Instruction:

Bok name: Healing our future: Leadership for a changing health system.

Berrett-Koehler Publishers

Authors Garman, Andy Provide an overview of key concepts from the chosen book. o Relate two (2) concepts from the course textbook to the chosen book. These concepts can come from any of the following: Planning (Chapters 1,2,3,4,6 &7), Performance (Chapters 9 & 10) Process (Chapters 10 &15) People (Chapter 16, 17, 18) o The two concepts should not be the domain in general, but rather a theory taught within one of the four domains. A few examples would be: The Vision Framework or EFQM from the planning domain; The Performance Measurement Framework or Organizational Change Framework from the Performance Domain; Lean, Kaizen or Value Stream Mapping from the Process Domain; Team Development, Situational Leadership or Culture from the People Domain. o Discuss a key concept from the chosen book that falls into one of the four domains studied in the course - Planning, Performance, People, or Processes - and identify how the ideas in the book might influence the application of the concept in the workplace.

In this Assignment my part is chapter 5, so please provide information from this chapter 5 which is provided below. please write it according to the instruction.

Chapter: 5self-Development

Self-Awareness

Self-awareness involves developing and maintaining an accurate

view of your strengths and development needs, particularly re-

related to how you come across to the people you work with.

Developing self-awareness is not a straightforward process. It

typically involves not only learning new things but also managing-

Ing any number of self-deceptions: self-perceptions that may feel

correct to you, but other people would describe as inaccurate

(Sitzmann et al. 2010). Self-deceptions exist because of some fun-

mental limitations of the hardware of our brainsin particular-

lar, much of the activity of our minds is simply inaccessible to

our conscious awareness (Wilson and Dunn 2004). While I don't

want to turn this into a chapter on neuroscience, the concepts

are important enough for some high-level discussion.

Figure 5.1 is a wildly oversimplified map of a human brain. (If

you showed this to the professors who raised me, they would

probably try to revoke my diploma. Please don't do that.) It is not

to scale or accurate in any other way, except to make a point about

two things involving different parts of the brain. The component

labeled "my actions" is responsible for driving my behavior. The

other part, "judgment of others," interprets the actions I see other

people taking. You can think of these as separate parts of the

brain, which are not wired together in any particularly useful way.

In other words, I can't really use the "judgment" module to evalu-

ate my own "actions" module. (If you are interested in experienc-

ing what this disconnect feels like, try self-evaluating your public

speaking skills while presenting in front of a mirror.)

Despite this real ity, most of us manage to come up with a

pretty good story about what we think we are all about. It feels

compelling, but often it is not terribly accurate. And the story

can get reinforced over time, because we will tend to remember

the feedback we get that confirms it, and discard the feedback

that does not (Hart et al. 2009). We may even start avoiding

people who try to give us disconfirming feedback (Green, Gino,

and Staats 2017). To some degree these biases are functional, es-

pecially if they help us maintain a healthy level of self-confidence

(a topic we will turn to in the next section). But they can also in-

terfere with our ability to learn from our mistakes, which is

critical for becoming a more effective leader.

Creating an accurate self-awareness, it turns out, is not really

possible through self-reflection directly. It requires help from

other people. In effect, we need to "borrow" the perceptions of

other people to create more accurate perceptions of ourselves (see

figures 5.2 and 5.3).

5.2 One person acts, the other judges

.3 Self-awareness is developed

Chapter 5 Self- Development 73

In chapter 2, I described the fastest path to better leadership

involving both practice and high-quality feedback on that prac-

tice. When it comes to interpersonal activities in particular, there

are important limitations to our ability to self-assess accurately.

Without accurate feedback, our development will be much slower.

This is why other people play such an important role in develop-

ing self-awareness, particularly when it comes to leadership. The

people you work with are in a much better position than you are

to reflect on your actions, make judgments about them, and

then (assuming you have made them comfortable doing so) give

you the perspective that your hardware limitations prevent you

from creating for yourself.

All of the above is much easier said than done. Most of us do

not really enjoy getting critiqued by others, especially about

something so fundamental to our identities as our ability to lead.

If I take the feedback too seriously, it can feel devastatinglike

maybe I am not cut out to lead after all. But if I don't take it se-

riously enough, then I am not learning what I need from it. This

is an area where the next competency, self-confidence, is particu-

larly relevant.

Self-Confidence

In the context of leadership, self-confidence means believing in your

ability to successfully accomplish what you set out to do. The role

of self-confidence in leadership success is best understood by re-

flecting back on our discussion of leadership development in

chapter 2. There I described the fastest path to more effective

leadership as involving (1) more and better practice, (2) high-

quality feedback on that practice, and (3) productive reflection

on that feedback in preparation for more practice. All else being

equal, someone who is higher in self-confidence is more likely to

take the initiative to seek out challenging assignments, and

74 Healing Our Future

therefore get more practice in these roles. If you have a greater

belief that you will succeed at something, you are also likely to

persevere longer, which, regardless of outcome, means you are

getting more practice. Self-confidence also serves as an emotional

buffer for critical feedback: it is less likely to feel devastating, and

therefore can be more readily internalized (see figure 5.4).

In the context of leadership, self-confidence plays another

impor tant role: maintaining and enhancing the confidence of

other people. However, when it comes to leader self-confidence,

too much of a good thing is definitely no longer a good thing.

Overconfidence, consistently overestimating one's capabilities and/

or the likelihood of success, can be an especially thorny prob-

lem in leadership roles. Although people are more likely to ini-

tially trust a leader who seems more confident, if the leader's

judgment proves inaccurate, that trust can disappear quickly

(Fleenor et al. 2010).

While it is not always so easy to tell the difference between

healthy self- confidence and overconfidence, attitudes toward

feedback can provide important clues. A leader with healthy

self-confidence will still show an ability to listen openly to the

fears and concerns of others. An overconfident leader, on the

other hand, will be quicker to dismiss these concerns as base-

less and not worth their time to talk about. In more extreme

cases, the overconfident leader may react to concerns with open

hostility, interpreting them as personal attacks rather than ap-

peals to reason, in a fashion similar to the overinvolved leader I

described in chapter 3.

Building Self-Confidence

Self-confidence is so closely related to the learning process that

it has been studied extensively by educational scholars and other

social scientists. This research suggests that self-confidence gets

developed in relation to four specific activities. The first, mastery

experiences, affects self-confidence most directly and involves suc-

cessfully completing tasks and activities. Success is the key here:

activities do not build your self-confidence if you do not succeed

at them. You not only need to succeed but also need to know you

were successful, making recognition a critical ingredient as well.

The second activity, social modeling, involves seeing other people

who are similar to you successfully accomplishing an activity.

Chances are you have some firsthand experience with this one.

Have you ever encouraged a friend of yours to go first when doing

something scary for the first time? Crossing a suspiciously old

footbridge, or bungee jumping, or the like? If so, and if you felt

a sense of relief when your friend survived, you are familiar with

what social modeling can do for you. The third activity is social

persuasion: other people cheerleading us along, giving us a sense

that we can do it. This could be a mentor, a trusted colleague, or

a good friend. It could also be in the form of a team rallying

each other before an important event.

The final activity, psychological response, comes from within and

involves your ability to summon a positive emotional state in

preparation for a challenging task. This is an impor tant part

of the "inner game" of leadership: becoming a source of self-confidence not only for yourself but also for the people you

work with so that you can also be the source of social modeling

and social persuasion. Developing and maintaining these psy-

chological resources relates closely to the final self-development

competency: well-being 80 Healing Our Future

useful." The goal of the initiative supports Google's mission in-

directly by giving it a source of competitive advantage in recruit-

ing and retaining talent. Reflect on that for a moment: salary and

benefits only have value to the extent that they help us meet spe-

cific needs. A person will consider a job offer more attractive if

they think it will help them better meet those needs. What if in-

stead of a higher salary you were offered a better life directly?

Suddenly a better salary and benefits might not matter as much.

This chapter finishes our tour of leadership's enabling disci-

plines, the "inner work" of leadership development. In the next

chapter we begin examining the action disciplines, where the

"outer work" takes place. Before we go, I will provide some ad-

ditional resources and tips for readers interested in continuing

work on self-development.

Strengthening Self-Development:

Learning through Experience

At the start of this chapter, I made the case for the foundational

role of self-awareness in self- development. The surest path to

greater self-awareness is candid feedback from people in a good

position to weigh in on how they see and experience you. Your

best chance of getting the feedback you want is to ask for it. Keep-

ing in mind the many barriers to honesty in the workplace, the

people you want feedback from may need your guidance about

what you are truly interested in. Receiving feedback well (e.g.,

"Thank you, that's really helpful to know" rather than "But . . .

but. . . .") also helps pave the way to more candid feedback in the

future, as does circling back to describe how you have been us-

ing the feedback in your development.

To develop your self-confidence, consider setting a specific per-

sonal goal to periodically pursue activities requiring you to go

beyond the bounds of your prior experience and expertise: your

Chapter 5 Self- Development 81

"comfort zone." I recommend activities for which failing is not

associated with any dire consequences, such as people's lives or

the fate of the organization being at risk. (If every thing you can

think of feels risky to you, you may need to first work on chal-

lenging your own assumptions about risk: "What, realistically,

is the worst that could happen here, and if it did, how bad would

the consequences really be?") Be cautious about taking on things

that seem truly impossible. It's better to find things that merely

seem very difficult.

In terms of well-being, earlier in the chapter I mentioned this

is a clear growth need across our health systems, and offered

some suggestions for attending to your own maintenance. Once

you have your own house in order, so to speak, I encourage you

to consider the ways in which your work and workplace support

and detract fromhealthy habits. If you can identify a particu-

larly substantial barrier to well-being in the workplace, consider

working with your manager and/or others already sympathetic

to these concerns to develop strategies for removing these barri-

ers. Finally, if your organization has a leader who is identified as

the "chief well-being officer" or something similar, consider find-

ing out how you might help champion the leader's efforts to

build a healthier workplace. Often these individuals and their de-

partments have ambitions that are greater than their budgets,

so they can use all the like-minded allies they can find.

Mentors and Role Models

A good strategy for spotting great self-development role models

is to identify people who seem to maintain an even-temperedness

despite having roles that seem highly stressful. Another good

source is people who seem to take genuine joy in their work, or

at least complain much less about it than everyone around them.

Find an opportunity to pick their brain, have them walk you 82 Healing Our Future

keep a level head. You could also ask if they pursue any of the

other habits and tactics I have recommended in this chapter, and

how these practices help them.

Resources for Learning More

In the area of self-confidence, I can recommend two books that

other healthcare leaders have found helpful. For tools and tips

on facing hardships with courage, Dare to Lead by Bren Brown

has been recommended consistently by former students. If you

are interested more specifically in strengthening your self-

advocacy, consider Brag! The Art of Your Own Horn without Blow-

ing It by Peggy Klaus.

If you would like to take a deeper dive into self-awareness,

there is a terrific MOOC on the Coursera platform called "In-

spiring Leadership through Emotional Intelligence" by Richard

Boyatzis from Case Western Reserve University. The course

emphasizes practice exercises and also covers mindfulness

techniques.

For personal well-being, a very good place to start is with a pri-

mary care provider or employee health screen. In addition to

whatever resources you discover directly through those channels,

there are many readily available tools to help you develop or im-

prove your well-being habits. In particular, numerous apps,

many of which are either free or offer free trials, are available

that can help you monitor any health-affirming routines you

may be working on. For example, if you are interested in medita-

tion, the trial version of the Headspace app provides guided

practice and well-designed reminders. Calm is another example

of this type of app. These and related apps may require a sub-

scription after a trial period, which you may find worth the

money; but if you can develop your own monitoring habits

through the use of your own calendar, you may get all you need

from the trial version.

Chapter 5 Self- Development 83

At the organ ization level, if you are interested in practical

strategies for addressing clinician burnout specifically, check out

the publication Taking Action against Clinician Burnout (National

Academies of Sciences, Engineering, and Medicine 2019) and the

more recent discussion papers from the National Academies of

Science, Engineering, and Medicine. All are available from its

website for free. If you would like to learn more about the sci-

ence of well-being, I recommend the Health-Related Quality of

Life website maintained by the U.S. Centers for Disease Control

and Prevention (n.d.). Here you can find good summaries of the

impact of well-being and learn more about how it is monitored

at a national level. Finally, if you are excited by the idea of well-

being becoming more central to society, I encourage you to read

"Well-Being in All Policies," by Dr. Thomas Kottke and col-

leagues, which is also available from the CDC website (Kottke,

Stiefel, and Pronk 2016).