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13章　發(fā)展他人的技能

Chapter13SkillsforDevelopingOthersCopyright?2022McGraw-HillEducation.Allrightsreserved.NoreproductionordistributionwithoutthepriorwrittenconsentofMcGraw-HillEducation.ChapterOutlineIntroductionSettinggoalsProvidingconstructivefeedbackTeambuildingforworkteamsBuildinghigh-performanceteams—therocketmodelDelegatingCoachingCharacteristicsofGoalsGoalsshouldbe:Specific.Observable.Attainable.Challenging.Supportedbyactualcommitment.Followedbyfeedback.ProvidingConstructiveFeedback1Constructivefeedbackhelpsfostergrowth,andsupervisoryfeedbackcanaidinbuildingmorale.Developmentofgoodfeedbackskillsisanoutgrowthofdevelopinggoodcommunication,listening,andassertivenessskills.Providermust:Beclearaboutthepurpose.Chooseanappropriatecontextandmediumforgivingfeedback.Sendpropernonverbalsignals.Trytodetectemotionalsignalsfromtherecipient.Besomewhatassertiveinprovidingfeedback.ProvidingConstructiveFeedback2Componentsoffeedbackskills.Knowledgecomponent:Knowingwhen,where,andwhatfeedbackistobegiven.Behavioralcomponent:Concernshowfeedbackactuallyisdelivered.Goodfeedbackisspecific,descriptive,direct,andhelpful.Evaluativecomponent.ProvidingConstructiveFeedback3Leaderscanimprovetheirfeedbackskillsby:Makingsuretheirfeedbackishelpful.Beingdirect,specific,anddescriptive.Beingtimelyandflexible.Providingpositiveaswellasnegativefeedback.Avoidingblameorembarrassment.TeamBuildingforWorkTeams1Team-buildinginterventions,attheteamlevel,mayhelpmembersunderstandwhytheystruggletoachieveteamobjectivesandcansuggestcopingstrategiesforanintolerablesituation.Theydonotremovetherootcausesofteamproblems.Manyorganizationsmaketop-downeffortstocorrectteam-buildingproblems.Otherorganizationsarecommittedtoteamworkandarewillingtochangestructuresandsystemstosupportitbutarenotcommittedtothe"bottom-up"workthatisrequired.Figure13.1:ARationaleforIndividual,Interpersonal,Team,andOrganizationalTrainingAccessthetextalternativeforslideimages.TeamBuildingforWorkTeams2Asuccessfulinterventionattheteamlevelshould:Raiseawarenessabouthowteamsreallywork.Usediagnostic,instrument-basedfeedbacksoteammemberscanhaveavalidmapofwheretheyandtheirteammatesarecurrentlylocated.Provideapracticefieldforeachinterventionsoteammemberscantesttheirnewbehaviorsinarisk-free,protectedenvironment.BuildingHigh-PerformanceTeams:TheRocketModel1Prescriptivemodelforbuildinghigh-performingteams.Tellsleaderswhatstepstotakeandwhentotakethemwhenbuildingnewteams.Usedasadiagnostictool.Helpsdeterminewhereexistingteamsareweakandwhatleadersneedtobedonetogetthembackontrack.Basedonextensiveresearchwithhundredsofteamsinthehealthcare,education,retail,manufacturing,service,software,telecommunications,energy,andfinancialserviceindustries.Figure13.2:TheRocketModelAccessthetextalternativeforslideimages.BuildingHigh-PerformanceTeams:TheRocketModel2Contextthroughmoralecomponentsdescribethe"how"ofteambuilding.Thecomponentsofrocketmodeltellteamleaderswhattheyspecificallyneedtodotoimproveteammission,norms,andsoforth.Resultscomponentdescribesthe"what"ofteambuildingShowswhattheteamactuallyaccomplished.High-performingteamsgetsuperiorresultsbecausetheyhaveattendedtotheothersevencomponents.TeamsachievingsuboptimalresultscanimprovetheirperformancebyfocusingonproblematiccomponentsoftheRocketModel.Figure13.3:TeamAssessmentResultsforaDysfunctionalConstructionLeadershipTeamAccessthetextalternativeforslideimages.Figure13.4:TeamAssessmentResultsforanUnderperformingAssistedLivingLeadershipTeamAccessthetextalternativeforslideimages.ImplicationsoftheRocketModelTheRocketModelisbothprescriptiveanddiagnostic.Whenbuildinganewteamordeterminingwhereanexistingteamisfallingshort,leadersshouldalwaysstartwiththecontext,mission,andtalentcomponents.Teamsneedtohaveacommonunderstandingofthesituation,asetofwell-definedteamgoals,andtherightplayerstosucceed.DelegatingGivestheresponsibilityfordecisionstothoseindividualsmostlikelytobeaffectedbyortoimplementthedecision.Concernedwithautonomy,responsibility,andfollowerdevelopmentthanwithparticipation.Researchhasshownthat:Leaderswhodelegateauthoritymorefrequentlyoftenhavehigher-performingbusinesses.Followersarenotnecessarilyhappierwhentheirleadersfrequentlydelegatetasks.WhyDelegatingIsImportantFreestimefortheleadertoperformotheractivities.Developsfollowersbyprovidingthemwithpracticalexperienceinacontrolledfashion.Strengthenstheorganizationbysignalingthatsubordinatesaretrustedandtheirdevelopmentisimportant,whichincreasesjobsatisfactionlevels.CommonReasonsforAvoidingDelegationTakesleaderstoomuchtimeintheshortrun,althoughitsavestimeinthelongrun.Riskybecauseitreducestheleader’sdirectcontroloverworkthatwouldaffecthisorherreputation.Leadersfearthejobwillnotbedoneproperly.Leadersmayresistdelegatingtasksthatareasourceofpowerorprestige.Leadersmayfeelguiltyaboutdelegatingbecausepeoplearealreadytoobusy.PrinciplesofEffectiveDelegationDecidewhattodelegate.Decidewhomtodelegateto.Maketheassignmentclearandspecific.Assignanobjective,notaprocedure.Allowforautonomywhilemonitoringperformance.Givecredit,butdonotblame.PetersonandHicks'ModelofCoaching1Processofequippingpeoplewiththetools,knowledge,andopportunitiestheyneedtodevelopthemselvesandbecomemoresuccessfulGoodcoaches:Orchestrateratherthandictatedevelopment.Helpfollowersclarifycareergoals.Identifyandprioritizedevelopmentneeds.Createandsticktodevelopmentplans.Createenvironmentsthatsupportlearningandcoaching.Havewell-developedskills,determinewhereafollowerisinthecoachingprocess,andinterveneasappropriate.PetersonandHicks’ModelofCoaching2Modelworksparticularlywellforhighperformers.Stepsofcoaching.Forgingapartnershipbuiltonmutualtrustandrespectwithafollower.InspiringcommitmentbyconductingaGAPSanalysis.Growingskillsbycreatingdevelopmentandcoachingplans.Promotingpersistencebyhelpingfollowerssticktotheirplans.Transferringskillsbycreatingalearningenvironment.Table13.1:DevelopmentPlanChecklistChecklistObjectives:One-yearcareerobjectiveidentified?Nomorethanatotaloftwoorthreedevelopmentgoals?Areasinwhichtheemployeeismotivatedandcommittedtochangeanddevelop?Criteriaforsuccess:Isthenewbehaviorclearlydescribed?Canthebehaviorbemeasuredorobserved?Actionsteps:Specific,attainable,andmeasurablesteps?Mostlyon-the-jobactivities?Includesavarietyoftypesofactivities?Areactivitiesdividedintosmall,doablesteps?Seekfeedbackandsupport:Involvementofavarietyofothers?Includesrequestsformanagementsupport?Arereassessmentdatesrealistic?Stretchassignments:Dothestretchassignmentsrelatetotheemployee’scareerobjectives?Resources:Usesavarietyofbooks,seminars,andotherresources?Reflectwithapartner:Includesperiodicreviewsoflearning?Source:G.J.Curphy,TheLeadershipDevelopmentProcessManual(Minneapolis,MN:PersonnelDecisionsInternational,1998).Coaching:ConcludingCommentsCoachingtakeslittleadditionaltime.GoodcoachesareequallyversatileatallfivestepsofcoachingLeadersneedtoassessanddevelopcoachingskills.Coachingisadynamicprocess.Goodcoachesassesswherefollowersareinthecoachingprocessandinterveneappropriately.Goodleadersarethosewhocreatesuccessors,andcoachingmaybethebestwaytomakethishappen.SummaryGoalsshouldbespecificandobservable,attainableandchallenging,basedontop-to-bottomcommitment,anddesignedtoprovidefeedback.Gettinghelpfulfeedbackisessentialtoasubordinate’sperformanceanddevelopment.Team-buildinginterventionsmayhelpmembersunderstandwhytheyfacedifficultyinachievingteamobjectives.Essenceofleadershipisachievinggoalsthroughothers,nottryingtoaccomplishthembyoneself.Leaderswhocommittothefivestepsofinformalcoachingwillbothcreatelearningorganizationsandhelptoraisedevelopmenttoanewlevel.EndofMainContentCopyright?2022McGraw-HillEducation.Allrightsreserved.NoreproductionordistributionwithoutthepriorwrittenconsentofMcGraw-HillEducation.AccessibilityContent:TextAlternativesforImagesFigure13.1:ARationaleforIndividual,Interpersonal,Team,andOrganizationalTraining-TextAlternativeReturntoparent-slidecontainingimages.Therationalesarepresentedintheformoffourplatforms.Thereisaladderontheleftandanarrowthatpointsdownwardtotherightsideofeachoftheplatforms.Theladderrepresentsgrowthfromoneleveltothenext,whereasthedownward-pointingarrowrepresentsthethingsthattheteammembershouldnotbedoingorworryingabout.Thetraininghelpstheteammemberbymakinghimorheranswerquestionsateachlevel.Theteammemberismadeapartofthegoal-settingprocess,whichleadsthemtoacceptanceandsatisfactionatwork.Attheindividuallevel,theteammembersneedtoaskthemselveswhattheybringtoandneedfromthegroup.Iftheanswerisrelatedtotrustitleadstogrowth,whereasnotansweringthiswouldleadtofearandmistrust.Attheinterpersonallevel,theteammembersneedtoaskwhattheycanbringtoandneedfromthegroup.Iftheanswerisspontaneityandfeedback,itleadstoanaturalteamworkingspace.Iftheseissuesarenotaddressed,itresultsincautionindealingwithothermembersandinteractionswithapolitefa?ade.Iftheissuesarenotsortedbytheendofthislevel,thenwemovetotheteamlevel.Attheteamlevel,thequestionthatneedstobeanswerediswhattheteamcandotoimprovetheirperformance.Iftheanswerisproductivityandcreativity,thisleadstoimprovedperformanceamongteammembers.Ifthatfoundationisnotestablishedalready,thenitleadstointra-teamcompetitionandapathy.Thisleadstointerventionattheorganizationallevel.Attheorganizationallevel,acompanyshouldbeaddressingtheissueofhowtheywillorganizeandcreatesynergyamongteammembersandtaskstructures.Inthecaseoftheissueofsynergynotbeingaddressed,thismayleadtodependenceorcounterdependenceonvariousotherresources.Returntoparent-slidecontainingimages.Figure13.2:TheRocketModel-TextAlternativeReturntoparent-slidecontainingimages.Itillustrateshowateamcanbebuiltinthewayinwhicharocketisbuilt.Similartohowrocketscanbebuiltfordifferentenvironments,teamsalsoneedtoclearlydefinethecontextinwhichtheyplantooperate.Therearesixstagesintherocketmodelofteameffectiveness.Thefirststageismission.Thesecondstageistalent.Thethirdstageisnorms.Thefourthstageisbuy-in.Thefifthstageisresources.Thesixthstageiscourage.Attheendofthesixstages,theresultsstageoftherocketmodelofteameffectivenessdescribeswhattheteamaccomplished.Returntoparent-slidecontainingimages.Figure13.3:TeamAssessmentResultsforaDysfunctionalConstructionLeadershipTeam-TextAlternativeReturntoparent-slidecontainingimages.Therearesixstagesintherocketmodelofteameffectiveness.Thefirststageismission.Thesecondstageistalent.Thethirdstageisnorms.Thefourthstageisbuy-in.Thefifthstageisresources.Thesixthstageiscourage.Attheendofthesixstages,theresultsstageoftherocketmodelofteameffectivenessdescribeswhattheteamaccomplished.Thescoresfortheanalysisrangefrom0to100,withlowscoresbeingassociatedwithdysfunctionalteams,scoresaround50beingonparwithotherteamsacrosstheglobe,andscoresabove75associatedwithhigh-performingteams.Theassessmentresultsforthedysfunctionalconstructionleadershipteamprovidesthefollowingdata:Thescoreforcontextis24.Contextreferstothesituationinwhichtheteamoperates.Theassessmentcheckswhetherteammembersagreeabouttheteam’spoliticalandeconomicrealities,stakeholders,andchallenges?Thescoreformissionis22.Missionreferstotheteam’spurposeandgoals.Theassessmentchecksthereasonwhytheteamexistsandhowitdefineswinning,andwhatitsstrategiesareforaccomplishinggoals.Thescorefortalentis20.Talentreferstothepeoplewhomakeupthisteam.Theassessmentcheckswhethertheteamhastherightnumberofpeople,whetherrolesareclear,andwhethertheteamhastheskillsneededtosucceed.Thescorefornormsis4.Normsrefertotheteam’sformalandinformalworkprocesses.Theassessmenttestswhethertheteamuseseffectiveandefficientprocessesforrunningmeetings,makingdecisions,andgettingworkdone.Thescoreforbuy-inis20.Buy-inreferstothelevelofmotivationamongteammembers.Theassessmentcheckswhethertheteammembersareoptimisticabouttheteam’schancesforwinningandwhethertheyaremotivatedtoaccomplishtheteam’sgoals.Thescoreforresourcesis16.Resourcesrefertotheteam’sassets.Theassessmentexamineswhethertheteamhasthenecessaryphysicalandmonetaryresources,authority,andpoliticalsupport.Thescoreforcourageis16.Couragereferstotheteam’sapproachtomanagingconflict.Theassessmentanalyzeswhethertheteammembersfeelsaferaisingdifficultissuesandwhetherconflictgetsmanagedeffectively.Thescoreforresultsis16.Resultsrefertotheteam’strackrecord.Theassessmentcheckswhethertheteamisdeliveringonitscommitments.Itexamineswhethertheteamisaccomplishingimportantgoals,meetingstakeholders’expectations,andimprovingovertime.Returntoparent-slidecontainingimages.Figure13.4:TeamAssessmentResultsforanUnderperformingAssistedLivingLeadershipTeam-TextAlternativeReturntoparent-slidecontainingimages.Therearesixstagesintherocketmodelofteameffectiveness.Thefirststageismission.Thesecondstageistalent.Thethirdstageisnorms.Thefourthstageisbuy-in.Thefifthstageisresources.Thesixthstageiscourage.Attheendofthesixstages,theresultsstageoftherocketmodelofteameffectivenessdescribeswhattheteamaccomplished.Thescoresfortheanalysisrangefrom0to100,withlowscoresbeingassociatedwithdysfunctionalteams,scoresaround50beingonparwithotherteamsacrosstheglobe,andscoresabove75associatedwithhigh-performingteams.Theassessmentresultsfortheunderperformingassistedlivingleadershipteamprovidesthefollowingdata:Thescoreforcontextis32.Contextreferstothesituationinwhichtheteamoperates.Theassessmentcheckswhetherteammembersagreeabout