5 Characteristics of Modern Leadership

5 Characteristics of Modern Leadership

The mission of MDI is to support leaders who strive for a better world.

Investing in leadership development and unlocking the development potential of leaders guarantees companies long-term benefits. Furthermore, they promote creative solutions in innovative change processes.

Therefore, with this article, we make MDI’s view of modern leadership even more transparent.

 

Mag. Gunther Fürstberger

Mag. Gunther Fürstberger

CEO | MDI Management Development International

Gunther Fürstberger is a management trainer, author and CEO of Metaforum and MDI – a global consulting company providing solutions for leadership development. His main interest is to make the world a better place through excellent leadership. He has worked for clients including ABB, Abbvie, Boehringer Ingelheim, DHL, Hornbach, PWC and Swarovski. His core competence is leadership in digital transformation. He gained his own leadership experience as HR Manager of McDonald’s Central Europe/Central Asia.  At the age of 20 he already started working as a trainer.

 

1. Modern Leadership is aimed at improvement 

  • Leadership provides a definition of meaning.
  • Leadership creates, develops and completes.
  • Usually a status quo can be transferred into a better future, sometimes maintaining a good status quo is a leadership task.
  • Leaders are disruption surfers: they are aware of the changes in their environment and choose the right disruption waves to ride. 

2. Modern Leadership deals responsibly with resources 

  • The goal is a circular economy and no longer unlimited growth.
  • Leadership always considers the consequences of its actions for people and ecosystems.
  • A responsible manager strives to leave the world better than he found it. 

3. Modern Leadership restrains itself

  • Only as much leadership as necessary.
  • Hierarchy is still needed, e.g. if the employee has little experience, if there is manager liability, if personal and organisational goals are contradictory.
  • Leadership goes in both directions, employees also lead their managers.
  • By exercising restraint, leadership creates an environment in which everyone is happy to contribute their own strengths and concerns.
  • Leadership aims at the self-management of the people entrusted to it. 

4. Modern Leadership is as cooperative as possible

  • Leadership does not see employees as subordinates, but as partners at eye level.
  • Leadership is based on agreements
  • Leadership tries to win over the commitment of employees for concerns and thus builds more on intrinsic than extrinsic motivation.
  • Just as companies are paid for services by their customers, employees are paid more and more for agreed and achieved results and less on the basis of working hours. 

5. Modern leadership serves the system

  • The Leader is more concerned with the collective good than with the individual good.
  • Leadership supports learning.
  • Leaders continue to learn on their own (When was the last time I did something for the first time?).
  • Leadership develops the potential of employees.
  • Leadership makes itself aware of the effects of its own actions and interactions in the system.
  • Leadership ensures that decisions are made on the basis of short- and long-term considerations.
All hands OKR meeting

Home office accelerates the overall trend from hierarchical to lateral management.

But what exactly is changing in lateral management?

Summary: Keeping it Short & Sweet

    • Modern Leadership strives for improvement
    • Modern Leadership holds back and lets others come to the forefront
    • Modern Leadership happens at eye level
    • Modern Leadership serves the system (and sees itself as part of it)
    • Modern Leadership deals responsibly with resources

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    Agile Human Resources – The Future of Learning and Development

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    “In the future, learning should be understood as a continuous process to which a certain amount of time and financial budget is dedicated. After all, those who see learning as a project could run the risk of losing valuable time between projects and the learning projects themselves losing relevance even before they have been completed.

    Mag. Gunther Fürstberger, CEO of MDI Management Development International.

    The current times promote the change to agile human resources development. Home office and LXPs (Learning Experience Platforms) make it possible and necessary. Human resources development controlled training programs with a transfer concept will continue to exist, but no longer as a core element, but as a supplement to a development concept that starts with the learner.

    Development programs and learning transfer belong to the “waterfall view” of projects. Learning was seen as a project with a project goal and transfer had to be included in this project. The project was successful if what was learned was put into practice.

    Google, Youtube, Netflix have in the meantime made demand-oriented, customized and up-to-date learning possible. If I want to know how to get rid of neck muscle tension or how to change the wheel of my micro scooter, I get instant offers on the Internet. Many programs learn along and suggest what I will need next.

    Agile methods such as Scrum or OKR (Objective and Key Results) are based on the principle that in regular, rather shorter intervals we check where we stand and where we want to go. With OKR, goals are set regularly for the next 3 months and worked on continuously.

    All hands OKR meeting

    This year OKR proved to be a great method to overcome crisis situations. Never has it been more important to adjust continually to a dynamic environment.

    The same principle applies to Learning & Development (L&D):

    For example, once a quarter we check on the basis of target-oriented competences:

    • Where do we stand? – review
    • and again set new learning targets – Outlook

    1. Outlook – New Learning Targets

    The target competences are defined by the learner and often the manager, supported by the human resources development department. The learner knows best what he needs now. At the same time, human resources development can ensure that important core competences are considered in the Learning Experience Platform. If the Learning Experience Platform has artificial intelligence, the learner is given learning suggestions based on his past search queries.

    The new learning objectives can be defined, e.g.:

    • As target values on scales ranging from 1 – 10 and representing the desired level of competence
    • As result descriptions, such as “I can jump 1.80 m from a standing position”.

    During the quarter, different a-synchronous and synchronous learning offers are available to the learner:

    • A-synchronous: e-learning from inside and outside the company. The LXP “crawls” the Internet and accesses paid and free educational offers
    • Synchronous: face-to-face events and virtual measures such as webinars, master classes, etc.

    2. Review – Where do we stand? 

    For the retrospective, we use simple or more complex diagnostic procedures, such as self-assessment, impulse feedback from others or even test methods. It promotes motivation if the learning path is made visible over the quarters. Gamifying the entire learning path with bonus games, treasure hunts and continuous feedback will contribute to the joy of learning, especially among younger people.

    The company can provide the learner with a budget and/or draw up a plan, discussing which measures will be charged with the manager.

    Learning as a continuous process

    Since many things are constantly changing anyway, learning is understood as a continuous process to which a certain amount of time and financial budget is devoted. If there is a lot of change, more change is needed. But if you see learning as a project, you could run the risk of losing valuable time between projects and the learning projects themselves losing their relevance even before they have been completed.

     

    In summary, this results in the following paradigm shift:

    • The learner takes over decision-making competence about learning contents and methods from the human resources development department.
    • Continuous iteration of learning goals and content replaces the previous waterfall learning project view
    • Learning effectiveness gains importance at the expense of learning transfer
    • Self-learning search algorithms become a constant learning companion

    Summary: Keeping it Short & Sweet

      • Learner instead of human resources development as designer
      • Iteration instead of learning project
      • Learning effectiveness instead of learning transfer
      • Search algorithms instead of learning plan

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      South Africa – also called the rainbow nation – is famous for its beautiful beaches, an impressive wildlife, the warm hospitality of the people and much more. The country doesn’t have an easy past though. Uncertainty and intercultural conflicts are still noticeable. We talked to Gerard Le Sueur from South Africa, who is working as a trainer for almost 20 years about the current challenges, differences to Europe and the being a trainer in times of digitalization.

      The current situation: a challenging environment and the Seta system

       

      According to your opinion: What is currently the biggest challenge for organizations in South Africa?

       

      Gerard: There are a few: the political uncertainty/turmoil, corruption and ethical issues involved in that, economic climate and uncertainty, including uncertain and changing economic policy, a political economic atmosphere that is unfriendly to business, navigating the volatile and the uncertain environment every day.

       

      “Nice to have” or a strategic factor of success: How do you experience that South African organizations view (international) leadership development at the moment and how will that be in the future?

       

      There are different levels or hierarchies. Multinational companies, like European ones will very often follow the global trend to focus on their core business and outsource product and service delivery. This delivery is mostly global and from one or few sources; one global delivery. The same is true in South Africa, where multinationals will drive delivery of leadership training from a single point, often outside of South Africa. Large South African organizations follow the trend in that they will follow the Leadership technology that is trending and they don’t fall far behind. Here these South African organizations will often use Business schools or very well-known consulting companies to delivery programs. The fact that in South Africa there is a system for delivering training that is acknowledged officially via Seta’s (points), which can collect towards an official qualification or access to university programmes, means that there is often collaboration with business schools or officially recognised Seta providers. Locally there is is also a tendency to developing leadership skills in levels, basic management (upskilling people who have little “technical” management experience), where one would say the leadership is not new or sexy, but as the leadership level and experience increases there is more strategic and personal process side of Leadership that is found, like you do globally.

      Training designs in South Africa & “African leadership”

       

      As we all know international leadership development is a lot about intercultural awareness and empathy. For a training professional doing a leadership program in South Africa: What would you as the expert recommend and are there important things he/she shall pay special attention to?

       

      You are never an expert, just another person in the room. We are different and the same. Don’t pretend to be the same, when you aren’t and don’t be totally different (better or not from here). When you engage deeply in South Africa it stretches you. Concepts like VUCA are everyday real experiences, you need to be able to feel totally uncertain, listen deeply and say you are sorry without losing your center. A friend says, “It’s the choice between being right or happy.” In Africa, this choice will confront you!

       

      People from many different cultures are living in South Africa and there are eleven official languages which are probably not always easy: Are there any typical challenges when it comes to the cultural differences of the participants of a leadership program and did it change a lot in the last couple of years?

       

      In South Africa, there is a huge discussion going on about “what is African leadership?”  This comes from the colonial inheritance, which involves EVERYONE, even Europeans coming over to work in South Africa. So we need to be very open to questioning and discussing what works for South Africa. Even if you agree to come up with the same result, the discussion and questioning are important. Don’t bring your powerpoints and say this is how the world works.

      There is a higher level of volatility and dissatisfaction, this between cultures. Meaning that the sensitivity and “aggression” is higher, but the energy generated by openness and warmth is also much higher. So never be afraid, unless you think you know better.

      Design tips for your international leadership program

      In South Africa, the rainbow nation, people from many different cultural backgrounds are living which is not always easy

      People from Europe who don’t know South Africa may underestimate how developed South Africa actually is – in your opinion: are there any major differences between leadership development in South Africa and Europe for instance and if yes, can you tell us something about them?

       

      We are talking about African leadership (maybe a more globally accepted form of leadership), inclusivity and equality on a very deep level. Europe is not really anywhere near the same depth of this discussion. The Status quo in Europe is very strong to the point that nobody really recognizes it, “They don’t see, that they don’t see what they don’t see”, whereas in Africa there is real disruption here. Chaos and lack of clarity too, but rigorous discussion and challenging.

       

      Being a trainer in times of digitalization

       

      What do you think of the following: In times of unstoppable digitalization – Are classroom trainings – which means face-to-face – still up-to-date or will they vanish soon? And why/why not? Can you think of any differences between Europe and South Africa?

       

      The University of Stellenbosch Business school has been doing very advanced virtual classrooms for many years, including people who sit “in the room”. Running webinars, online (with presence via media tools) is very common and developing itself very professionally, using IT technology to engage and connect in very practical ways. Here I would say Europe is actually behind in some ways, partly because it’s closer and easier to bring people together, geographically and economically. This, however, does not take away the need for “presence” programs but drives the ingenuity required to deliver impactful programs that are a mix, holding the engagement over longer periods of times, using a variation of technology.

       

      Let’s talk about international leadership trainings in general: what is the most important thing when working as a trainer on an international level and what are the typical challenges? Can you give us any tips?

       

      An Old bushman told me, “You white people (meaning westerners) are really stupid. First, you dig/build the hole you want, then when you lie in it, you cry that it isn’t right and you need to change it. He said, “There’s nothing to change. Everything is exactly as it should be.”

      I understand that it is a huge arrogance and disservice to humanity, to think we know what to do and what must change. Don’t go to a leadership training thinking you are going to “fix” something or somebody. Rather stay at home and plant some veggies, if that’s your attitude.

       

      According to your opinion: What will be the biggest challenge for the training & development industry in the next 5 to 10 years?

       

      Global roll-out, that suits the local requirements, including finding the right level of collaboration to make this work for both the central organization and the localized.

      Our interview partner

      Gerard Le Sueur is living close to Cape Town, South Africa and has more than 18 years of experience in Consulting and Organisational change development, including topics such as Agile Leadership development and development of teams. He loves to be a development guide because it is his way to stay in a relationship with the world. His personal preference regarding development fields? “Whatever moves me and pulls me towards it. I love coaching at present.”

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