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-
OBSERVATI
ON -
REFLECTIO
N MODEL
 THE KEY  Perception and observation
ROLE OF  Perception and reflection
PERCEPTION  Perception and action
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
PERCEPTION several times:
 ”FINISHED FILES ARE THE RESULT OF YEARS OF SCIENTIFIC
AND STUDY COMBINED WITH THE EXPERIENCE OF MANY YEARS”.
 Make sure you have read it to yourself several times before
OBSERVATION going any further. Now go back to the text and count the
number of times the letter “F” appears.
 Capability to observe uniqueness
 Observe through various lenses
  Perceptual sets influence what we attend to and what
we observe hence, it influences the next step of the
PERCEPTION spiral of experience which is reflection because
reflection is how we interpret our observation
AND  Reflection process is affected by three factors
REFLECTION  FUNDAMENTAL attribution ERROR
 SELF-SERVING BIAS
 ACTOR/OBSERVER DIFRERENCE
 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
REFLECTION in a crisis.
 Revolutionary–Crusader, who challenges
AND the status quo and guides adaptation.
 Visionary–Alchemist, who imagines
LEADERSHIP possibilities that can benefit all members and
brings them into reality.
DEVELOPMENT
  LEADER DEVELOPMENT IN COLLEGE
MAKING  LEADER DEVELOPMENT ORGANIZATIONAL SETTINGS
THE MOST  COMMON METHODS OF LEADER DEVELOPMENT:

OF YOUR  ACTION LEARNING,

 DEVELOPMENT PLANNING,

LEADERSHI  COACHING
 MENTORING
P  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 leaders with the “right stuff,” then
LEADER organizational success will follow.
 Leadership potential (having the “right stuff”) is best
DEVELOPMENT assessed by gauging individual attributes. Thus, the
IN winning formula for organizational success is
fundamentally based on a constellation of individual
ORGANIZATION traits and characteristics.
SETTING  Leadership effectiveness can be assessed and
developed in 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:
 For First-level supervisors: focus on developing
LEADER supervisory skills such as training, monitoring, giving
feedback, and conducting performance reviews with
DEVELOPMEN subordinates.
T IN  For mid-level managers often focus on improving
interpersonal, oral communication, and written
ORGANIZATIO communication skills, as well as giving tips on time
N SETTING management, planning, and goal 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
METHODS OF conducted in teams of work colleagues who are
addressing real company challenges or problem, and
formally present their analysis and recommendations to
LEADER others (often senior executives in their own company).
 Importantly, action learning also involves built-in
DEVELOPME opportunities for feedback and reflection for the
NT 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
LEADER change?
 Is the leader motivated to change these behaviors?
DEVELOPMEN  Do leaders have plans in place for changing targeted

T behaviors?
 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.”

METHODS OF  Informal coaching including five steps:59 forging a

partnership, inspiring commitment, growing skills,
LEADER promoting persistence, and shaping the environment
 Formal coaching programs are individualized and often
DEVELOPMEN last from 6months to 1 year. It begins with assessment
test to find out the development needs; then working on
T 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, organizational
METHODS OF strategy and policy, office politics, and so forth.
 Informal mentoring occurs when a protégé and mentor
LEADER build a long-term relationship based on friendship, similar
interests, and mutual respect. begin with the protégé
DEVELOPME working in some part of the mentor’s organization or on a
high-visibility project for the mentor.
NT  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 often meet with their mentors to get a
different perspective on the organization or for advice on
METHODS OF potential committee and task force assignments or
promotion opportunities.
LEADER  the guidance is not coming from the protégé’s
immediate supervisor, but rather from someone several
DEVELOPME leadership levels higher in the organization. Protégés
often do receive informal coaching from their bosses but
NT may be more apt to seek career guidance and
personal advice from their mentors.
 Another difference is that the mentor may not even be
part of the organization. A mentor may have retired from
the organization or may have been someone for whom
the protégé worked a number of years earlier.
  an openness of mind about the importance and
pervasiveness of leadership.
BUILDING  flexibility in self-image: It is a process that change
overtime with each person’s ongoing opportunities
YOUR OWN and self-perceived changes in leadership skills.
LEADERSHIP  do not stay out of the leadership arena by saying “I
am not the leader type.” Experiment and take a few
IMAGE risks with different leadership roles. This will help you
appreciate new facets of yourself as well as broaden
your leadership self-image.
SKILLS FOR
DEVELOPING  Your First 90 Days as a Leader
 Learning from Experience

YOURSELF AS
 Building Technical Competence
 Building Effective Relationships with
Superiors
 Building Effective Relationships with
Peers
 Development Planning

A LEADER