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Week 2- Leadership Development CH02 03

The document outlines a leadership development course, focusing on key concepts such as the Action-Observation-Reflection model, the role of perception in leadership, and various methods for leader development including coaching, mentoring, and action learning. It emphasizes the importance of self-reflection, understanding different leadership archetypes, and the need for tailored development strategies based on organizational levels. Additionally, it discusses the significance of building a personal leadership image and the skills necessary for effective leadership.

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ANH NGUYỄN PHÚC
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34 views25 pages

Week 2- Leadership Development CH02 03

The document outlines a leadership development course, focusing on key concepts such as the Action-Observation-Reflection model, the role of perception in leadership, and various methods for leader development including coaching, mentoring, and action learning. It emphasizes the importance of self-reflection, understanding different leadership archetypes, and the need for tailored development strategies based on organizational levels. Additionally, it discusses the significance of building a personal leadership image and the skills necessary for effective leadership.

Uploaded by

ANH NGUYỄN PHÚC
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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ME 4625 Kỹ năng Lãnh đạo- Leadership- HK1-2024

Leader

Personality
Position
Expertise,
Etc.

An Interactional
Framework For
Analyzing Leadership Leadership

Values Task
Norms
Stress
Cohesiveness,
Followers Environment, Situation
Etc. Etc.
Week two
CHAPTER TWO & THREE
 THE ACTION–OBSERVATION–REFLECTION MODEL
 THE KEY ROLE OF PERCEPTION IN THE SPIRAL OF
LEADERSHIP EXPERIENCE
 REFLECTION AND LEADER DEVELOPMENT
DEVELOPMENT  MAKING THE MOST OF YOUR LEADERSHIP
EXPERIENCE
 VIDEO REFLECTION: SKILLS FOR DEVELOPING
YOURSELF AS A LEADER
THE
ACTION-
OBSERVATION
-REFLECTION
MODEL
 Perception and observation
THE KEY  Perception and reflection
ROLE OF  Perception and action
PERCEPTION IN
THE SPIRAL OF
EXPERIENCE
 Observant and lucky
 PERCEPTUAL SET
 Try your own ability to overcome perceptual set with the following
exercise. Read through this narrative passage several times:
PERCEPTION  ”FINISHED FILES ARE THE RESULT OF YEARS OF SCIENTIFIC STUDY
COMBINED WITH THE EXPERIENCE OF MANY YEARS”.
AND  Make sure you have read it to yourself several times before going any
further. Now go back to the text and count the number of times the letter
OBSERVATION “F” appears.
 Capability to observe uniqueness
 Observe through various lenses : binoculars, rose’s glass,
bifocal, manifying glasses, Bindfolds
 Perceptual sets influence what we attend to and what
we observe hence, it influences the next step of the
spiral of experience which is reflection because
PERCEPTION reflection is how we interpret our observation
AND  Reflection process is affected by three factors

REFLECTION
 FUNDAMENTAL attribution ERROR
 SELF-SERVING BIAS;
 ACTOR/OBSERVER DIFERERENCE
Self-fullfilling prophecy: having expectations about others can
subtly influence our actions, and these actions can, in turn,
affect the way others behave.

PERCEPTION
AND ACTION
 Growth vs Fixed mindset
 Single-loop vs Double-loop learning

REFLECTION AND
LEADERSHIP
DEVELOPMENT
 five fundamental archetypes of leadership
 Teacher–Mentor, who cares about developing others
and works beside them as a role model.
 Father–Judge, who provides oversight, control, moral
guidance, and caring protectiveness.
 Warrior–Knight, who takes risks and action in a crisis.
 Revolutionary–Crusader, who challenges the status
quo and guides adaptation.
REFLECTION AND  Visionary–Alchemist, who imagines possibilities that
can benefit all members and brings them into reality.
LEADERSHIP
DEVELOPMENT
 LEADER DEVELOPMENT IN COLLEGE

MAKING THE  LEADER DEVELOPMENT ORGANIZATIONAL SETTINGS


 COMMON METHODS OF LEADER DEVELOPMENT:
MOST OF  ACTION LEARNING,

YOUR  DEVELOPMENT PLANNING,


 COACHING
LEADERSHIP  MENTORING
 BUILDING YOUR OWN LEADERSHIP SELF-IMAGE
 Service learning
LEADER
 Individualized feedback
DEVELOPMENT  Case Study
IN COLLEGE  Playing role
SETTING  Simulations and games
 Formal leader development efforts are still necessary:
 Successful organizations are created by leaders who possess “the
right stuff.” Thus, if organizations can find and develop enough
LEADER leaders with the “right stuff,” then organizational success will follow.
DEVELOPMENT  Leadership potential (having the “right stuff”) is best assessed by
gauging individual attributes. Thus, the winning formula for
IN organizational success is fundamentally based on a constellation of
individual traits and characteristics.
ORGANIZATION
 Leadership effectiveness can be assessed and developed in
SETTING environments independent of the context in which a leader works.
 The ROI for investments in leadership development is
both positive and substantial
 The content of industry programs also depends on the
organizational level:
LEADER  For First-level supervisors: focus on developing supervisory skills
such as training, monitoring, giving feedback, and conducting
DEVELOPMENT performance reviews with subordinates.
IN  For mid-level managers often focus on improving interpersonal,
oral communication, and written communication skills, as well as
ORGANIZATION giving tips on time management, planning, and goal setting.
SETTING  For senior executives and CEOs tend to focus on strategic
planning, developing and communicating a vision, public
relations, and interpersonal skills.
 Action learning:
 The best learning is learning by doing, action learning is conducted in
METHODS OF teams of work colleagues who are addressing real company challenges
or problem, and formally present their analysis and recommendations
to others (often senior executives in their own company).
LEADER  Importantly, action learning also involves built-in opportunities for
DEVELOPMENT feedback and reflection for the participants about the perceived quality
of their analysis and recommendations as well as, ideally, about aspects
of their respective individual strengths and weaknesses as leaders
working on the collaborative project together.
 Development planning provides a methodology for leaders
to improve their behavior, and much of this development can
occur as they go about their daily work activities.
METHODS OF  five critical behavioral change questions:
 Do leaders know which of their behaviors need to change?
LEADER  Is the leader motivated to change these behaviors?
 Do leaders have plans in place for changing targeted behaviors?
DEVELOPMENT  Do leaders have opportunities to practice new skills?
 Are leaders held accountable for changing targeted behaviors?
 Coaching is the “process of equipping people with the tools, knowledge,
and opportunities they need to develop and become more successful.”

 Informal coaching including five steps:59 forging a


partnership, inspiring commitment, growing skills,
METHODS OF promoting persistence, and shaping the environment
 Formal coaching programs are individualized and often
LEADER last from 6months to 1 year. It begins with assessment
test to find out the development needs; then working on
DEVELOPMENT building skills and practicing target behaviors. The
valuable outcome of coaching programs can involve
clarification of managers’ values, identification of
discrepancies between their espoused values and their
actual behaviors, and development of strategies to better
align their behaviors with their values.
 Mentoring is a personal relationship in which a more experienced
mentor (two to four levels higher) acts as a guide, role model, and
sponsor of a less experienced mentee, to provide knowledge, advice,
challenge, counsel, and support about career opportunities,
METHODS OF organizational strategy and policy, office politics, and so forth.
 Informal mentoring occurs when a protégé and mentor build a long-term
relationship based on friendship, similar interests, and mutual respect.
LEADER begin with the protégé working in some part of the mentor’s organization
or on a high-visibility project for the mentor.
DEVELOPMENT  Formal mentoring occur when the organization assigns a relatively
inexperienced but high-potential leader to one of the top executives in the
company. The protégé and mentor get together on a regular basis so that
the protégé can gain exposure and learn more about how decisions are
made at the top of the organization.
 Coaching vs Metoring: The differences

 mentoring may not target specific development needs. Protégés


METHODS OF often meet with their mentors to get a different perspective on the
organization or for advice on potential committee and task force
assignments or promotion opportunities.
LEADER  the guidance is not coming from the protégé’s immediate supervisor,
DEVELOPMENT but rather from someone several leadership levels higher in the
organization. Protégés often do receive informal coaching from their
bosses but may be more apt to seek career guidance and personal
advice from their mentors.
 the mentor may not even be part of the organization.
 an openness of mind about the importance and pervasiveness of
leadership.
BUILDING  flexibility in self-image: It is a process that change overtime
YOUR OWN with each person’s ongoing opportunities and self-perceived
changes in leadership skills.
LEADERSHIP  do not stay out of the leadership arena by saying “I am not the
IMAGE leader type.” Experiment and take a few risks with different
leadership roles. This will help you appreciate new facets of
yourself as well as broaden your leadership self-image.
SKILLS FOR  Your First 90 Days as a Leader

DEVELOPING  Learning from Experience


 Building Technical Competence
 Building Effective Relationships with
Superiors

YOURSELF AS  Building Effective Relationships with


Peers
 Development Planning

A LEADER
Theory Y
GAPS
ANALYSIS

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