work; noticing the positive results of taking small steps toward John’s strategic vision; noticing how his senior managers respond to his warm and collaborative way of working; problem solving specific managerial challenges; discovering and “growing” new capabilities John didn’t know he has.

John is a hero. All my clients are, because it takes great courage to find and practice YOUR truer leadership. Here are some exercises to help.

  • Periodically ask yourself questions such as, What values do you try to follow in your work? What work is joyful? How do you lead?
  • Every day for a week (or more), use the last ten minutes of the work day to take stock. What (and who) did you enjoy today? Why? What “good work” did you do? (Define “good work” for yourself.) What is one thing you will do tomorrow that will be “good work?”
  • Do a thorough values clarification exercise. There is a really good one in Becoming a Resonant Leader, chapter 4.

10 Ways to Be an Effective Leader

shutterstock_282591626What can you do to be the most effective leader you can be? A Center for Creative Leadership report affirms that relationship management,” that’s, “how you interact with others,” is key to leading effectively. How can you assess how you are doing, and then improve?

Start by asking yourself these ten questions:

  1. Do I follow through on commitments?
  2. Do I stay curious in conversations, and listen to others?
  3. Do I mentor others?
  4. Do I give tough feedback in straightforward and relationally savvy ways?
  5. Do I work through conflicts in productive ways?
  6. Am I clear with others about their role in decisions (for example, giving information as input, giving informal advice, giving a recommendation, or participating in consensus-building)?
  7. Do I say when I’m wrong, and apologize when I make a mistake?
  8. Do I explicitly acknowledge others’ achievements and contributions?
  9. Do I actively promote diversity and inclusion?
  10. Do I have a reasonable, sustainable work/outside-work balance?

There are many ways to use the ten questions. For example,

  • Answer each question using a scale: always, most of the time, often, sometimes, no.
  • For every question, ask yourself, how do you know? What information supports your answer? Is there information that contradicts it?
  • Get other people’s input. Your leadership coach can do this through 360 degree interviews or surveys.

In other posts, I’ve explained how to use the Learning Compass as a tool for improving leadership. The Compass, a visual representation of the Learning Cycle, brings awareness to your thinking-learning-doing process. As you follow the steps below, notice that you are moving clockwise around the Compass to learn about your leadership and then commit to action.

  • First, gather information by asking the ten questions. (Compass Northeast: Imagining)
  • Then, reflect on your answers and analyze them by asking, for instance, where am I strong and what are areas for improvement? (Compass East and Southeast: Reflection and Analysis)
  • Next, stand back and reach conclusions. What do your discoveries add up to? (Compass South: Thinking and Synthesis)
  • Finally, make a plan and commit to carrying it out. (Compass Southwest and West: Deciding and Planning for Action)

It isn’t easy to be a leader. Nearly half of new CEO’s fail. The good news is that with attention, and supports like coaching, you CAN succeed.

How to Support Managers as Coaches

supporting others to climb-chalk drawingIf you believe coaching is a great way to approach supervision and develop people, great. But do you give your managers the know-how and time to coach? When I ask managers I work with whether their bosses support their talent development role, many say, no, or not much. Their performance is too often evaluated based only on their functional roles as program managers, sales team heads, etc.

If you expect managers to be coaches, you have to invest considerable organizational resources to create and sustain a culture that is consistent with a coaching approach. Culture building has to come from the very top—as an organizational strategy, with resources. Once you commit, there are many ways to start; I gave ideas in an earlier blog. In today’s blog post, I want to emphasize that after you teach managers coaching skills, you have to continue to give them resources that enrich their skills—forever!

There are lots of teachable ideas for skill building. Here, for instance, is a framework managers can use to bookend check-in meetings with supervisees. The acronym TOSS will help you remember how to start the meeting.

  • Topic. Some weeks you’ll bring the topic. Sometimes, though, begin the meeting with an open-ended question. Ask, what topic would you like to focus on today?
  • Objective. State or ask what the objective is for this meeting.
  • Success. When the meeting objective points to a specific action or plan, be sure to ask how both of you will know the coachee has been successful.
  • Support. Ask your coachee what you can do to support him/her during and after this conversation.

At the end of a meeting, the TAPAT questions invite the coachee to consolidate her/his learning and commit to action.

  • Take aways. Ask, what are your take aways from this meeting?
  • Actions and/or a Plan. What actions will you take, and/or what’s your plan?
  • Accountability. How will you make yourself accountable for your action or plan?
  • Thanks. Express appreciation for something specific that has happened during the meeting.

At first I chafed at this structure, a version of one used by the Gestalt Institute of Cleveland, where I have been a mentor coach. You also may share the skepticism of one of my clients there, who wondered how she could use TOSS and TAPAT while guiding a gracefully fluid coaching session.

Then I started seeing how TOSS and TAPAT questions enriched my practice. The opening questions help the coachee focus and help the coach serve learners’ real needs and goals. At the end of a meeting, the TAPAT questions invite the coachee to consolidate her/his learning and commit to action. I ALWAYS learn from the coachees’ choice of take aways. These help me understand what is meaningful for them, how they see their own challenges, and how they learn.

Years ago, when I was a young teacher, my wise mentor Pam told a story that taught me a lot about a coach’s helping role. During an alumna/e weekend, a former student ran up to Pam, exclaiming that he had learned so much from her. Pam waited to hear confirmation of her classroom skills. Instead, the young man said that one day, as he and Pam had walked together across the snowy campus, she had wondered aloud at the lovely snowflakes swirling about. “You taught me to notice small things,” the young alumna said.

Coachees’ answers to some of the TOSS and TAPAT answers often surprise me, and that’s a good thing. The surprise reminds me to be present for this person, here, now.

How Hopeful People Affect Us

We have only to consult our experience to know that our leaders’ and co-workers’ moods and outlooks affect us. My colleague Cheryl radiates sunshine and hope; they “power” her life. During a year-long collaboration, I marveled at her earnest friendliness, genuine curiosity about others, and often-expressed appreciation. When we faced challenges, her hope buoyed me.

Poet Emily Dickinson pictured hope as a bird—fragile and strong, delicate and unstoppable, freely given and giving generously.

Hope is the thing with feathers
That perches in the soul
And sings the tune without the words,
And never stops at all.

And sweetest in the gale is heard:
And sore must be the storm
That could abash the little bird
That kept so many warm.

I’ve heard it in the chillest land
And on the strangest sea:
Yet never, in extremity,
It asked a crumb of me.

Try an “awareness experiment” about how hopeful people affect you.

  • Begin by thinking of two or three people you know well who have a sunny outlook, a hopeful approach to living.
  • Now focus on one of these people, or all of them, one at a time. Reflect on what it is like to be around them.
  • Notice your thoughts. Jot them down. Then see if you notice patterns.
  • Notice how you feel, and jot down these feelings. Are there patterns?
  • Notice your body. For instance, are you inwardly or outwardly smiling? Feeling “up?” How is your breathing?

Now complete your Learning Cycle by asking: What did you just learn? What is one thing you will do differently today to sing hope’s song?

Here are suggestions for exploring further.

  • Look up Positive Emotional Attractors, of which hope is one, on the web.
  • Read some of the brain and social science research that explains how we boost our own growth and inspire others with Attractors like hope.
  • Do the exercises in chapter 4 of Resonant Leadership.
  • Do more “awareness experiments” on your own.

Have fun.

Coaching Cultures

Organizations where coaching skills are infused in day-to-day practice have “higher employee engagement and stronger financial performance.” So says a 2014 International Coaching Federation (ICF) research report.

As I see it, more traditional approaches to leadership development involve three components: leader training programs, formal mentoring, and/or coaching offered to senior leaders (and sometimes to a select group of rising stars.) Comparing these three components highlights special features of coaching.

  • Coaching is a partnership in which the coachee sets or, even where HR or Talent Management is involved, co-creates her/his goals. The coach, using skills and frameworks he/she has learned, co-creates paths for learning
  • In contrast, “training” means that the program developer—not the learner—determines the learning objectives and creates a course of study.
  • Although mentoring is more organic than training, it is still teaching. The mentor guides learning from her/his own experience and expertise in a particular area.

pink tree blossomsIt’s great when organizations offer training programs, formal mentoring, and/or some coaching. I wish more organizations had all three! Fundamentally, though, I would like all managers to be able to use a coaching approach to supervising employees. And I would like to see more employees have the experience of coaching.

Why? Beliefs that underlie coaching cultures build resilient organizations.

  • People’s strengths, resources, and experiences are the wellsprings of growth.
  • Inquiry and exploration are important both for employee growth and business outcomes.
  • Both coach and coachee are learners. Everybody is a learner; work is about learning every day.
  • Supervision is collaborative.

According to the ICF report, organizations with strong coaching cultures share several attributes.

  • Coach training and coaching skills training are dedicated line items in the corporate budget.
  • Leaders and managers use a coaching approach to supervision.
  • They have coaching skill training that has been approved by an an accrediting organization (such as ICF).
  • Both internal and external coaches are certified. Certification entails completion of a course of study approved by a certifying organization, adherence to ethical standards, verification of coaching experience, and ongoing continuing education.

Especially if your resources are limited, you may not think a coaching culture is within reach. Don’t give up; here are ways to get started.

  • Help managers and organizational leaders learn more about coaching. For example, there are important differences between leadership coaching, consulting, mentoring, training, and sports/wellness/voice coaching.
  • Host brown bag lunch discussions where leaders compare their mental models of coaching.
  • Invite a panel of coaches to explain and demonstrate aspects of their practice.
  • Discuss the supervision practices you now use, such as performance reviews. What assumptions about supervising, teaching, employee motivation, and correcting underlie your current practices? What would be different if managers adopted a coaching stance as the norm?
  • Offer a coaching skills course so managers can learn to use a coaching approach to supervision.
  • Support one or a few employees at a time to enroll in an accredited coaching program. (I’m happy to offer recommendations.)
  • Create a multi-year plan for building a coaching culture, and welcome small steps. Some experts think that with large scale change, it may actually be better to implement the change over a period of time.

As organizations grow more complex, people at all levels need the very skill sets that coaching encourages and teaches: the capability to heighten self-awareness, cultivate critical and strategic thinking, see from multiple points of view, and communicate with people who are very different from oneself.

For Sustainability, Develop People

shutterstock_282591626“Stark underinvestment in leadership development undermines nonprofit leaders” and weakens their organizations, a new report by Third Sector New England warns.

 

The over 1,000 leaders and board members surveyed strongly support the need for sustained professional development for staff.

  • Leaders “who do invest in professional development were significantly more likely to think their organizations have enough bench strength” for sustainability and leadership transitions.
  • But staff professional development is a budgeted line item in just over half the organizations surveyed in New England.
  • Although acknowledging the value of coaching, just over half of leaders have invested in coaching.

What can you do in your organization? Here are some approaches I use.

  • Create a culture based on learning, embedding learning in every work process. The Learning Compass, based on David Kolb’s Learning Cycle and the Kolb Learning Styles Inventory 4.0, provides an excellent basis because you can use the Compass in business process improvement, problem solving, decision making, innovation, planning, team development, and communication.
  • Create a performance management system based upon facilitating growth, not evaluating or “appraising.” Teach managers to approach supervision as coaches. Of course, all managers need a firm understanding of what a coaching approach is and is not, and they must be supported with skill development.
  • Build bench strength by targeting rising leaders for formal mentoring and coaching. Peer problem solving, using methods such as the tuning protocol (adapted for using in the business sector) or the GROW coaching model, teaches coaching skills and fosters creative solutions to day-to-day work challenges. These problem-solving processes are especially powerful when facilitated by a certified coach who helps the group deepen its awareness and be more intentional about skill-building.

The Third Sector (TSNE) report points out that with baby boomer Executive Directors retiring, nonprofits’ lack of succession planning is a serious problem.

  • Nearly two thirds (63%) of the 877 internal leaders surveyed said they intend to leave the organization in one to five years.
  • Almost two thirds (64%) do not believe there is an internal leader who can succeed them.
  • The report calls for preparing for leaders’ departures by developing “deep sustainability,” including strong leadership systems. No organization should be dependent upon individual leaders.

Here are steps to strengthen your leadership system.

  • Imagine what would you be missing if the Executive Director or CEO were to leave next month? What if your top four or five leaders were to suddenly leave? This exercise will focus your attention on the need to identify the capabilities and skills that your organization must have in order to thrive. You and your board will likely also experience a sense of urgency about developing people and creating systems that are not individual-dependent.
  • Create a plan for developing leaders. It is all right if it is not a comprehensive plan. When change is complex, sometimes more incremental approaches are even preferable (Senge et al, 1999).

These examples may help you see what I mean.

  • Recognizing that she would leave before long, one CEO worked with her senior staff to consensually re-configure job responsibilities so that one team member became COO. Over the next year, that person grew in her ability to lead all aspects of the organization. In addition, all senior team members identified and trained direct reports to step into new responsibilities.
  • Another organization created distributed leadership by first training about 10% of staff, including some supervisors, some managers and two senior leaders, in Culture of Quality Improvement (CQI) methods. Once these folks became certified, they further “seeded” shared leadership by heading up CQI project teams with manager and non-manager members, some of whom became the next cohort to receive training in CQI.

The TSNE report decries “the paucity of resources to support the success of nonprofits” in the Northeast and throughout the country. It challenges the long-held belief that low overhead for nonprofits is good management. Starving leadership development is, in fact, shortsighted, inefficient, and ineffective. In order to serve others, you have to take care of yourself and your staff.

New Approach to Guiding Change

Inspired by Atul Gawande’s The Checklist Manifesto, I found a new approach to guiding change: I created a checklist.

Organizational change is often a complex undertaking that takes place in an already complex system. As a surgeon and health reform thought leader, Gawande understands complexity. Think about an operating room. A team works under intense pressure on a patient whose body is complicated; there are both strict procedures and emergent challenges; systemic issues like the nurse-doctor hierarchy are entrenched; errors can cost lives. Sound in some ways like your work place?

Gawande shows that checklists have lots of appeal as a way to get complex processes right. They:

  • Make a “cognitive net” to catch gaps in knowledge, memory, and attention when individuals or teams are busy doing intense and complex work.
  • Identify critical decision points. Each decision point is reached by using process tools that go with the list item.
  • Are created from knowledge (how to do a surgical procedure); experience (how critical incidents have been handled in the past); input from many people (how various neighborhood Ebola response teams worked); hard data.
  • Teach and improve a whole organization, industry, or sector.

fish jumpingHow would I create a checklist for guiding change? There are so many theories and models of change that it is hard to wrap your arms around them. As I worked with clients and refined my MBA course in managing change, I searched, not for a “theory of everything,” but for a practical approach that would be deliberately eclectic, flexible, and also coherent. I wanted clients to avoid the mistakes I often see and that research verifies: failing to include the right people, not communicating enough with stakeholders, failing to anticipate obstacles, and neglecting to anchor change through skill building and new business processes.

Here are the first of eleven items on my checklist.
1. Have initiators firmed up the rationale for the change project, including timing and resources?
2. Have initiators evaluated the complexity and impact of the change?
3. Have initiators done stakeholder analysis in order to make three key decisions (3a-c on the checklist)?
4. Have initiators formed the change project team based on steps 1-3?

Like a Gawande checklist, the change checklist is built on a body of knowledge. For example, for #2, users need to understand what “complexity” and “impact” mean and how to evaluate these factors.

For each item, a set of process tools shows people “how to.” Clients choose the tool(s) they need in order to complete each checklist step. For #2, there is a complexity/impact grid, for instance. For #3 you can choose from several ways of doing a stakeholder analysis.

The checklist reminds you to:

  • Talk about each important step in a change project.
  • Thoughtfully choose the process tools you need.
  • Make decisions based on process tool results.

With the checklist, people realize that change management is a body of knowledge that can be grasped and learned. You do not make it up as you go along. You no longer manage change by following a leader whose experience may not be relevant to this change. Leadership for guiding change can come from anywhere in the organization. The checklist complements and “completes” what are primarily technical approaches to change, like Project Management and Quality Improvement. The checklist is marvelously suited for responding to complex situations because it is both step-wise and flexible.

Board leadership

Non profit boards are great proving grounds for leadership. And, many board leaders and CEO’s agree, boards have lots of opportunity for improvement. Four such opportunities stand out in BoardSource’s latest scan of over 800 non profit boards. Boards can:

  • Spend more energy on learning how to be excellent.
  • Take more responsibility for community outreach and help with fundraising.
  • Become more diverse and inclusive.
  • Give more support to the CEO.

Here are resources and suggestions for leading your board to excellence.

Ongoing learning—the path to excellence

  • Make ongoing board development part of your strategic plan. That way, excellence becomes a whole-board priority with specific actions that advance this goal.
  • Consider using a consent agenda, which groups routine board business items together so they are “consented to” in one motion. Consent agendas free up board time for learning and generative conversations.
  • Do regular board evaluations, evaluating every meeting and assessing the board annually in a board member survey.

See this governance practice guide for more suggestions.

Active ambassadors
Be clear with prospective board members that community outreach and fundraising help are part of the job. To be effective ambassadors, board members do not need to be public relations or fundraising experts or have a lot of money. I recently guided a board retreat where we asked board members to think of people they would be willing to talk to about the organization’s strategic priorities. The board learned that, guided by staff who would recommend specific “asks,” every board member can open doors.

A new DonorPath report is full of good suggestions for growing effective board ambassadors.

Diversity and inclusion
Boards should ask themselves what array of people will make effective board leaders at this point in the organization’s life. Will recipients of the organization’s services have helpful perspectives? What subject matter expertise will help the organization? What age spread will help with board leadership succession? As you know, these are only three of many kinds of diversity.

Having a diverse board does not guarantee inclusion, which results from every member having access to and a voice at the table. You ensure such access and equity through specific practices like providing regular training in understanding board financial statements.

My BoardSource research report on diversity and inclusion contains case studies and recommendations.

double rainbow

More support for CEO’s
Become a stronger partner in two ways:

  • Support your CEO’s leadership growth.
  • Commit to the board’s becoming a more effective “thought partner.”

Even non profits with modest budgets can usually underwrite the CEO’s ongoing work with an Executive coach. In this way, your CEO works on real challenges, learns to “live into” his/her potential and learns to use organizational development frameworks, processes and tools as need arises.

At the same time, the board should deepen its understanding of the organization’s programs and strategic environment in order to become a better CEO thought partner. How?

Begin by deciding what kind of board you want to be. Governance as Leadership describes three kinds of boards: fiduciary, strategic and generative. A board that primarily focuses on oversight is a fiduciary board. Further along a continuum are two more kinds of boards. Strategic boards ask questions like, what are strategic drivers and what priorities increase impact? The third kind of board learns to do “generative governance.” Generative boards seek out thought leaders across sectors and constantly consider “what if…” questions and scenarios. How could you move your board further along this continuum?