330 BEST PRACTICES IN LEADERSHIP DEVELOPMENT AND ORGANIZATION CHANGE Exhibit 13.8. Training Content: Exercises Used in Organizational Learning Sessions (Continued) Session II Developing Personal Mastery and Vision Exercise I—Personal Mastery Exercise This exercise will help you define your personal vision: what you want to create for yourself and the world around you. This is one positive way to channel the stress in your life to more rewarding and fulfilling endeavors. Your Own Personal Vision: Steps in the Process Step 1: Knowing what you want your life to be Create your life plan first by knowing why you are here, often called your mis- sion. Summarize your mission with using one word—your word-in-the-box. In other words, what “one word” guides you . . . that you want to strive for. Your word-in-the-box could be service, excellence, teamwork, peace, happiness, or anything else . . . Here’s your very own place for your word-in-the-box: Step 2: Going deeper with our word-in-the box Think about your word-in-the box and what that word means to you and your life’s mission or purpose. Picture that word in three different environments: • At Home/Your Social Life • At Work • Within Yourself What would you need to change in order to bring forth/incorporate your word even more in each of these three environments? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ cart_14399_ch13.qxd 10/19/04 1:15 PM Page 330 MIT 331 Exhibit 13.8. (Continued) Step 3: Creating a Result (Begin with the end in mind) Imagine achieving a result in your life that you deeply desire. Begin with the question, “What do I really want?” Describe the experience you have imagined by asking these questions: What does it look like? How does it make me feel? (proud, significant, successful, other feelings . . .) _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Step 4: Describing Your Personal Vision You will now want to focus on and get clear about the results you want to see in your life. Here are some questions to help you in this area: • What do you want to be doing in three years time that you are not doing today? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ • What critical skills or “learnings” will you have developed in that time? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ • What do you want to contribute (or leave behind) as your legacy? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ • What are some concrete, practical steps that you can take to continue to develop your personal vision? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ (Continued) cart_14399_ch13.qxd 10/19/04 1:15 PM Page 331 332 BEST PRACTICES IN LEADERSHIP DEVELOPMENT AND ORGANIZATION CHANGE Exhibit 13.8. Training Content: Exercises Used in Organizational Learning Sessions (Continued) Take yourself forward in time. It is 2005 and your organization/department is operating in a healthy, productive, and sustainable way. –What is going on? –How is it different? –Why are we going there? –How are we going to get there? –What was it you and others did back in 2002 to achieve this remarkable transformation? –What creative tensions need to be resolved in order for this change to happen? Note: This exercise was expanded upon from Session I and highlighted again in Session II to reflect changes in thinking and to capture new participants. Exercise III—Ongoing Personal Mastery Exercise: Do Differently In order to start to initiate any kind of change, it is necessary to first identify something that you want to change or do differently in your life. You can start with a goal that you’ve been wanting to initiate, work on some “irritation” or challenge that you’ve been experiencing, or just do something in a different way to stretch your creativity. This exercise involves three steps. Step 1: Make some change .dosomething differently . . . start on some goal. Describe that experience: _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Step 2: Describe any insights you had from your “do differently.” _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Step 3: Can you now transfer those insights to a sustained, on-going practice? _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ _______________________________________________________________________ Source: Copyright © Zulauf & Associates, 2001–2002. Reprinted with permission. References: The Journal of Personal and Professional Success, Vol. 2, Issue 4, and The Fifth Discipline Fieldbook. Exercise II—Development of an Organizational Vision cart_14399_ch13.qxd 10/19/04 1:15 PM Page 332 MIT 333 ABOUT THE CONTRIBUTORS Joseph Gifun, PE, is assistant director of facilities for infrastructure and special projects in the Massachusetts Institute of Technology’s Department of Facilities, where he has worked in various capacities over the past eighteen years. During the past nine years, Joe’s focus has shifted from engineering to business process design and organizational learning. He participated in the creation of the Depart- ment of Facilities’ strategic plan and led the design and implementation of the department’s repair and maintenance reengineering effort and co-managed the resultant process. He developed and implemented MIT’s infrastructure renewal program and led it from its inception. Joe is a registered professional engineer in the Commonwealth of Massachusetts and he holds a Bachelor of Science degree in civil engineering from Lowell Technological Institute and a Master’s degree in adult and organizational learning from Suffolk University. Patricia Kennedy Graham is director of administration for the Massachusetts Institute of Technology’s Department of Facilities. In that capacity, Pat has respon- sibility for the human resource, learning and performance, and IT teams that support the entire department. Additionally, she participates as a member of the operational leadership team, the strategic leadership team, and the director’s team for the department. Pat worked at MIT’s Lincoln Laboratory, a federally funded research and development center, as associate group leader. Pat left Lincoln Laboratory to be the director of administration for the Boston office of Deloitte & Touche. Prior to returning to MIT to work in the Department of Facil- ities, she was managing director at Surgency, Inc., a management consulting firm specializing in best business practices and e-business transformation consulting. Pat received her Bachelor of Arts degree from Boston College and Master’s degree in administration from Boston University. Dr. Carol Ann Zulauf is associate professor of adult and organizational learning at Suffolk University in Boston. She also has her own consulting practice, specializing in leadership, team development, and systems thinking. Her clients span high-tech, federal and state government, health care, education, and consumer product organizations. Her prior work experience includes being a senior training instructor for Motorola, Inc. Dr. Zulauf has many publications to her credit, including her newly published book, The Big Picture: A Systems Thinking Story for Managers (Linkage Press, 2001). She is also a frequent presenter at regional, national, and international conferences. cart_14399_ch13.qxd 10/19/04 1:15 PM Page 333 334 CHAPTER FOURTEEN Motorola This case study describes Motorola’s success in quickly acquiring, developing, and leveraging the world-class leadership talent it needed to turn around the company’s performance and accelerate its return to prominence in the world market through talent management, recruitment and selection procedures, career planning and development, linkage of performance to rewards, assistance in transition, and clear standards for leadership. OVERVIEW 335 THE DEMAND SIDE 335 THE SUPPLY SIDE 336 LEADERSHIP SUPPLY IS A CORE BUSINESS PRINCIPLE 337 THE NEW MOTOROLA LEADERSHIP SUPPLY PROCESS 337 Recruit and Select 337 Performance Management 338 TALENT MANAGEMENT 338 Career Planning and Development 338 Rewards 338 TRANSITION ASSISTANCE 338 PERFORMANCE MANAGEMENT IS KEY 339 Leadership Standards 339 Motorola’s Performance Management Process 340 Link to Rewards 341 SO WHAT? 342 LESSONS LEARNED AND “DO DIFFERENTLIES” 342 REFERENCES 344 ABOUT THE CONTRIBUTORS 344 S S cart_14399_ch14.qxd 10/19/04 1:16 PM Page 334 MOTOROLA 335 OVERVIEW Why would the CEO of a Fortune 50 company with more than 100,000 employees worldwide dedicate one-third of his time to the creation and implementation of a leadership development system? Because companies with the best leaders win. Beginning in 2000, Motorola undertook significant restructuring of its busi- nesses in response to financial downturn brought about by (among other things) the dot-com crash and the concurrent telecom industry meltdown. As leader- ship teams were redistributed across new organization structures, it became increasingly clear to decision makers that the internal cadre of leadership talent was not sufficient to meet the challenges facing the new organization. In essence, the leadership situation facing Motorola was an economic one—a question of supply and demand. The new organization structure created demand not only for more leaders, but also for a different kind of leader who could trans- form the company and sharpen Motorola’s competitive edge. But the internal leadership supply chain was not producing sufficient talent to meet this new demand; to compound matters, a war for talent had erupted in the external market, further reducing supply. THE DEMAND SIDE Demand for more leaders. As part of the restructuring, Motorola undertook an exercise to estimate the number of additional general managers and functional vice presidents that would be needed to achieve the company’s five-year growth targets. The gap between the number of leaders needed over five years and the number of leaders available was substantial. The situation looked even worse once anticipated retirements, open positions, and underperformers were taken into account. The message was clear: the company needed more leaders to grow but simply did not have enough “ready now” leaders in the pipeline to do so. Demand for a different kind of leader. Historically, Motorola’s strategy was to invent exciting new technologies and then create new markets around them. The company prospered as it executed this strategy in an era of economic growth with virtually no competitive threat in its principal markets. The late 1990s, however, introduced a new reality when competitors began to bring new products and technologies to market more quickly than Motorola, and subse- quently won market share in spaces Motorola once owned almost exclusively. It was apparent that Motorola’s traditional style of leadership was not up to the job of transforming the company to take on the competition by becoming more customer-focused, solutions-oriented, quick to adapt to changes in markets and technologies, and collaborative across business units. So beyond having too few cart_14399_ch14.qxd 10/19/04 1:16 PM Page 335 336 BEST PRACTICES IN LEADERSHIP DEVELOPMENT AND ORGANIZATION CHANGE leaders, Motorola also was short of leaders experienced in driving change and rebuilding the business. The war for talent. In McKinsey & Company’s 1998 landmark study, The War for Talent, Ed Michaels concluded that going forward, companies’ competitive edge would lie almost exclusively in the quality of its leadership: “Capital is accessible for good ideas and good projects. Strategies are transparent; even if you’ve got a smart strategy, others simply copy it. And the half-life of technology is growing shorter all the time. . . . In that kind of environment, all that matters is talent.” In a few short words, the McKinsey study summed up the environment in which Motorola found itself and underscored the importance of dramatically transforming the leadership supply chain to produce the kind of leaders required to sharpen the company’s competitive edge. THE SUPPLY SIDE Internal talent supply. During the period of tremendous growth Motorola expe- rienced in the early- to mid-1990s, scant attention was given to developing the next generation of leaders. More pressing was manufacturing and shipping product to meet seemingly insatiable customer demand. As a result, a large contingent of next-generation leadership talent never fully developed funda- mental management and leadership skills. Later, as Motorola restructured in response to the market downturn, reduction of the workforce by nearly one- third further limited the size of the internal leadership pipeline and the available mix of leadership skills. External talent supply. At the same time Motorola was experiencing a dra- matic increase in leadership demand, so was the rest of the world. The dot-com craze and concurrent rapid expansion of the global economy enticed numbers of business school graduates and experienced leaders alike away from traditional corporate roles to Internet start-up companies, thus reducing the external supply of available talent. With leadership demand outstripping supply, a fluid, free agent market emerged of technical, professional, and management talent who sold their services to the highest bidder and were quick to move on when a better deal was offered elsewhere. Even as the world economy slowed, the free agent market persisted, possibly because employees feel less loyal to their employers, who through downsizing, cost cutting, and “doing more with less” have demonstrated less loyalty to employees. So even though more talent may be available during economic slowdown, competition for quality leadership talent remains intense. Changing demographics. From a purely statistical standpoint, the demo- graphic shift in the U.S. population from the Baby Boom generation, the oldest of whom are rapidly approaching retirement, to the Baby Bust generation cart_14399_ch14.qxd 10/19/04 1:16 PM Page 336 MOTOROLA 337 portends an even smaller pool of leadership talent in the coming years. The McKinsey study stated it quite succinctly: “In 15 years, there will be 15 percent fewer Americans in the thirty-five- to forty-five-year-old range than there are now. At the same time the U.S. economy is likely to grow at 3–4 percent per year. . . . That sets the stage for a talent war.” LEADERSHIP SUPPLY IS A CORE BUSINESS PRINCIPLE Framing the leadership issue as a matter of insufficient supply for projected demand was key to creating awareness that attracting, developing, and retaining leadership talent is an essential core business process. To understand why the supply side of the equation was not functioning effectively, Motorola bench- marked best practices in financially successful companies. When a composite map of best practice leadership supply processes was overlaid on a map of Motorola’s “as-is” leadership supply practices, gaps and weaknesses requiring attention were clearly illuminated. As a result, the CEO called for a new lead- ership supply process to be created and implemented quickly, as the market would not wait for the company to catch up. From the outset, it was determined that the new leadership supply process would be designed “for leaders by leaders.” Active involvement of the com- pany’s leaders created buy-in for the organizational and cultural change that naturally would accompany this significant shift away from traditional practices. It also increased the likelihood that the deliverables of the redesign effort would work and would pass the “user acceptance” test. THE NEW MOTOROLA LEADERSHIP SUPPLY PROCESS The new Motorola leadership supply process comprises six major components: recruit and select, talent management, career planning and development, transition assistance, performance management, and rewards. The components were designed to work interdependently to produce the quantity and quality of leadership talent required to win. All are founded on Motorola’s standards of leadership behavior, and the entire process is supported by an integrated, web-based information system referred to as Talent Web. Recruit and Select The recruit and select process is a proactive approach to managing leadership supply relative to demand. Business strategy is translated into leadership needs, which are compared to the make-up of the available internal supply and actions taken to close any gaps through accelerated development of internal talent or acquisition of talent from the external market. cart_14399_ch14.qxd 10/19/04 1:16 PM Page 337 338 BEST PRACTICES IN LEADERSHIP DEVELOPMENT AND ORGANIZATION CHANGE Performance Management The performance management process aligns employees’ performance expec- tations, results, behaviors, and career plans with the organization’s business goals. It consists of quarterly dialogues that help employees maximize their contributions to the business and attain job satisfaction, beginning with goal setting at the start of the year, performance monitoring throughout the year, and then performance evaluation at the end of the year. As will be discussed later in this chapter, performance management is the central component of the leadership supply process. TALENT MANAGEMENT Great companies manage their talent as aggressively as they do their P&Ls. At Motorola, talent management is an ongoing process of moving, developing, and rewarding top talent and reassigning or transitioning out of the company under- performing talent. The highlight of the process is a series of semi-annual, formal meetings with the chief executive officer to discuss how talent is being lever- aged in the organization. Action plans are agreed upon, and progress to plan reviewed in the next set of meetings. Career Planning and Development Career planning and development focuses both on performance development for the current role and career development for future roles. The intent is to create an environment in which developmental activity is perceived as a good thing—a visible investment in talent and the future of the organization. Development options are several, including, for example, mentoring, executive coaching, expan- sion of job scope, transfer to a new job offering specific development opportuni- ties, special projects, in-class or Internet-based coursework, lateral job rotations, assignment in an “office of” or “assistant” role, and international assignments. Rewards Executive rewards play a key role in driving Motorola’s change to a performance- based culture. Differential investment—rewarding executives commensurate with their overall contribution to the success of the company—sends a clear message to employees that results and leadership behavior are what count. TRANSITION ASSISTANCE The transition assistance process was created to provide a formalized, system- atic way to either re-deploy or remove from the leadership pipeline individuals who are not progressing satisfactorily. Such a mechanism is necessary to ensure cart_14399_ch14.qxd 10/19/04 1:16 PM Page 338 MOTOROLA 339 that sufficient resources are available to acquire, develop, motivate, and main- tain a steady flow of top talent into leadership roles. PERFORMANCE MANAGEMENT IS KEY Economic success is closely tied to a strong performance ethic in an organiza- tion. This was a conclusion drawn in a 2001 McKinsey & Company (McKinsey, 2001) survey of senior executives in high-performing companies. High-performing companies align operations and practices to an attractive end state and set aggres- sive, well-understood goals for achieving it. Organization members feel a sense of ownership for achieving the end state, are given frequent and accurate per- formance feedback, and experience rewards and consequences commensurate with performance. The McKinsey results reinforced the findings of Motorola’s benchmarking study that an objective performance management process, based on specific leadership and performance criteria, was key to creating the performance-based culture required to reshape the company’s future. Leadership Standards Early on, Motorola recognized that change would only begin when the com- pany’s leadership was clear on what they were to do and how. Consequently, a new set of leadership standards was articulated to define the kind of leader needed to achieve the organizational and cultural change critical to turning around Motorola’s business performance. In-depth interviews were conducted with Motorola executives and thorough reviews of the academic and popular literatures were compiled to develop a frame- work of the leadership competencies and behaviors required to transform Motorola to a customer-focused and performance-based corporation. The outcome of this work was Motorola’s “4e’s ϩ Always 1” leadership standards: • Envision. Identifies meaningful and innovative change that produces profitable growth. Comes up with the vision, strategies, and viable plan that achieve it. • Energize. Excites employees, customer, and partners around winning ideas. Brings extraordinarily high personal energy to everything. Creates an environment where everyone has a passion to excel and an opportu- nity to contribute. • Edge. Cuts to the essence of what is important. Makes bold, timely decisions. Insists that the organization outperform expectations. Brings a healthy dissatisfaction with the way things are. Makes tough calls when the business or individuals are not performing. cart_14399_ch14.qxd 10/19/04 1:16 PM Page 339 . 330 BEST PRACTICES IN LEADERSHIP DEVELOPMENT AND ORGANIZATION CHANGE Exhibit 13.8. Training Content: Exercises Used in Organizational Learning Sessions. BEST PRACTICES IN LEADERSHIP DEVELOPMENT AND ORGANIZATION CHANGE leaders, Motorola also was short of leaders experienced in driving change and rebuilding