Leader Development PPT PDF

Leader Development Module 1 : Part 1 Chapter 2  Describe how the AOR model enhances leadership development. Determine the role of perception in each part of the AOR model. Discuss the importance of reflection in leadership development. Predict how to make the most of yo...

Leader Development Module 1 : Part 1 Chapter 2  Describe how the AOR model enhances leadership development. Determine the role of perception in each part of the AOR model. Discuss the importance of reflection in leadership development. Predict how to make the most of your leadership experiences. Learning Roadmap Generalize the four common methods of leader development. Mentor: Mr. Melvin V. Moraga Clarify how to build your own leadership self-image. TREY research 2 Pre-Activity No. 2: “Teach a highly educated Directions: person that is not a disgrace to fail and that he must analyze Read the statement. In a piece of paper (1/4 size) write your every failure to find its cause. insights about it. He must learn how to fail intelligently for failing is one the Please write 5-6 sentences greatest arts in the world.” about your insight. – Charles F. Kettering, Inventor, automotive pioneer, and corporate leader Add a footer TREY research 3 Leader Development vs. Leadership Development Leader Development is more appropriate to use when referring to methods intended to facilitate growth in individual’s perspective or skills. Leadership and learning are indispensable to each other. Leadership Development focuses on developing John F. Kennedy shared properties of whole groups or social systems such as the degree of trust among all members of a team or department, or on enhancing the reward systems in an organization to better encourage collaborative behavior. Add a footer TREY research 4 Leadership Is a Process, Not a Position Hughes, Richard L., Ginnett, Robert C., and Curphy, Godon J. (c2019).Leadership: Enhancing the Lessons of Experience. (9TH edition). New York, NY 10200: McGraw-Hill. TREY research 5 The Action-Observation- Reflection Model It shows that leadership development is enhanced when the experience involves the following processes: Action Observation Reflection The Spiral of experience is the most productive way to develop as a leader. Add a footer TREY research 6 The A-O-R Model Leadership development through experience may be better understood as the growth resulting from repeated movements through all three phases rather than merely in terms of some objective dimension. Add a footer TREY research 7  Learning theorists suggest that people can learn the most from experiences when they spend time thinking about and reflecting on those experiences. This notion provides the basis for the action-observation-reflection (A-O-R) model and the spiral of experience. It is not enough just to have experiences, but one needs to think about what they did, what the outcomes were, and how they can leverage what they did to learn the skills required to continue to perform effectively or how they can change to be more effective. Developing the skills necessary to observe the consequences of one’s actions and reflecting on the importance and meaning will improve leadership development and leadership performance. Add a footer TREY research 8 The Spiral of Experience Add a footer TREY research 9  Key Role of Perception in the Spiral of Experience Experience depends on what events Perception affects all three phases of People actively shape and construct happen to one and how one perceives the action, observation, and reflection or their experiences. those events. A O R model. Add a footer TREY research 10 Add a footer TREY research 11  Perception and Observation With respect to observation, people selectively attend to events in the environment. One phenomenon that demonstrates this selectivity is called perceptual set. Perceptual sets can influence any of our senses, and they are the tendency or bias to perceive one thing and not another. Example: Think about the last time you started a new class. Did you have any expectations at the outset that might have influenced your experience in the class? If you expect a class to be boring, are you more likely to be uninterested in class? Add a footer TREY research 12 Perception and Observation (cont.) Perceptual sets can influence any of one’s senses. Tendency or bias to perceive one thing and not another. Feelings, needs, prior experiences, and expectations can all trigger a perceptual set Stereotypes about gender, race, and the like represent powerful impediments to learning because they function as filters that distort one’s observations. Add a footer TREY research 13  Let’s assess your perceptual set … FINISHED FILES ARE THE RESULT OF YEARS OF SCIENTIFIC STUDY COMBINED WITH THE EXPERIENCE OF MANY YEARS Add a footer TREY research 14 Perception and Reflection Perception influences reflection. Reflection is how humans interpret their observations Perception is inherently an interpretive, or a meaning-making, activity, of which attribution is an important aspect Attributions: Explanations that one develops for the characteristics, behaviors, or actions he or she attends to Add a footer TREY research 15 Perception and Reflection Factors that affect the attribution process: Fundamental attribution error: Tendency to overestimate the dispositional causes of behavior and underestimate the environmental causes when others fail. Self-serving bias: Tendency to make external attributions for one’s own failures and make internal attributions for one’s own successes Actor or observer difference: Refers to the fact that people who are observing an action are much more likely than the actor to make the fundamental attribution error Apart from perception and attribution, reflection also involves higher functions like evaluation and judgment Add a footer TREY research 16 Please take a few minutes to circle all of the attributes you think are descriptive of you. Add a footer TREY research 17  PART I Here is a list of characteristics that describe a particular person with whom you will have to work closely in the near future. You have never met this person before but the following characteristics are valid. Read them carefully and try to form an overall impression of the kind of person described. intelligent–skillful–industrious–cold–determined–practical–cautious Add a footer TREY research 18  PART II Now, with that overall impression in mind, select from the following list those traits which are most in accordance with the picture you have formed of the individual. Circle one in each pair:. Add a footer TREY research 19  Perception and Action Research shows that perceptions and biases affect supervisors’ actions toward poorly performing subordinates. Self-fulfilling prophecy is a perceptual variable that can affect actions. Self-fulfilling prophecy: Occurs when one's expectations or predictions play a causal role in bringing about the events he or she predicts. Having expectations about others can subtly influence our actions, and these actions can, in turn, affect the way others behave. Add a footer TREY research 20  Reflection and Leadership Development Reflection offers leaders insights about framing problems differently, viewing situations from multiple perspectives, and understanding subordinates better. Leaders tend to ignore reflection because they lack time or they lack awareness of its value. Leadership development can be enhanced by raising implicit beliefs to conscious awareness in order to aid thoughtful reflection. Intentional reflection may prompt one to see potential benefits in experience not initially considered relevant to leadership. Add a footer TREY research 21  Consider the following statements. Do you agree or disagree? Your intelligence is something very basic about you that you can’t change very much. You can do things different, buy the important parts of who you are can’t really be changed. Add a footer TREY research 22  cares about developing others and Fundamental Teacher and work beside them as a role model Archetypes of mentor Leadership provides oversight, control and Father and guidance, and caring protectiveness These archetypes provide the judge value for helping developing leaders articulate their tacit Takes risks and action in times of crisis knowledge on leadership, see Warrior and the similarities and differences knight and have a better understanding on the Challenges the status quo and guides complexities of leadership. Revolutionary adaptation and crusader Imagines possibilities that benefits all Visionary and members and brings them to reality alchemist Add a footer TREY research 23 Single- and Double-Loop Learning Single-loop Double-loop learning learning Involves being willing to Seek relatively little confront one’s own views feedback that may and inviting others to do the significantly confront their same fundamental ideas or Mastering double-loop actions. learning is viewed as learning Individuals learn only about how to learn subjects within the comfort zone of their Learning is enhanced belief systems. through a practice of systematic reflection or after event reviews or A E Rs. Add a footer TREY research 24 Making the Most of One's Leadership Experiences: Learning to Learn from Experience Research shows a meaningful link between stress and learning. The learning events and developmental experiences that punctuate one’s life are usually—perhaps always—stressful. In stressful situations, there is a tendency to do what’s always been done. What results is one of the great challenges of adult development: the times when people most need to break out of the mold created by past learning patterns are the times when they are most unwilling to do so. Being able to go against the grain of one’s personal historical success requires an unwavering commitment to learning and a relentless willingness to let go of the fear of failure and the unknown. To be successful, learning must continue throughout life, beyond the completion of one’s formal education. Add a footer TREY research 25 Leader Development in College University courses in leadership generally provide a broad survey of leadership research and findings. In these settings, knowledge is often transferred via the lecture method. Additionally, these courses make use of individualized feedback, role playing, and case studies to enhance learning and development. Simulations and games are other methods of leader development. Recent research suggests that development as a leader may most authentically and enduringly occur when the context and design of the experiences afford learns the opportunity to deeply personalize their lessons of experience. Add a footer TREY research 26  Leadership Programs Leadership programs should be multidisciplinary and should cultivate values represented in the broader field. Service learning is used to inculcate values such as social responsibility and the expectation to become engaged in one’s community. Should focus on expected developmental outcomes, with associated assessment and evaluation to determine program effectiveness. Add a footer TREY research 27  Different leader development methods may be used beyond service learning. Some courses or program elements might involve individualized feedback to students in the form of: Personality, intelligence, values, or interest test scores Leadership behavior ratings Case studies and role playing are used as vehicles for leadership discussions Simulations and games are structured activities designed to mirror the challenges or decisions commonly faced in the work environment Add a footer TREY research 28  Leadership training programs are more narrowly focused than Leader Development in university courses and are much shorter. Organizational Settings Oftentimes, these training programs target a specific audience and the set of skills that audience needs to better accomplish their job tasks and responsibilities (e.g., mid-level managers). Increasingly leadership development is occurring in the context of work itself. A great deal of research has demonstrated the positive effects of education and training programs on performance and advancement, but the content of these programs varies substantially. Add a footer TREY research 29 Program content depends Programs for first-level supervisors use lectures, case studies, and role- on the organization level of playing exercises to improve supervisory skills. They focus on: participants: Training Monitoring Giving feedback First-level supervisors Conducting performance reviews Mid-level manager programs use individualized feedback, case studies, Mid-level managers presentations, role playing, simulations, and in-basket exercises to improve: Interpersonal skills Oral and written communication skills Time management Planning Goal setting Add a footer TREY research 30  Conger states that a multi-tiered approach is effective and should focus on personal growth, skill building, feedback, and conceptual awareness. Some approaches to leadership development emphasize individualized feedback about each person’s strengths and weaknesses based on standardized assessment methods. Others emphasize that leader development in the twenty-first century must occur in more lifelike situations and contexts. Leadership programs for senior executives and C E Os focus on strategic planning, public relations, and interpersonal skills. Add a footer TREY research 31  Traditional training programs involve personnel taking leadership Training Programs and classes during work hours. Action Learning Such training addresses common leadership issues, but its artificial Traditional training programs involve nature makes it difficult to transfer concepts to actual work personnel taking leadership classes during situations. work hours. Action learning involves the use of actual work issues and challenges as the developmental activity itself. It works on the philosophy that best learning involves learning by doing. They are conducted in teams of work colleagues who are addressing real company challenges. Add a footer TREY research 32 Development Planning Do leaders know which of their behaviors need to change? To make enduring behavioral changes, leaders must provide positive answers to the following five questions: Is the leader motivated to change these behaviors? Do leaders have plans in place for changing targeted behaviors? Do leaders have opportunities to practice new skills? Are leaders held accountable for changing targeted behaviors? Add a footer TREY research 33  Good development plans are constantly being revised as new skills are learned or new opportunities to develop skills become available. Provides a methodology for leaders to improve their behavior even as they go about their daily work activities. Add a footer TREY research 34  Coaching Key leadership skill that can help leaders improve the bench strength of the group and retain high-quality followers. Process of equipping people with the tools, knowledge, and opportunities that they need to develop and become more successful. Types of coaching: Informal coaching: Takes place whenever a leader helps followers to change their behaviors. Formal coaching programs: Designed for the specific needs and goals of individual executives and managers in leadership positions. Add a footer TREY research 35 Peterson and Hicks: Steps in Informal Coaching 1 2 3 4 5 Forging a Inspiring Growing Promoting Shaping the partnership commitment skills persistence environment Add a footer TREY research 36  The process can be used to diagnose why behavioral change is not occurring and what can be done about it. Informal Coaching It can and does occur anywhere in the organization and is effective for both high- performing and low-performing followers. Increases in difficulty when it occurs either remotely or across cultures. Add a footer TREY research 37 Features of Formal Coaching: One-on-one relationship between manager and coach lasts Formal coaching programs can be expensive. It cost from six months to more than a year. more than 100,000 dollars. The process begins with an assessment of the manager to Coaching may be more effective at changing behavior clarify development needs. than more traditional learning and training Coach and manager meet regularly to build skills. approaches. Role plays and videotape are used extensively, and coaches provide immediate feedback. Outcomes of coaching programs Clarification of managers’ values Identification of discrepancies between managers’ espoused values and their actual behaviors Development of strategies to better align managers’ behaviors with their values Add a footer TREY research 38 Mentoring Personal relationship in which a Not the same as coaching because: In a formal mentoring program, more experienced mentor acts as the organization assigns a a guide, role model, and sponsor It may not target specific relatively inexperienced but high- of a less experienced protégé. development needs potential leader to a top executive Guidance is provided by someone in the company. several leadership levels higher in the organization and not the immediate Often used to accelerate the Mentor: supervisor development of female or Experienced person willing to take Mentor may not even be part of the minority protégés. an individual under his or her wing organization Usually someone 2 to 4 levels Informal mentoring may be more higher in an organization There are formal and informal mentoring programs effective than formal mentoring Provides protégés with Informal mentoring occurs when a as it creates a stronger emotional knowledge, advice, challenge, protégé and mentor build a long-term bond and can last a lifetime. counsel, and support about career relationship based on friendship, opportunities, organizational similar interests, and mutual respect strategy and policy, and office politics. Add a footer TREY research 39  Not everyone wants to be a leader or Building One's Own believes he or she can be. Leadership Self-Image Many people are selling themselves short. People who want to avoid the responsibilities of leadership should keep an open mind about the importance and pervasiveness of leadership. Add a footer TREY research 40  Let’s recap everything… One way to add value to one's leadership courses and experiences is by applying the action, observation, and reflection model. To become a better leader, one must seek challenges and try to make the best of any leadership opportunity. Behavior change efforts are most successful if some formal system or process of behavioral change is put into place. Systems include action learning, development planning, informal and formal coaching programs, and mentorships. Leaders can help their followers with behavioral change through coaching or mentoring programs. Add a footer TREY research 41  Winners embrace hard work. They love the discipline of it, the trade-off Final Word they're making to win. Losers, on the other hand, see it as punishment. And that's the difference. Ax Valeriano