{"id":3015,"date":"2022-10-26T09:14:15","date_gmt":"2022-10-26T12:14:15","guid":{"rendered":"https:\/\/www.molteniconsulting.com\/?p=3015"},"modified":"2022-10-26T09:24:56","modified_gmt":"2022-10-26T12:24:56","slug":"corporate-leadership-4-learning-opportunities","status":"publish","type":"post","link":"https:\/\/www.molteniconsulting.com\/en\/corporate-leadership-4-learning-opportunities\/","title":{"rendered":"Corporate leadership \u2013 4 learning opportunities<\/strong>"},"content":{"rendered":"\n

How do we make the decisions we make? In this article, I want to invite the top management to reflect on their own leadership and develop a critical competency: second-order learning.<\/em><\/p>\n\n\n\n

Introduction<\/strong><\/h2>\n\n\n\n

<\/p>\n\n\n\n

In the past months, I have been asked this question several times: \u201cWhen is a company autonomous enough to continue its path toward transformation and continuous improvement without external support?\u201d<\/em><\/p>\n\n\n\n

My best answer is \u201cwhen they have managed to acquire second-order learning skills\u201d.<\/em><\/p>\n\n\n\n

What does this mean? In terms of coaching, second-order learning implies being able to reflect on the point of view from which one is observing.<\/p>\n\n\n\n

Put in terms of transformation, \u201cwhen management has acquired the ability to question, rethink and act more on its own skills than on those of its collaborators\u201d.<\/em><\/p>\n\n\n\n

second-order learning \u2013 the ability to self-reflect on one’s own leadership \u2013 is a core competency of the C-Suite and corporate governance. In this article, I will explain the importance of this competency and bring to the table some critical opportunities where it should definitely be applied.<\/p>\n\n\n\n

Learning models<\/strong><\/h2>\n\n\n\n

<\/p>\n\n\n\n

The traditional model of learning \u2013 first-order learning \u2013 involves doing something differently in order to achieve improvement.<\/p>\n\n\n\n

The goal of second-order learning, instead, is to reflect on why I did what I did. It is about emphasizing my own skills and seeking improvement in leadership.<\/p>\n\n\n\n

The comparative table below shows the main differences between learning models:<\/p>\n\n\n\n

\"\"<\/figure>\n\n\n\n

<\/p>\n\n\n\n

Second-order leadership and learning<\/strong><\/h2>\n\n\n\n

<\/p>\n\n\n\n

Except in the cases of directors or managers who are new to their role, the current state of affairs \u2013 and thus the resulting dissatisfaction \u2013 is a consequence of their leadership and decisions.<\/p>\n\n\n\n

Of course, it is also necessary to work on the rest of the staff. But the starting point \u2013 the decisions that will have the greatest impact on the operation and culture \u2013 come from the top management and the corporate governance.<\/p>\n\n\n\n

For this reason, it is essential that the leaders who form part of the organization’s management acquire second-order skills that allow them to understand why they make the decisions they make and the impact of those decisions.<\/p>\n\n\n\n

I’d like to share four examples of second-order learning opportunities that I think every organization could capitalize on.<\/p>\n\n\n\n

4 second-order learning opportunities<\/strong><\/h2>\n\n\n\n

<\/p>\n\n\n\n

The opportunities for second-order learning are many. Below, I will share four that I consider critical when developing top management.<\/p>\n\n\n\n

  1. Leadership training<\/strong><\/li><\/ol>\n\n\n\n

    Leadership courses are widely extended in organizations. But, unfortunately, it often happens that the senior management does not participate in them. Or even when a member of the corporate government does present the course to managers, this person does not join the course to reflect on his\/her own leadership competencies.<\/p>\n\n\n\n

    How can we ask middle managers to reflect on their leadership skills if their superiors do not?<\/p>\n\n\n\n

    Related:<\/em><\/strong> <\/em>Training Without Learning Is No Training<\/em><\/a><\/p>\n\n\n\n

    1. Selection of managers and middle managers<\/strong><\/li><\/ol>\n\n\n\n

      How do we choose leaders? Do we use the same criteria as always for the selection and promotion of personnel and then intend to change their profile so that they acquire teamwork, continuous improvement, and delegation skills, among others? It doesn’t seem consistent to me.<\/p>\n\n\n\n

      It is essential to think about the talent we choose, how we choose it and what we can do to improve this process.<\/p>\n\n\n\n

      1. Indicators of performance<\/strong><\/li><\/ol>\n\n\n\n

        Performance indicators are extremely valuable. We promote and request these types of indicators from management and middle managers, but senior management and the board of directors do not measure their own added value.<\/p>\n\n\n\n

        It is necessary to develop and establish indicators that assess the contribution and value of all levels.<\/p>\n\n\n\n

        1. Strategic plans<\/strong><\/li><\/ol>\n\n\n\n

          Do we have medium-term plans and strategies? How do we develop them?<\/p>\n\n\n\n

          It often happens that top management asks managers for work plans \u2013 improvement and development roadmaps \u2013 \u200b\u200bbut they, conversely, do not have strategies and tactics for the future.<\/p>\n\n\n\n

          Having a master strategy from which all other plans cascade is crucial. This strategy should be focused on a few work areas related to the following:<\/p>\n\n\n\n