Developing Leaders

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Definition and Basic Elements ● Development is an ongoing, dynamic, long-term change or evolution that occurs because of various learning experiences. (London and Mauer, 2004) ● Leader development ○ is the “expansion of a person’s capacity to be effective in leadership roles and processes” (McCauley and Van Velsor, 2004:2) ○ focuses on the individual and involves providing leaders with the tools that they need to improve their effectiveness in the various roles they play. ● Leadership development, while related to leader development, is different in that it focuses on an organization’s capacity to get the work done through its many leaders (McCauley and Van Velsor, 2004)...

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NGHỆ THUẬT LÃNH ĐẠO MSMH: NS301DV01
Chapter 6: Developing Leaders
Purpose After studying this chapter, you will be able to: ● Define the elements of leader development ● Describe the elements of learning ● Review areas that are addressed in leader development ● Outline criteria of an effective development program ● Present the methods used in leader development ● Consider the role of culture in leader development ● Summarize the role of the person and the
Content ● Definition and basic elements ● Criteria for effective development programs ● Methods of leader development ● Development and culture ● Effectiveness of development
Chapter 6 6.1- Definition and Basic Elements
Definition and Basic Elementslong-term change ● Development is an ongoing, dynamic, or evolution that occurs because of various learning experiences. (London and Mauer, 2004) ● Leader development ○ is the “expansion of a person’s capacity to be effective in leadership roles and processes” (McCauley and Van Velsor, 2004:2) ○ focuses on the individual and involves providing leaders with the tools that they need to improve their effectiveness in the various roles they play. ● Leadership development, while related to leader development, is different in that it focuses on an organization’s capacity to get the work done through its
Definition and Basic Elements
Factors in Learning Several elements make up the core of learning. The person must have ● the willingness to learn, which require both motivation and readiness. ○ The motivational element is related to the unfreezing step in change: unaware of areas of weakness, unwilling to invest time in changing. ○ Without the recognition or willingness to learn or change, no development can take place. ● the ability to learn through the right combination of intelligence and personal traits. Learning may be easier to some, and be more challenging for others. ○ High traditional intelligence may help one participant grasp conceptual ideas quickly; whereas ○ High emotional intelligence may help another participant to learn quickly social and interpersonal skills.
Factors in Learning ● Access to developmental experiences, and have the opportunity to practice and learn. ○ Employees of smaller organizations are often exposed to diverse experiences excellent source of learning. ○ In large companies, jobs and duties are narrower and more specialized extensive training and development of resources, not only on leader and leadership development, but also on developing the culture of the organization (Arquez, 2007a) ● The organizational culture must support and sustain learning and development. ○ This support comes not only in the form of training programs, but also in the form of informal systems that value learning and tolerate experimentation and failure.
Factors in Learning
What is Developed: the Area Content Description Basic knowledge Information about content of leadership: definitions; basic concept such as communication, feedback, contingent rewards; typically through classroom education. Personal growth Self-awareness and understanding strengths and weaknesses; getting in touch with personal values, dreams and aspirations. Skills development: How to apply knowledge, includes supervisor supervisory, and managerial skills such as planning, goal managerial, and setting, and monitoring, as well as conceptual interpersonal skills skills such as problem solving and decision making, and skills related to managing interpersonal relations. Creativity Expanding ability to think in novel and innovative ways, and to think “outside the box”.
Chapter 6 6.2- Criteria for Effective Development Programs
Criteria for Effective Training
Other conditions ● Clear objectives that are tied to organizational goals, the leader’ personal goals, and the current of future challenges the leader may be facing. ○ Such objectives must be stated ahead, and means of assessing them before and after the program must be available. ● Using a combination of tools and methods that provide parallel learning environments and address different learning styles or reinforce one another: ○ classroom education may be combined with an assessment center, coaching, and new assignment. ● Assessment and follow-up that measure change and support the new learning, and assure that new behaviors, skills, and styles are not forgotten or not used when the development program is over. ○ Learning takes practice and persistence, and such opportunities
Chapter 6 6.3- Methods of Leader Development
Self-awareness ● The essential role of self-awareness in effective leadership is a key theme in leadership practice and research (Kaiser and Kaplan, 2006; Wood and Vikinas, 2007). ● Personal reflection and getting feedback from others are necessary elements of developing self-awareness (Argyris, 1991) ● Guidelines for increasing self-awareness: ○ Clarifying one’s values and priorities. The person must know what is important and what factors have priority. ○ Seeking new experiences that will challenge the leader to move outside the zone of comfort, and provide an opportunity to learn something about oneself, including opportunities to fail. ○ Seeking feedback through formal and informal channels as often as possible, from as many diverse sources as possible.
Experience ● Having on-the-job experience is, in almost all organizations, essential to leadership. ○ One cannot learn to lead by sitting in a classroom, reading about leaders, or observing other leaders. Transmitting information through the classroom or observation is one thing; learning to exercise judgment, understand complex systems, and act on complex information requires hands-on practice (Daloz Parks, 2005) ● For job experiences to be developmental, it needs to stretch leaders and broaden their perspective by placing them in a novel and challenging situations (Ohlott, 2003)
Coaching and Mentoring ● Coaching involves providing individualized and constructive feedback on someone’s behavior and performance, while focusing on future improvement. ● Mentoring ○ provides similar individualized attention with a feedback and future orientation, but tends to be less task specific. ○ is a supportive long-term, formal or informal, professional relationship (McCauley and Douglas, 2004) ● Whereas mentoring can be informal, coaching tends to have a more structured and formal nature.
Coaching and Mentoring ● Elements of Effective Coaching ○ Individual readiness and willingness to be coached ○ Consideration of wider organizational context and system ○ Consideration of individual goals, values and needs ○ Focus on performance and work-related issues ○ Sincere caring and concern ○ Advocacy for self-awareness ○ Meaningful feedback ○ Supportive climate

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