領(lǐng)導(dǎo)學(xué)：在實踐中提升領(lǐng)導(dǎo)力（原書第10版）課件 第2章　領(lǐng)導(dǎo)者開發(fā)

Chapter2LeaderDevelopmentCopyright?2022McGraw-HillEducation.Allrightsreserved.NoreproductionordistributionwithoutthepriorwrittenconsentofMcGraw-HillEducation.ChapterOutlineIntroductionTheaction–observation–reflectionmodelThekeyroleofperceptioninthespiralofexperienceReflectionandleadershipdevelopmentMakingthemostofyourleadershipexperiences:learningtolearnfromexperienceBuildingyourownleadershipself-imageLeaderDevelopmentTherearestructuredandplannedapproachestodevelopinginternalleadersorleaders-to-be.Formaltrainingisthemostcommonapproachtodevelopingleaders.Althoughresearchconsistentlyshowsthatit’snotthemosteffectivemethod.Leadershipandlearningareindispensabletoeachother.JohnF.Kennedy.TheAction–Observation–ReflectionModelShowsthatleadershipdevelopmentisenhancedwhentheexperienceinvolvesthefollowingprocesses:ActionObservation.ReflectionSpiralofexperience.Mostproductivewaytodevelopasaleader.Figure2.1:TheSpiralofExperienceAccessthetextalternativeforslideimages.KeyRoleofPerceptionintheSpiralofExperienceExperiencedependsonwhateventshappentooneandhowoneperceivesthoseevents.Perceptionaffectsallthreephasesoftheaction,observation,andreflectionmodel.Peopleactivelyshapeandconstructtheirexperiences.PerceptionandObservationObservationandperceptionbothdealwithattendingtoeventsaroundaperson.Peopleareselectiveinwhattheyattendtoandwhattheyperceive.Aphenomenonthatdemonstratesthisselectivityiscalledperceptualset.Perceptualsetcaninfluenceanyofone’ssenses.Itisthetendencyorbiastoperceiveonethingandnotanother.Feelings,needs,priorexperiences,andexpectationscanalltriggeraperceptualset.Stereotypesaboutgender,race,andthelikerepresentpowerfulimpedimentstolearningbecausetheyfunctionasfiltersthatdistortone’sobservations.PerceptionandReflection1Perceptioninfluencesreflection.Reflectionishowhumansinterprettheirobservations.Perceptionisinherentlyaninterpretive,orameaning-making,activity,ofwhichattributionisanimportantaspect.Attributions:Explanationsthatonedevelopsforthecharacteristics,behaviors,oractionstowhichheorsheattendsto.PerceptionandReflection2Factorsthataffecttheattributionprocess.Fundamentalattributionerror:Tendencytooverestimatethedispositionalcausesofbehaviorandunderestimatetheenvironmentalcauseswhenothersfail.Self-servingbias:

Tendencytomakeexternalattributionsforone’sownfailuresandmakeinternalattributionsforone’sownsuccesses.Actororobserverdifference:Referstothefactthatpeoplewhoareobservinganactionaremuchmorelikelythantheactortomakethefundamentalattributionerror.Apartfromperceptionandattribution,reflectionalsoinvolveshigherfunctionslikeevaluationandjudgment.PerceptionandActionResearchshowsthatperceptionsandbiasesaffectsupervisors’actionstowardpoorlyperformingsubordinates.Self-fulfillingprophecyisaperceptualvariablethatcanaffectactions.Self-fulfillingprophecy:Occurswhenone'sexpectationsorpredictionsplayacausalroleinbringingabouttheeventsheorshepredicts.Aperson’sexpectationsaboutanothermayinfluencehowheactstowardher,andinreactiontohisbehaviorshemayactinawaythatconfirmshisexpectations.ReflectionandLeadershipDevelopmentReflectionoffersleadersinsightsaboutframingproblemsdifferently,viewingsituationsfrommultipleperspectives,andunderstandingsubordinatesbetter.Managerstendtoignorereflectionbecausetheylacktimeorbecauseoftheirtaken-for-grantedbeliefsaboutleadershipthatmanypeoplehave.Leadershipdevelopmentcanbeenhancedbyraisingimplicitbeliefstoconsciousawarenessinordertoaidthoughtfulreflection.FundamentalArchetypesofLeadershipTeacherandmentorFatherandjudgeWarriorandknightRevolutionaryandcrusaderVisionaryandalchemistSingle-andDouble-LoopLearningSingle-loop

learnersseekrelativelylittlefeedbackthatmaysignificantlyconfronttheirfundamentalideasoractions.Individualslearnonlyaboutsubjectswithinthecomfortzoneoftheirbeliefsystems.Double-looplearninginvolvesbeingwillingtoconfrontone’sownviewsandinvitingotherstodothesameMasteringdouble-looplearningisviewedaslearninghowtolearn.Unaidedlearningisenhancedthroughapracticeofsystematicreflectionoraftereventreviews

orAERs.MakingtheMostofOne'sLeadershipExperiences:LearningtoLearnfromExperienceLearningeventsanddevelopmentalexperiencesthatpunctuateone’slifearestressful.Beingabletogoagainstthegrainofone’spersonalhistoricalsuccessrequiresastrongcommitmenttolearningandawillingnesstoletgoofthefearoffailureandtheunknown.Tobesuccessful,learningmustcontinuethroughoutlifeandbeyondthecompletionofone’sformaleducation.LeaderDevelopmentinCollege1Programsonleadershipstudiesarebeingofferedbymanyhighereducationinstitutionsandcolleges.Leadershipprogramsshouldbemultidisciplinaryandshouldcultivatevaluesrepresentedinthebroaderfield.Servicelearningisusedtoinculcatevaluessuchassocialresponsibilityandtheexpectationtobecomeengagedinone’scommunity.Shouldfocusonexpecteddevelopmentaloutcomes,withassociatedassessmentandevaluationtodetermineprogrameffectiveness.LeaderDevelopmentinCollege2Somekeycurricularcomponentsofcollege-basedleadershipstudiesprogramsincludecourseworkexamining,foundationaltheories,andconceptsinleadership.Differentleaderdevelopmentmethodsmaybeusedbeyondservicelearning.Somecoursesorprogramelementsmightinvolveindividualizedfeedbacktostudentsintheformof:Personality,intelligence,values,orinteresttestscores.Leadershipbehaviorratings.LeaderDevelopmentinCollege3Casestudiesandroleplayingareusedasvehiclesforleadershipdiscussions.Simulationsandgamesarestructuredactivitiesdesignedtomirrorthechallengesordecisionscommonlyfacedintheworkenvironment.LeaderDevelopmentinOrganizationalSettings1

Leaderdevelopmentprovidedinorganizationsisnotjustfortheindividual’spersonaldevelopmentbutalso(andmaybeprimarily)fortheorganization’sbenefit.Researchindicatesthatreturnoninvestment

orROIforinvestmentsusedinleadershipdevelopmentarebothpositiveandsubstantial.Numerousleadershiptrainingprogramsareaimedatleadersandsupervisorsinindustryandpublicservice.LeaderDevelopmentinOrganizationalSettings2Programcontentdependsontheorganizationlevelofparticipants.First-levelsupervisors.Mid-levelmanagers.LeaderDevelopmentinOrganizationalSettings3Programsforfirst-levelsupervisorsuselectures,casestudies,androle-playingexercisestoimprovesupervisoryskillsTheprogramsformid-levelmanagersfocuson:Improvinginterpersonal,oralcommunication,andwrittencommunicationskillsGivingtipsontimemanagement,planning,andgoalsettingLeaderDevelopmentinOrganizationalSettings4Mid-levelmanagerprogramsrelyonindividualizedfeedback,casestudies,presentations,role-playing,simulations,andin-basketexercises

tohelpleadersdevelop.Participantsaregivenalimitedamountoftimetoprioritizeandrespondtoanumberofnotes,letters,andphonemessagesfromafictitiousmanager’sin-basketIn-basketexercisesareusefulinassessingandimprovingamanager’splanningandtimemanagementskills.LeaderDevelopmentinOrganizationalSettings5Congerstatesthatamulti-tieredapproachiseffectiveandshouldfocusonpersonalgrowth,skillbuilding,feedback,andconceptualawareness.Someapproachestoleadershipdevelopmentemphasizeindividualizedfeedbackabouteachperson’sstrengthsandweaknessesbasedonstandardizedassessmentmethods.Othersemphasizethatleaderdevelopmentinthe21stcenturymustoccurinmorelifelikesituationsandcontexts.LeadershipprogramsforseniorexecutivesandCEOsfocusonstrategicplanning,publicrelations,andinterpersonalskills.ActionLearningTraditionaltrainingprogramsinvolvepersonneltakingleadershipclassesduringworkhours.Suchtrainingaddressescommonleadershipissues,butitsartificialnaturemakesitdifficulttotransferconceptstoactualworksituations.Actionlearningreferstotheuseofactualworkissuesandchallengesasthedevelopmentalactivityitself.Worksonthephilosophythatbestlearninginvolveslearningbydoing.Conductedinteamsofworkcolleagueswhoareaddressingrealcompanychallenges.DevelopmentPlanning1Tomakeenduringbehavioralchanges,leadersmustprovidepositiveanswerstothefollowingfivequestions:Doleadersknowwhichoftheirbehaviorsneedtochange?Istheleadermotivatedtochangethesebehaviors?Doleadershaveplansinplaceforchangingtargetedbehaviors?Doleadershaveopportunitiestopracticenewskills?Areleadersheldaccountableforchangingtargetedbehaviors?DevelopmentPlanning2Gooddevelopmentplansareconstantlybeingrevisedasnewskillsarelearnedornewopportunitiestodevelopskillsbecomeavailable.Developmentplanningprovidesamethodologyforleaderstoimprovetheirbehaviorevenastheygoabouttheirdailyworkactivities.CoachingAkeyleadershipskillthatcanhelpleadersimprovethebenchstrengthofthegroup,whichinturnshouldhelpthegroupaccomplishitsgoals.Canhelpretainhigh-qualityfollowers.Processofequippingpeoplewiththetools,knowledge,andopportunitiestheyneedtodevelopandbecomemoresuccessful.Typesofcoaching.Informalcoaching:

Takesplacewheneveraleaderhelpsfollowerstochangetheirbehaviors.Formalcoachingprograms:Designedforthespecificneedsandgoalsofindividualexecutivesandmanagersinleadershippositions.PetersonandHicks:TheFiveStepsofInformalCoachingForgingapartnershipInspiringcommitmentGrowingskills.PromotingpersistenceShapingtheenvironmentInformalCoachingProcesscanbeusedtodiagnosewhybehavioralchangeisnotoccurringandwhatcanbedoneaboutit.Cananddoesoccuranywhereintheorganizationandiseffectiveforbothhigh-performingandlow-performingfollowers.Increasesindifficultywhenitoccurseitherremotelyoracrosscultures.FeaturesofFormalCoaching1One-on-onerelationshipbetweenmanagerandcoachlastsfromsixmonthstomorethanayear.Processbeginswithanassessmentofthemanagertoclarifydevelopmentneeds.Coachandmanagermeetregularlytoreviewtheresultsofthefeedbackinstruments.FeaturesofFormalCoaching2Roleplaysandvideorecordingsareusedextensively,andcoachesprovideimmediatefeedback.Outcomesofcoachingprograms.Clarificationofmanagers’values.Identificationofdiscrepanciesbetweenmanagers’espousedvaluesandtheiractualbehaviors.Developmentofstrategiestobetteralignmanagers’behaviorswiththeirvalues.FeaturesofFormalCoaching3Formalcoachingprogramscancostmorethan100,000dollars.Coachingmaybemoreeffectiveatchangingbehaviorthanmoretraditionallearningandtrainingapproaches.Mentoring1Personalrelationshipinwhichamoreexperiencedmentoractsasaguide,rolemodel,andsponsorofalessexperiencedprotégéMentor:Experiencedpersonwillingtotakeanindividualunderhisorherwing.Usuallysomeonetwotofourlevelshigherinanorganization.Providesprotégéswithknowledge,advice,challenge,counsel,andsupportaboutcareeropportunities,organizationalstrategyandpolicy,andofficepolitics.Mentoring2Notthesameascoachingbecause:Itmaynottargetspecificdevelopmentneeds.Guidanceisprovidedbysomeoneseveralleadershiplevelshigherintheorganizationandnottheimmediatesupervisor.Mentormaynotevenbepartoftheorganization.Mentoring3Thereareformalandinformalmentoringprograms.Informalmentoringoccurswhenaprotégéandmentorbuildalong-termrelationshipbasedonfriendship,similarinterests,andmutualrespect.Inaformalmentoringprogram,theorganizationassignsarelativelyinexperiencedbuthigh-potentialleadertoatopexecutiveinthecompany.Oftenusedtoacceleratethedevelopmentoffemaleorminorityprotégés.Informalmentoringmaybemoreeffectivethanformalmentoringasitcreatesastrongeremotionalbondandcanlastalifetime.BuildingOne'sOwnLeadershipSelf-ImageNoteveryonewantstobealeaderorbelievesheorshecanbe.Manypeoplearesellingthemselvesshort.Peoplewhowanttoavoidtheresponsibilitiesofleadershipshouldkeepanopenmindabouttheimportanceandpervasiven