SESSION 7 OCT. 15, 2014 ORGANIZATIONAL LEADERSHIP DEVELOPMENT

1. SESSION 7 OCT. 15, 2014 ORGANIZATIONAL LEADERSHIP DEVELOPMENT

2. Leadership Development • “Leadership and learning are indispensable to each other.” ~John F. Kennedy

3. Leadership is developed through: • Experience • Education • Self-Awareness / Self-Development

4. The Action-Observation-Reflection Model • Making the most of experience is key to developing one’s leadership ability. • The theory shows that leadership development is enhanced when the experience involves three different processes: • Action • Observation • Reflection

5. The Action-Observation-Reflection Model • The Action-Observation Model----specifically, the three processes are: • Action (doing) • Observation (seeing consequences of action) • Reflection (thinking about or reflecting on those consequences)

6. The Spiral of Experience

7. Leadership Development through Experience • Factors that make any given experience potent in fostering leadership growth: • The people you work with • The characteristics of the role (tasks) • Leaders in any field tend to first stand out by virtue of their technical proficiency. • Competence or proficiency are factors that serve as basis for emergence or selection of a leader.

8. Sources of Experience • Sources of Experience – The two major developmental factors in any work situation are work associates and the task itself. Work associates can serve as positive or negative models. Work-related tasks give the leader an opportunity to become an effective and innovative problem solver.

9. Broad Experience • Broad Experience- Many aspects of leadership are situational. Gaining experience in different settings is therefore advantageous. Multifunctional development is an organization’s intentional efforts to enhance the effectiveness of future leaders by giving them experience in multiple organizational functions.

10. “Going against the grain” Leaders and executives often want success without stress. • Leads to relying on proven repertoire of skills used to tackle challenges in the past because organizations put on pressure for performance • These conditions lead to a paradox – the times people should “go against the grain” at the times they are most likely to not want to. “Going against the grain” requires a commitment to learning and willingness to let go of fears

11. The People You Work With • A boss can be a powerful catalyst for growth. • People from different backgrounds, perspectives, or agendas can impact the growth experience. • Working with problem subordinates (followers) can stimulate leadership growth, as can peers. • Both mentors and protégés benefit from having a mentoring relationship. • Executive coaching: General responsibility of all executives towards managers (future leaders) who report to them.

12. Mentoring • Our experience is strengthened through mentoring.

13. Mentoring • Informal mentoring • Occurs when a protégé and mentor build a long-term relationship based on friendship, similar interests, and mutual respect. • Formal mentoring • Occurs when the organization assigns a relatively inexperienced but high-potential leader to one of the top executives in the company.

14. Mentoring • Leadership practitioners should look for opportunities to build mentoring relationships with senior leaders whenever possible.

15. Mentoring • Coaching often comes from a mentor, a more experienced person who develops a protégé’s abilities through tutoring, coaching, guidance, and emotional support. A mentor is often a person’s manager, but it can also be a staff professional or a co-worker. Mentoring is traditionally thought of as an informal relationship based on compatibility between two personalities. Yet current research says that about 40% of organizations use formal mentoring.

16. Definition of Coaching • Coaching is a process used to encourage employees to accept responsibility for their performance, enable them to achieve and sustain superior performance, and treat them as partners in working toward organizational goals.

17. Coaching (continued) • Formal Coaching • One-on-one relationship between the manager and the coach. • Informal Coaching – five steps: • Forge a partnership • Inspire commitment • Grow skills • Promote persistence • Shape the environment

18. Useful Factors in Coaching

19. The Need for Coaching • Managers are increasingly being called upon to function as performance coaches for their employees. • Many managers and supervisors are frustrated by their attempts to manage employee performance. • Coaching is a positive approach to managing performance.

20. Skills Necessary for Effective Coaching • Communication • Interpersonal Skills • Demonstrating commitment to and respect for the employees

21. The Key Role of Perception in the Spiral of Experience • Experience is not just a matter of what events happen to you; it also depends on how you perceive those events. • Perception affects all three phases of the action-observation-reflection model. • People actively shape and construct their experiences.

22. Making the Most of Your Leadership Experiences: Learning to Learn from Experience • The learning events and developmental experiences that punctuate one’s life are usually stressful. • A flat learning curve can result due to an inability to move against one’s grain of personal success and tolerate a dip in performance results. • To be successful, learning must continue throughout life, beyond the completion of one’s formal education.

23. Leadership Development through Education and Training • University Courses • Leadership Training Programs

24. Leadership and Management Education • Leadership/Management education is the acquisition of a broad range of conceptual knowledge and skills in formal classroom settings in degree-granting institutions • Bachelor’s or Master’s degree programs in business administration • Executive education programs

25. Leadership/Management Development • Leadership/Management development is an organization’s conscious effort to provide its managers and potential managers and leaders with opportunities to grow, learn, and change, in hopes of producing over the long term a cadre of managers / leaders with the skills necessary to function effectively in that organization.

26. Management Development (cont.) • Strategies used to develop managers include management education, management training, and on-the-job experiences. • Management development activities account for approximately 30% of all funds budgeted for training by organizations.

27. Management Training and Experiences • Company-designed courses • Company academics or “colleges” • On-the-job experiences

28. Organization-Based Leadership Training Programs • Programs are aimed at particular industry and public service leaders and supervisors • The content included in these programs depends on the organization level of participants: • First level supervisors • Mid-level managers

29. Level Specific Content In Organization-Based Leadership Training Programs • Programs for first level supervisors use lectures, case studies, and role-playing exercises to focus on supervisory skills like: • Training • Monitoring • Giving feedback • Completing performance reviews

30. Level Specific Content In Organization-Based Leadership Training Programs • Programs for mid-level managers use individualized feedback, case studies, presentations, role playing, simulations, and in-basket exercises to focus on improving: • Interpersonal skills • Oral communication skills • Written communication skills • Time management • Planning • Goal setting.

31. Leadership Training Programs • Conger states that a multi-tiered approach is effective. • Leadership development in the 21st century must occur in more lifelike situations and contexts. • Leadership programs for senior executives and CEOs focus on strategic planning, public relations, and interpersonal skills. • No matter the type of program chosen, a systematic approach increases the chance of it being useful.

32. Self-Awareness • Leadership Development Through Self-Awareness • An important mechanism underlying self-development is self-awareness, insightfully processing feedback about oneself to improve personal effectiveness. Self-awareness occurs at two levels. Single-loop learning occurs when learners seek minimum feedback that might substantially confront their basic ideas or actions. Single-loop learners think defensively. Double-loop learning is an in-depth type of learning that occurs when people use feedback to confront the validity of the goal or the values implicit in the situation.

33. Single-Loop Learning • Single-loop learners seek relatively little feedback that may significantly confront their fundamental ideas or actions. • Individuals learn only about subjects within the “comfort zone” of their belief systems.

34. Double-Loop Learning • Double-loop learning involves a willingness to confront one’s own views and an invitation to others to do so, too. • Openness to information and power sharing with others can lead to better recognition and definition of problems, improved communication, and increased decision-making effectiveness.

35. Single-Loop Learning Versus Double-Loop Learning

36. Self-Discipline • Leadership Development Through Self-Discipline • Leadership development requires considerable self-discipline, mobilizing one’s effort and energy to stay focused on attaining an important goal or goals. Self-discipline plays an important role in the continuous monitoring of one’s behavior to ensure that needed self-development occurs.

37. Self-Development (Learning From): Multirater Feedback Instruments • Today, some organizations use 360-degree tools for management development, as a part of a training or coaching program, in succession planning, or as a part of the performance appraisal process. • Leaders who receive 360-degree feedback often have higher performing work units than leaders who do not receive this type of feedback. • 360-degree feedback systems can add tremendous value, but only if they are used for development purposes.

38. Boss 360º Feedback Results Self Peers Direct Reports Sources For 360-degree Feedback

39. Questions Addressed By Recent 360º Feedback Research • Does 360º feedback matter? • Are self-observer perceptual gaps relevant? • Does 360º feedback improve leaders’ ratings over time? • Are there meaningful culture, gender, ethnic, or race issues with 360 º feedback?

40. Why It’s Important for Practitioners to Understand 360º Feedback • It’s likely that many practitioners will receive this type of evaluation. • Describes the leadership behaviors needed to achieve organizational goals (if it’s built around an organization's competency model). • May be one of the best sources of “how” feedback for leadership practitioners.

41. Why It’s Important for Practitioners to Understand 360º Feedback, continued • Effective leaders seem to have a broad set of well-developed leadership skills. • Leaders need to create specific goals and development plans in order to improve leadership skills. • Leadership behavior can change over time. • There may be cultural, racial, ethnic and gender issues.

42. READ Leadership Research • Many times research findings seem contrary to conventional wisdom about leadership. • It is difficult to provide practitioners with timely, easily digestible, research-grounded advice on how to effectively lead others. • High quality leadership research is difficult, expensive, and time consuming to conduct.

43. READ Leadership Literature • Academic tradition • Consists of articles that use data and statistical techniques to make inferences about effective leadership. • Troubadour tradition • Books and popular press articles usually consisting of opinions.

44. Leadership Research • Practice-research gap – the tension between discovering the “truth” about a leadership question and being able to apply what is learned. • “Real” leaders rarely study findings of leadership research, turning instead to popular books, articles, and leadership maxims.

45. Maxims and Theories of Leadership • Maxims are personal opinions that may or may not give leaders valuable advice about leadership.

46. Building Your Leadership Self-Image • Leadership develops through experience, education, and self-awareness. • Avoid selling yourself short. • Understand the importance of leadership, keep an open mind. • Experiment and take a few risks with different leadership roles. • Seek challenges--make the best of any leadership opportunity.

47. Characteristics of Successful Leaders • Ability to develop or adapt • Establish collaborative relations • Ability to build and lead a team • Non-authoritarian • Consistent exceptional performance • Ambitious

48. Characteristics of Derailed Leaders • Inability to develop or adapt • Poor working relations • Inability to build and lead a team • Authoritarian • Poor performance • Too ambitious