教学课件-领导学：在实践中提升领导

Copyright©2015McGraw-HillEducation.Allrightsreserved.NoreproductionordistributionwithoutthepriorwrittenconsentofMcGraw-HillEducation.WhatDoWeMeanbyLeadership?“Livesofgreatmenallreminduswecanmakeourlivessublimeand,departing,leavebehindusfootprintsonthesandsoftime.”~HenryWadsworthLongfellow1ChapterProfilesinLeadershipPeterJacksonFilmdirector,TheLordoftheRingsTrilogyHowardSchultzChairmanandChiefGlobalStrategistofStarbucksPaulRevereAmericanRevolutionaryWarHeroAungSanSuuKyiNobelPeacePrizeRecipientBillGatesCo-founderandChairmanofMicrosoftWhatisLeadership?Leadershipisacomplexphenomenoninvolvingtheleader,thefollowers,andthesituation.Duetothecomplexityofleadership,leadershipresearchershavedefinedtheconceptinmanydifferentways:Theprocessbywhichanagentinducesasubordinatetobehaveinadesiredmanner.Directingandcoordinatingtheworkofgroupmembers.Aninterpersonalrelationinwhichotherscomplybecausetheywantto,notbecausetheyhaveto.WhatisLeadership?

(continued)Theprocessofinfluencinganorganizedgrouptowardaccomplishingitsgoals.Actionsthatfocusresourcestocreatedesirableopportunities.Creatingconditionsforateamtobeeffective.Theabilitytogetresultsandtheabilitytobuildteams;theserepresentthewhatandthehowofleadership.Acomplexformofsocialproblemsolving.LeadershipisBothaScience

andanArtBass&Stogdill’sHandbookofLeadership:Theory,ResearchandManagerialApplicationscitesapproximately8,000studiesonleadership.Somemanagersmaybeeffectiveleaderswithouteverhavingtakenacourseortrainingprograminleadership.Somescholarsinthefieldofleadershipmayberelativelypoorleadersthemselves.Leadershipwillalwaysremainpartlyanartaswellasascience.LeadershipisBothRational

andEmotionalLeadershipincludesactionsandinfluencesbasedonreasonandlogicaswellasthosebasedoninspirationandpassion.Sincepeoplearebothrationalandemotional,leaderscanuserationaltechniquesand/oremotionalappeals.LeadershipisBothRational

andEmotional(continued)Arousedfeelingscanbeusedeitherpositivelyornegatively,constructivelyordestructively.Themerepresenceofagroupcancausepeopletoactdifferentlythanwhentheyarealone.Leadersneedtoconsiderboththerationalandtheemotionalconsequencesoftheiractions.LeadershipandManagementManagers:administermaintaincontrolhaveashort-termviewaskhowandwhenimitateacceptthestatusquo.Leaders:innovatedevelopinspirehavealong-termviewaskwhatandwhyoriginatechallengethestatusquoLeadershipandManagementOverlapLeadershipMythsMyth:GoodLeadershipisAllCommonSenseMostleadershipliteratureonlyconfirmscommonsenseknowledge.Commonsenseisambiguous.Thechallengeistoknowwhencommonsenseappliesandwhenitdoesnot.Ifleadershipwassimplycommonsense,thenworkplaceproblemswouldbefew,ifany.Effectiveleadershipmustbesomethingmorethanjustcommonsense.LeadershipMythsMyth:LeadersareBorn,notMadeManyfactorsandformativeexperiencesinfluencebehaviorandleadership.Researchshowscognitiveabilitiesandpersonalitytraitsarepartiallyinnate.Differentenvironmentscannurtureorsuppressdifferentleadershipqualities.Leadersarebornandmade.LeadershipMythsMyth:TheOnlySchoolYouLearnLeadershipfromIstheSchoolofHardKnocksFormalstudyandexperientiallearningcomplimenteachother.Studentsmustlearntodiscerncriticallessonsaboutleadershipfromtheirownexperience.Beingabletoanalyzeexperiencesfrommultipleperspectivesmaybethegreatestcontributionaformalcourseinleadershipcangiveyou.TheInteractionalFrameworkfor

AnalyzingLeadershipTheInteractionalFrameworkfor

AnalyzingLeadershipTheinteractionalframeworkdepictsleadershipasafunctionofthreeelements:TheleaderThefollowersThesituationAparticularleadershipsituationscenariocanbeexaminedusingeachlevelofanalysisseparately.Examininginteractionsintheareaofoverlapscanleadtobetterunderstanding.Leadershipistheresultofcomplexinteractionsamongtheleader,thefollowers,andthesituation.TheLeaderIndividualaspectsoftheleadershipequation:UniquepersonalhistoryInterestsCharactertraitsMotivationEffectiveleadersdifferfromtheirfollowersandfromineffectiveleadersonelementssuchas:Personalitytraits,cognitiveabilitiesSkills,valuesAnotherwaypersonalitycanaffectleadershipisthroughtemperament.TheLeader(continued)Howleadershipstatusisreachedisimportant.Leadersappointedbysuperiorsmayhavelesscredibilityandmaygetlessloyalty.Leaderselectedoremergingbyconsensusfromranksoffollowersareseenasmoreeffective.Aleader’sexperienceorhistoryinaparticularorganizationisusuallyimportanttoherorhiseffectiveness.Theextentoffollowerparticipationinaleader’sselectionmayaffecttheleader’slegitimacy.TheFollowersBothpractitionersandscholarsstresstherelatednessofleadershipandfollowership.Aspectsoffollowersthataffecttheleadershipprocess:ExpectationsPersonalitytraitsMaturitylevelsLevelsofcompetenceMotivationWorkersthatsharealeader’sgoalsandvaluesaremoremotivated.Otherrelevantvariablesinclude:ThenumberoffollowersreportingtoaleaderFollowers’trustandconfidenceintheleaderTheFollowers(continued)Theleader-followerrelationshiphasundergonedynamicchangeformanyreasons:IncreasedpressuretofunctionwithreducedresourcesTrendtowardgreaterpowersharinganddecentralizedauthorityinorganizationsIncreaseincomplexproblemsandrapidchanges.Followerscanbecomemuchmoreproactiveintheirstancetowardorganizationalproblems.Followerscanbecomebetterskilledat“influencingupward”bybeingflexibleandopentoopportunities.TheSituationLeadershipoftenmakessenseonlyinthecontextofhowtheleaderandfollowersinteractinagivensituation.Thesituationmaybethemostambiguousaspectoftheleadershipframework.IllustratingtheInteractionalFramework:WomeninLeadershipRolesWomenaretakingonleadershiprolesingreaternumbersthaneverbefore.Problemsstillexistthatconstraintheopportunityforcapablewomentorisetothehighestleadershiprolesinorganizations.Researchshowsthattherearenostatisticallysignificantdifferencesbetweentheleadershipstylesofmenandwomen.Differencesthatwerefound:Womenandmenhavedifferentnetworkingpatterns.Comparedtomen,women’strustineachothertendstodecreasewhenworksituationsbecomemoreprofessionallyrisky.Women’scommitmenttotheorganizationstheyworkedforwasmoreguardedthanthatoftheirmalecounterparts.Womenweremorelikelytobewillingtotakecareerrisksbygoingtonewareasofthecompanywherewomenhadnotbeenbefore.IllustratingtheInteractionalFramework:

WomeninLeadershipRoles(continued)

IllustratingtheInteractionalFramework:WomeninLeadershipRoles(continued)

Researchsuggeststhatmanywomenaresucceedingbecauseofcharacteristicsoriginallyconsideredtoofeminineforeffectiveleadership.Womentendtouseinteractiveleadershipbasedonenhancingothers’self-worthandbelievingthatthebestperformanceoccurswhenpeoplehavejobsatisfactionandfeelgoodaboutthemselves.Theinteractiveleadershipstylemostlikelydevelopedfromwomen’ssocializationexperiencesandcareerpaths.IllustratingtheInteractionalFramework:WomeninLeadershipRoles(continued)Fourgeneralfactorsexplaintheshifttowardmorewomeninleadershiproles:Womenthemselveshavechanged.Leadershiproleshavechanged.Organizationalpracticeshavechanged.Culturehaschanged.Theglasscliff,arecentlyidentifiedchallengeforwomen,indicatesthatfemalecandidatesforanexecutivepositionaremorelikelytobehiredthanequallyqualifiedmalecandidateswhenanorganization’sperformanceisdeclining.ThereisNoSimpleRecipefor

EffectiveLeadershipLeadershipmustalwaysbeassessedinthecontextoftheleader,thefollowers,andthesituation:Aleadermayneedtorespondtovariousfollowersdifferentlyinthesamesituation.Aleadermayneedtorespondtothesamefollowerdifferentlyindifferentsituations.Followersmayrespondtovariousleadersquitedifferently.Followersmayrespondtoeachotherdifferentlywithdifferentleaders.Twoleadersmayhavedifferentperceptionsofthesamefollowersorsituations.ThereisNoSimpleRecipefor

EffectiveLeadership(continued)Therightbehaviorinonesituationisnotnecessarilytherightbehaviorinanothersituation.Thoughunabletoagreeontheonebestbehaviorinagivensituation,agreementcanexistonsomeclearlyinappropriatebehaviors.Sayingthattherightbehaviorforaleaderdependsonthesituationdiffersfromsayingitdoesnotmatterwhattheleaderdoes.SummaryLeadershipistheprocessofinfluencinganorganizedgrouptowardachievingitsgoals.Considerableoverlapexistsbetweenleadershipandmanagement.Thestudyofleadershipmustalsoincludetwootherareas:thefollowersandthesituation.Goodleadershipmakesadifference,anditcanbeenhancedthroughgreaterawarenessoftheimportantfactorsinfluencingtheleadershipprocess.Copyright©2015McGraw-HillEducation.Allrightsreserved.NoreproductionordistributionwithoutthepriorwrittenconsentofMcGraw-HillEducation.LeaderDevelopment“Leadershipandlearningareindispensabletoeachother.”~JohnF.KennedyChapter2TheAction-Observation-ReflectionModelMakingthemostofexperienceiskeytodevelopingone’sleadershipability.Theaction-observation-reflection(A-O-R)modelshowsthatleadershipdevelopmentisenhancedwhentheexperienceinvolvesthreedifferentprocesses:ActionObservationReflectionSpiralofexperience:ColinPowell’sexample.TheSpiralofExperienceTheKeyRoleofPerceptionintheSpiralofExperienceExperienceisnotjustamatterofwhateventshappentoyou;italsodependsonhowyouperceivethoseevents.Perceptionaffectsallthreephasesoftheaction-observation-reflectionmodel.Peopleactivelyshapeandconstructtheirexperiences.PerceptionandObservationObservationandperceptionbothdealwithattendingtoeventsaroundus.Weareselectiveinwhatweattendtoandwhatwe,inturn,perceive.Perceptualsetscaninfluenceanyofoursenses:Theyarethetendencyorbiastoperceiveonethingandnotanother.Feelings,needs,priorexperiences,andexpectationscanalltriggeraperceptualset.Stereotypesrepresentpowerfulimpedimentstolearning.Awarenessofbiasesoccursuponreflection.PerceptionandReflectionReflectiondealswithhowweinterpretourobservations.Perceptionisinherentlyaninterpretive,orameaning-making,activity.Attributionsaretheexplanationswedevelopforthebehaviorsoractionsweattendto.Fundamentalattributionerroristhetendencytooverestimatethedispositionalcausesofbehaviorandunderestimatetheenvironmentalcauseswhenothersfail.PerceptionandReflection(cont.)Aself-servingbiasisthetendencytomakeexternalattributionsforone’sownfailures,yetmakeinternalattributionsforone’ssuccesses.Theactor/observerdifferencereferstothefactthatpeoplewhoareobservinganactionaremuchmorelikelythantheactortomakethefundamentalattributionerror.Reflectioninvolveshigherfunctionslikeevaluationandjudgment,notjustperceptionandattribution.PerceptionandActionResearchshowsthatperceptionsandbiasesaffectsupervisors’actionstowardspoorlyperformingsubordinates.Theself-fulfillingprophecyoccurswhenourexpectations/predictionsplayacausalroleinbringingabouttheeventswepredict.Studiesshowthathavingexpectationsaboutotherscansubtlyinfluenceouractions,andtheseactionscan,inturn,affectthewayothersbehave.TheRoleofExpectationsinSocialInteractionReflectionandLeadershipDevelopmentReflectionoffersleadersinsightsaboutframingproblemsdifferently,viewingsituationsfrommultipleperspectives,andunderstandingsubordinatesbetter.Leaderstendtoignorereflectionduetoalackoftimeoralackofawarenessofitsvalue.Intentionalreflectionmaypromptleaderstoseepotentialbenefitsinexperiencenotinitiallyconsideredrelevant.Single-andDouble-LoopLearningSingle-looplearnersseekrelativelylittlefeedbackthatmaysignificantlyconfronttheirfundamentalideasoractions.Individualslearnonlyaboutsubjectswithinthe“comfortzone”oftheirbeliefsystems.Double-looplearninginvolvesbeingwillingtoconfrontone’sownviewsandinvitingotherstodothesame.Masteringdouble-looplearningcanbethoughtofaslearninghowtolearn.Learningisenhancedwithaftereventreviews(AERs).MakingtheMostofYourLeadershipExperiences:LearningtoLearnfromExperienceThelearningeventsanddevelopmentalexperiencesthatpunctuateone’slifeareusuallystressful.Beingabletogoagainstthegrainofone’spersonalhistoricalsuccessrequiresastrongcommitmenttolearningandawillingnesstoletgoofthefearoffailure.Tobesuccessful,learningmustcontinuethroughoutlifeandbeyondthecompletionofone’sformaleducation.LeaderDevelopmentinCollegeThenumberofcollege-levelleadershipstudiesprogramsisrising,butfewprogramsofferacademiccredit,suchasacademicminors.Leadershipprogramsshouldbemultidisciplinaryandshouldcultivatevaluesthroughservicelearning.Programelementsmightinvolveindividualizedfeedbacktostudents.Casestudies,roleplaying,simulations,andgamesprovideopportunitiesforself-discoveryandpractice.LeaderDevelopmentinOrganizationalSettingsOrganization-basedleadershipprogramsbenefitboththeindividualandtheorganization.Thereturnoninvestment(ROI)forinvestmentsinleadershipdevelopmentarebothpositiveandsubstantial.Mostprogramsareaimedatleadersandsupervisorsinindustryandpublicservice.Programcontentdependsontheorganizationlevelofparticipants:First-levelsupervisorsMid-levelmanagersLeaderDevelopmentinOrganizationalSettings(cont.)Programsforfirst-levelsupervisorsuselectures,casestudies,androle-playingexercisestoimprovesupervisoryskills:TrainingMonitoring,GivingfeedbackCompletingperformancereviewsLeaderDevelopmentinOrganizationalSettings(cont.)Mid-levelmanagerprogramsuseindividualizedfeedback,casestudies,presentations,roleplaying,simulations,andin-basketexercisestoimprovethefollowing:InterpersonalskillsOralandwrittencommunicationskillsTimemanagementskillsPlanningGoalsettingCongerstatesthatamulti-tieredapproachiseffectiveandshouldfocusonpersonalgrowth,skillbuilding,feedback,andconceptualawareness.Leadershipdevelopmentinthe21stcenturymustoccurinmorelifelikesituationsandcontexts.LeadershipprogramsforseniorexecutivesandCEOsfocusonstrategicplanning,publicrelations,andinterpersonalskills.LeaderDevelopmentinOrganizationalSettings(cont.)ActionLearningTraditionaltrainingprogramsinvolvepersonneltakingleadershipclassesduringworkhours.Suchtrainingaddressescommonleadershipissues,butitsartificialnaturemakesitdifficulttotransferconceptstoactualworksituations.Incontrast,actionlearninginvolvestheuseofactualworkissuesandchallengesasthedevelopmentalactivityitself.Thephilosophyofactionlearningisthatthebestlearninginvolveslearningbydoing.DevelopmentPlanningDevelopmentplanningisaprocessthathelpsleaderstoacceleratethedevelopmentoftheirownleadershipskills.Tomakeenduringbehavioralchanges,leadersmustprovidepositiveanswerstofivequestions:Doleadersknowwhichoftheirbehaviorsneedtochange?Istheleadermotivatedtochangethesebehaviors?Doleadershaveplansinplaceforchangingtargetedbehaviors?Doleadershaveopportunitiestopracticenewskills?Areleadersheldaccountableforchangingtargetedbehaviors?DevelopmentPlanning(cont.)Developmentplanningismorethanaplan—itisreallyaprocess.Gooddevelopmentplansareconstantlybeingrevisedasnewskillsarelearnedornewopportunitiestodevelopskillsbecomeavailable.Developmentplanningprovidesamethodologyforleaderstoimprovetheirbehaviorevenastheygoabouttheirdailyworkactivities.CoachingCoachingisakeyleadershipskillthatcanhelpleadersimprovethebenchstrengthofthegroupandretainhigh-qualityfollowers.Coachingisthe“processofequippingpeoplewiththetools,knowledge,andopportunitiestheyneedtodevelopandbecomemoresuccessful.”Therearetwotypesofcoaching:informalandformal.Coaching(cont.)Informalcoachingtakesplacewheneveraleaderhelpsfollowerstochangetheirbehaviors.AccordingtoPetersonandHicks,thebestinformalcoachinggenerallyconsistsoffivesteps:ForgingapartnershipInspiringcommitmentGrowingskillsPromotingpersistenceShapingtheenvironmentCoaching(cont.)The5-stepinformalcoachingprocesscanbeusedtodiagnosewhybehavioralchangeisnotoccurringandwhatcanbedoneaboutit.Informalcoachingcananddoesoccuranywhereintheorganization.Informalcoachingiseffectiveforbothhigh-performingandlow-performingfollowers.Coachingincreasesindifficultywhenitoccurseitherremotelyoracrosscultures.Coaching(cont.)Formalcoachingprogramsaredesignedforthespecificneedsandgoalsofindividualexecutivesandmanagersinleadershippositions.Suchprogramssharecommonfeatures:Theone-on-onerelationshipbetweenmanagerandcoachlastsfromsixmonthstomorethanayear.Theprocessbeginswithanassessmentofthemanagertoclarifydevelopmentneeds.Thecoachandmanagermeetmonthlytobuildskills.Roleplaysandvideotapeareusedextensively,andcoachesprovideimmediatefeedback.Coaching(cont.)Formalcoachingprogramscancostmorethan$100,000.Coachingmaybemoreeffectiveatchangingbehaviorthanmoretraditionallearningandtrainingapproaches.Behavioralchangesfromcoachingtendtobeinplaceoneyearaftertheterminationofacoachingprogram,indicatingpermanentbehavioralchange.Coachingcandidatestendtohavemulti-milliondollarbudgetsandthousandsofsubordinates.MentoringInanorganization,youcangainvaluableperspectivesandinsightsthroughcloseassociationwithamentor—anexperiencedpersonwillingtotakeyouunderhis/herwing.Mentoringisapersonalrelationshipinwhichamoreexperiencedmentor(usuallysomeone2-4levelshigherinanorganization)actsasaguide,rolemodel,andsponsorofalessexperiencedprotégé.Mentoring(cont.)Mentorsprovideprotégéswithknowledge,advice,challenge,counsel,andsupportaboutcareeropportunities,organizationalstrategyandpolicy,andofficepolitics.Mentoringisnotthesameascoachingbecauseitmaynottargetspecificdevelopmentneedsandthementormaynotevenbepartoftheorganization.Thereareformalandinformalmentoringprograms.Mentoring(cont.)Informalmentoringoccurswhenaprotégéandmentorbuildalong-termrelationshipbasedonfriendship,similarinterests,andmutualrespect.Formalmentoringinvolvestheorganizationassigningarelativelyinexperiencedbuthigh-potentialleadertoatopexecutiveinthefirm.Formalmentoringisoftenusedtoacceleratethedevelopmentoffemaleorminorityprotégés.Informalmentoringmaybemoreeffectivethanformalmentoringduetolonger-termrelationshipsandstrongeremotionalbonds.BuildingYourOwnLeadershipSelf-ImageNoteveryonewantstobealeaderorbelieveshe/shecanbe.Manypeoplearesellingthemselvesshort.Keepanopenmindabouttheimportanceofleadership.Avoidself-defeatinggeneralizations.Experimentandtakeafewriskswithdifferentleadershiproles.SummaryOnewaytoaddvaluetoyourleadershipcoursesandexperiencesisbyapplyingtheaction-observation-reflectionmodel.Beawareoftheroleperceptionplaysinleadershipdevelopment.Educationandexperiencecancontributetoyourdevelopmentasaleader.Tobecomeabetterleader,onemustseekchallengesandtrytomakethebestofanyleadershipopportunity.Copyright©2015McGraw-HillEducation.Allrightsreserved.NoreproductionordistributionwithoutthepriorwrittenconsentofMcGraw-HillEducation.SkillsforDeveloping

YourselfasaLeaderChapter3IntroductionYourFirst90DaysasaLeaderLearningFromExperienceBuildingTechnicalCompetenceBuildingEffectiveRelationshipswithSuperiorsBuildingEffectiveRelationshipswithPeersDevelopmentPlanningYourFirst90DaysasaLeaderFigure3.1:NewLeaderOnboardingRoadMapBeforeYouStart:DoYourHomeworkCandidatesshouldgatherasmuchinformationabouttheirpotentialcompanyastheycan.SomegoodsourcesofinformationincludeWebsites,annualreports,pressreleases,andmarketingliterature.UseFacebook,LinkedIn,Plaxo,andothersocialnetworkingsitestosetupinformationalinterviewswithpeopleinsidetheorganization.TheFirstDay:YouGetOnlyOneChancetoMakeaFirstImpressionNewleadershavetwocriticaltaskstoaccomplishthefirstdayonthejob:meetingtheirnewbossandmeetingtheirnewteam.Thefirstmeetingwiththebossshouldhappenintheboss’sofficeandbeaboutanhourlong.Keytopicstodiscussinclude:Identifyingtheteam’skeyobjectives,metrics,andimportantprojectsUnderstandingtheboss’sviewofteamstrengthsandweaknessesWorkingthroughmeetingschedulesandcommunicationstylesSharingplansforthedayandthenextseveralweeksTheFirstTwoWeeks:LaytheFoundationThefirsttwoweeksshouldbefilledwithmeetingwithmanypeoplebothinsideandoutsidetheteam.Thekeyobjectivesforthesemeetingsare:LearningasmuchaspossibleDevelopingrelationshipsDeterminingfuturealliesTheFirstTwoWeeks:LaytheFoundation(continued)One-on-onemeetingswithkeyteammembersshouldprovidetheleaderwithanswerstocriticalquestions.Whatistheteammemberworkingon?Whataretheteammember’sobjectives?Whoarethe“stars”alevelortwodownintheorganization?Whatarethepeopleissuesontheteam?Whatcantheteamdobetter?Whatadvicedoteammembershaveforthenewleader,andwhatcanthenewleaderdotohelpteammembers?TheFirstTwoWeeks:LaytheFoundation(continued)Newleadersshouldscheduleone-on-onemeetingswithalltheirpeerstobuildrapport.Duringthesemeetings,thenewleadershoulddiscussthefollowing:Theirpeers’objectives,challenges,teamstructure,etc.Theirperspectivesonwhatthenewleader’steamdoeswellandcoulddobetterTheirperspectivesonthenewleader’steammembersHowtobestcommunicatewiththebossHowissuesgetraisedanddecisionsmadeontheirboss’steamTheFirstTwoMonths:Strategy,Structure,andStaffingDuringthistimeperiod,theleaderisgatheringmoreinformation,determiningthedirection,andfinalizingtheappropriatestructureandstaffingfortheteam.Taskstobeperformedinclude:GatheringbenchmarkinginformationfromotherorganizationsMeetingwithkeyexternalcustomersandsuppliersMeetingwiththeformerteamleader,ifappropriateTheThirdMonth:CommunicateandDriveChangeThenewleadershouldhavedevelopedavisionofthefuture.Thingstodonowinclude:ArticulatinghowtheteamwillwinIdentifyingthewhat,why,andhowofanyneededchangesDefiningaclearsetofexpectationsforteammembersThetwomajoreventsforthethirdmonthareto:MeetwiththeentireteamMeetoff-sitewithdirectreports(iftheteamislarge).LearningFromExperienceLeadershippractitionerscanenhancethelearningvalueofexperiencesby:CreatingopportunitiestogetfeedbackTakinga“10percentstretch”LearningfromothersKeepingajournalofdailyleadershipeventsHavingadevelopmentalplanBuildingTechnicalCompetenceTechnicalcompetenceconcernstheknowledgeandrepertoireofbehaviorsonecanutilizetocompleteatasksuccessfully.Followerswithtechnicalcompetenceearngreaterrewards,exertinfluenceintheirgroups,andhavegreatersayindecisions.Forleaders,technicalcompetenceisrelatedtoimprovedmanagerialpromotionrates,bettertrainingskills,lowerratesofgroupconflict,andhighermotivationlevelsamongfollowers.BuildingTechnicalCompetence(continued)Bothleadersandfollowerscanimprovetechnicalcompetenceby:DetermininghowthejobcontributestotheoverallmissionandsuccessoftheorganizationBecominganexpertinthejobthrougheducation,training,observation,andteachingSeekingopportunitiestobroadenexperiencesbyworkingonteamprojectsandvisitingotherpartsoftheorganizationBuildingEffectiveRelationshipswithSuperiorsBuildinganeffectiverelationshipwithsuperiorsinvolvesunderstandingthesuperior’sworldby:Learningthesuperior’spersonalandorganizationalobjectivesRealizingthatsuperiorsdonothavealltheanswersandhavebothstrengthsandweaknessesKeepingthesuperiorinformedaboutvariousactivitiesintheworkgroupornewdevelopmentsoropportunitiesinthefieldBuildingEffectiveRelationshipswithSuperiors(continued)Buildinganeffectiverelationshipwithsuperiorsrequiresfollowerstoadapttothesuperior’sstyleby:Clarifyingexpectationsabouttheirroleontheteam,committee,orworkgroupListingmajorresponsibilitiesandusethemtoguidediscussionswiththesuperioraboutotherwaystoaccomplishthetaskandrelativeprioritiesofthetasksBeinghonestanddependableBuildingEffectiveRelationshipswithPeersResearchsuggeststhatakeyrequirementofleadershipeffectivenessistheabilitytobuildstrongallianceswithothers,suchaspeers.Buildingeffectiverelationshipswithpeersinvolves:RecognizingcommoninterestsandgoalsUnderstandingpeers’tasks,problems,andrewardsPracticingaTheoryYattitudeDevelopmentPlanningDevelopmentalplanningisthesystematicprocessofbuildingknowledgeandexperienceorchangingbehavior.PetersonandHicksclaimthatthereare5interrelatedphasestodevelopmentalplanning:IdentifyingdevelopmentneedsAnalyzingdatatoidentifyandprioritizedevelopmentneedsUsingprioritizeddevelo