Building Better IT Leaders from the Bottom UpChapter 6 6-1.docx
- 1. Building Better IT Leaders from the Bottom Up Chapter 6 6-1 © 2015 Pearson Education, Inc. Publishing as Prentice Hall Leadership Is Everyone’s Job 6-2 “Effective leadership has enormous benefits. To realize these benefits, leadership qualities should be explicitly recognized, reinforced, and rewarded at all levels of the IT organization.” (McKeen and Smith, 2003) © 2015 Pearson Education, Inc. Publishing as Prentice Hall The Changing Role of the IT leader 6-3 Traditional and hierarchical IT organization is now in retreat, and there is a growing recognition that IT organizations must do a better job of inculcating leadership behaviors in all their staff. © 2015 Pearson Education, Inc. Publishing as Prentice Hall
- 2. Transformational IT Leadership Requires … Top-Line Focus – New technologies and applications drive the enterprise to differentiation and transformation strategies to deliver top line growth. Strong IT leadership teams are needed to take on roles to influence business leaders. 6-4 © 2015 Pearson Education, Inc. Publishing as Prentice Hall Transformational IT Leadership Requires … (continued) Credibility – IT must consistently deliver on results. IT must demonstrate the skills and competencies to deliver what it says it will do. 6-5 © 2015 Pearson Education, Inc. Publishing as Prentice Hall Transformational IT Leadership Requires … (continued) Impact – IT staff must have stronger organizational perspectives, decision-making, entrepreneurialism, and risk- assessment capabilities at lower levels because even small IT decisions can have a major impact on the organization. 6-6 © 2015 Pearson Education, Inc. Publishing as Prentice Hall Transformational IT Leadership Requires … (continued) Flexibility – IT staff and organizations are expected to be responsive to changing business needs. IT staffs must be proactive, have strong technical skills and the ability to quickly
- 3. act in the best interests of the organization when the need arises. 6-7 © 2015 Pearson Education, Inc. Publishing as Prentice Hall Transformational IT Leadership Requires … (continued) Complexity – IT is expected to offer change and innovation leadership, low-cost services and lead the way through ever changing new technology opportunities. 6-8 © 2015 Pearson Education, Inc. Publishing as Prentice Hall Transformational IT Leadership Requires … (continued) New Technology – Staffs are increasingly mobile and their interactions with their managers are mediated by technology. New technologies change how information is acquired and disseminated, how communication takes place, how people are influenced and decisions made. 6-9 © 2015 Pearson Education, Inc. Publishing as Prentice Hall What Makes a Good IT Leader? 6-10 © 2015 Pearson Education, Inc. Publishing as Prentice Hall
- 4. Personal Mastery Self-knowledge Leadership Skill Mastery Motivation & team building Awareness of individuals approaches to work Adapt to different situations Collaboration & communication Risk assessment & problem solving Coaching & mentoring What Makes a Good IT Leader? (continued) 6-11 Strategic Vision Solid understanding of current operations Solid understanding of future direction Business Understanding Ability to Execute Enterprise Transformation
- 5. Ability to Integrate Technology with People & Processes Political Savvy & Effective Use of Governance Structures Organizational Understanding © 2015 Pearson Education, Inc. Publishing as Prentice Hall What Makes a Good IT Leader? (continued) 6-12 Create an environment of: Trust Accountability Empowerment Creating a Supportive Working Environment Ability to concentrate on biggest payoff areas Recognize where resources should not be used Enhance people’s abilities Effective Use of Resources © 2015 Pearson Education, Inc. Publishing as Prentice Hall What Makes a Good IT Leader? (continued) 6-13 Know where and how to exercise leadership Adjust style to suit the situation Flexibility of Approach Ability to articulate contributions in business terms Ability to interact with business leaders Ability to educate and guide business leaders in the use of technology Ability to Gain Business Attention
- 6. © 2015 Pearson Education, Inc. Publishing as Prentice Hall Flexible Leadership Styles (Roberts and Mingay, 2004) Commanding – “Do What I Tell You” Pacesetting – “Do as I Do Now” Visionary – “Come with Me” Affiliate – “People come First” Coaching – “Try This” Democratic – “What do You Think” 6-14 © 2015 Pearson Prentice Hall Effective Leadership Development Requires… 6-15 © 2015 Pearson Education, Inc. Publishing as Prentice Hall
- 7. Elements of a Supportive Environment Well articulated and instantiated values A climate of trust Empowerment Clear and frequent communication Accountability 6-16 © 2015 Pearson Education, Inc. Publishing as Prentice Hall Elements of Process & Practices Activities such as planning, budgeting, conflict resolution, service delivery, and financial reviews should be well defined and documented. Establish job rotations and mentoring programs. 6-17 © 2015 Pearson Education, Inc. Publishing as Prentice Hall Elements of Formal Training Can be internally developed or externally purchased. Requires a time commitment to ensure staff can take advantage of training. Training is perceived as a tool for helping individuals make their best contributions and achieving success. 6-18
- 8. © 2015 Pearson Education, Inc. Publishing as Prentice Hall Leadership Development: Articulating IT Value Proposition Elements of value can be achieved by implementing a leadership program that asks: What is the value? Who will deliver the value? When will the value be realized? How will the value be delivered? 6-19 © 2015 Pearson Education, Inc. Publishing as Prentice Hall Conclusion Senior IT leaders must make IT leadership development a priority if IT is going to contribute to business strategy. Management must take a comprehensive approach to integrate culture, behavior, processes, and training to deliver business value. 6-20 © 2015 Pearson Education, Inc. Publishing as Prentice Hall Graduate Course Rubric For Assignments
- 9. Levels of Achievement Criteria Novice Competent Proficient Focus Weight 20.00% 0.00000 % Exhibits a limited understanding of the assignment. Reader is unable to follow the logic used for the assignment Student’s writing is weak in the inclusion of supporting facts or statements. 50.00000 % Establishes a good comprehension of topic. Student demonstrates an effective presentation of assignment, with most support statements helping to support the key focus of assignment. 100.00000 % Student exhibits a defined and clear understanding of the assignment. Student builds upon the assignment with well- documented and exceptional supporting facts, figures, and/or statements. Content/Subject Knowledge Weight 20.00% 0.00000 % Student tries to explain some concepts, but overlooks critical details. Assignment appears vague or incomplete in various segments. Student does not perceive to have a logical sequencing of ideas. 50.00000 % Student exhibits above average usage of subject matter in assignment. Details and facts presented provide an adequate presentation of student’s current level of subject matter knowledge.
- 10. 100.00000 % Student demonstrates proficient command of the subject matter in the assignment.. Student provides comprehensive analysis of details, facts, and concepts in a logical sequence. Critical Thinking Skills Weight 20.00% 0.00000 % Student demonstrates beginning understanding of key concepts, but overlooks critical details. Learner is unable to apply information in a problem-solving fashion. Student presents confusing statements and facts in assignment. No evidence or little semblance of critical thinking skills. 50.00000 % Student exhibits a good command of critical thinking skills in the presentation of material and supporting statements. Assignment demonstrates the student’s above average use of relating concepts by using a variety of factors. Overall, student provides adequate conclusions, with 2 or fewer errors. 100.00000 % Student demonstrates a higher-level of critical thinking. Learner provides a strategic approach in presenting examples of problem solving or critical thinking, while drawing logical conclusions which are not immediately obvious. Student presents a genuine intellectual development of ideas throughout assignment. Organization of Ideas/Format Weight 20.00% 0.00000 % Assignment reveals formatting errors and a lack of organization. . The lack of appropriate references or source materials demonstrates the student’s need for additional help or training in this area. Student needs to review and revise the assignment. 50.00000 % Student explains the majority of points and concepts in the assignment. Student presents an above average level of preparedness, with a few formatting errors. Assignment contains less than 5 resources.
- 11. 100.00000 % Student thoroughly understands and excels in explaining all major points. An original, unique, and/or imaginative approach to overall ideas, concepts, and findings is presented. Finished assignment demonstrates student’s ability to plan and organize research in a logical sequence. Student uses at least of 5-7 references in assignment. Grammar and Mechanics Weight 20.00% 0.00000 % Topics, concepts, and ideas are not coherently discussed or expressed in assignments. Student’s writing style is weak and needs improvement, along with numerous proofreading errors. Assignment lacks clarity, consistency, and correctness. Student needs to review and revise assignment. 50.00000 % Student provides an effective display of good writing and grammar. Assignment appears to be well written with no more than 3-5 errors. Student provides a final written product that covers the above-minimal requirements. 100.00000 % Student demonstrates an excellent command of grammar, as well as presents research in a clear and concise writing style. Student excels in the selection and development of a well- planned research assignment. Assignment is error-free and reflects student’s ability to prepare a high-quality academic assignment.