领导学：在实践中提升领导力（原书第10版）教案-指导手册 第3章　领导者的自我开发技巧

Chapter03-SkillsforDevelopingYourselfasaLeader

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Part1:LeadershipIsaProcess,NotaPosition

Leadership

Followers

Leader

Situation

Chapter3:SkillsforDevelopingYourselfasaLeader

OverviewofChapter03:SkillsforDevelopingYourselfasaLeader

TheintentofthischapteroftheInstructor’sManual,aswellasthechaptersattheconclusionofPart2(chapter8)andPart3(chapter13)andPart4(chapter18),istoaligntheIMchapterswiththe“LeadershipSkills”chaptersthatappearattheconclusionofmajorsectionsofthetext.Specifically,webelievethatskilldevelopmentisanintegralportionofleadershipdevelopment.Theskillsoutlinedaredesignedtobemorepracticalandhands-oninnatureandrelevanttothesectionofthetextontheleader,thefollowers,andthesituations,respectively.Tothisend,thesethreechaptersinthemanualprovideaslightlymodifiedorganizationfromtheotherchaptersintheIM.

Theincludedskillsaredesignedtobeintegratedwiththematerialfromtherelevantchaptersofthetext;therefore,wefocusexclusivelyonpresentinganoutlineoftheskills,aswellasexercisestodevelopandenhancesomeofthesespecificskills.Tomeetthisobjective,thesectionscontainingDefinitionsofKeyTerms,SampleLessonPlans,andAdditionalReferences/Resourcesareomitted.Instructorsareencouragedtomatchtheskillexercisesincludedheretothecontentareaswherestudentscanbenefitthemostfromdevelopingthosepertinentskills.

LearningObjectivesforChapter03

LO03-01:Selectappropriateactionsforyourfirstthreemonthsasaleader.

LO03-02:Focusonmethodsthatenhanceopportunitiesforyoutolearnfromyourexperiences.

LO03-03:Carryoutactionsthatbuildtechnicalconfidence.

LO03-04:Describewaysofbuildingeffectiverelationshipswithsuperiors.

LO03-05:Generalizewaysofbuildingeffectiverelationshipswithpeers.

LO03-06:Structureadevelopmentplanningprocess.

Chapter03BriefOutline

Introduction

YourFirst90DaysasaLeader

BeforeYouStart:DoYourHomework

TheFirstDay:YouOnlyGetOneChancetoMakeaFirstImpression

TheFirstTwoWeeks:LaytheFoundation

TheFirstTwoMonths:Strategy,Structure,andStaffing

TheThirdMonth:CommunicateandDriveChange

LearningfromExperience

CreatingOpportunitiestoGetFeedback

Takinga10PercentStretch

LearningfromOthers

KeepingaJournal

HavingaDevelopmentalPlan

BuildingTechnicalCompetence

DeterminingHowtheJobContributestotheOverallMission

BecominganExpertintheJob

SeekingOpportunitiestoBroadenExperiences

BuildingEffectiveRelationshipswithSuperiors

UnderstandingtheSuperior’sWorld

AdaptingtotheSuperior’sStyle

BuildingEffectiveRelationshipswithPeers

RecognizingCommonInterestsandGoals

UnderstandingPeers’Tasks,Problems,andRewards

PracticingaTheoryYAttitude

DevelopmentPlanning

ConductingaGAPSAnalysis

IdentifyingandPrioritizingDevelopmentNeeds:GapsofGAPS

BridgingtheGaps:BuildingaDevelopmentPlan

ReflectingonLearning:ModifyingDevelopmentPlans

TransferringLearningtoNewEnvironments

Chapter03ExtendedOutline

ChapterIntroduction

Thesearetheleadershipskillscoveredinthischapter:

Yourfirst90daysasaleader

Learningfromexperience

Buildingtechnicalcompetence

Buildingeffectiverelationshipswithsuperiors

Buildingeffectiverelationshipswithpeers

Developmentplanning

YourFirst90DaysasaLeader

Whetheryouaremovingfromindividualcontributortofirst-linesupervisororintoaseniorexecutiveposition,thestressesandstrainsofthefirst90daysarebothrealandacute.

Manyearlymistakesareavoidable

Whatfollowsisaroadmapforhelpingyoumakesuccessfultransitionsintonewleadershippositions.

Notethattheonboardingroadmapisfocusedonexternalhires–SeeFigure3.1

Someofthestepscanbeignoredormodifiedforthosepromotedfromwithin

BeforeYouStart:DoYourHomework

Learnasmuchasyoucanabouttheorganization’shistoryandcultureandprovideinsightaboutthevacantposition.

Setupinformationinterviewswithpeopleinsidetheorganizationandseektheanswerstothefollowingquestions:

Whyistheorganizationlookingforanoutsidehirefortheposition?

Whatcanmakethefunctionorteamtobeledmoreeffectively?

Whatiscurrentlyworkinginthefunctionorteamtobeled?

Whatiscurrentlynotworkinginthefunctionorteamtobeled?

Whataboutthefunctionorteamiskeepinginterviewersawakeatnight?

Onceyouhavelandedthenewposition,seekadditionalinformationaboutthenewjobaswellassetupsomeoftheactivitiesthatneedtotakeplaceduringyourfirsttwoweeks.

Newhirescanaskforresultsormetricspertainingtothegrouptothegroup,anypresentationsmadeaboutthegroup,budgetinformation,contactinformationfordirectreports,andsoforth

Askaboutaccesscardsandemail,officeandcellphonenumbers,buildingentryandcomputeraccessforasmoothbeginning.

Priortoarrival,setupaone-hourmeetingwiththebossandwiththeentireteamonthefirstday

Followupwithtwo-tothree-hourone-on-onemeetingswitheachteammemberduringthefirsttwoweeksonthejob

TheFirstDay:YouGetOnlyOneChancetoMakeaFirstImpression

Newleadershavetwocriticaltasksthefirstday:meetwiththeboss,meetwiththeteam

Keytopicstodiscussinthemeetingwiththeboss

Identifyingtheteam’skeyobjectives,metrics,andimportantprojects

Understandingtheboss’sviewofteamstrengthsandweaknesses

Workingthroughmeetingschedulesandcommunicationstyles

Sharingplansforthedayandthenextseveralweeks

Newhirescanclosethemeetingbyarrangingafollow-upmeeting

Newleadersshouldalsomeetwiththeirentireteamsthefirstdayonthejob

Coverthesethingsduringthemeeting:

Yourbackground

Theattributesandvaluesyoufeelareimportanttosuccess

Expectationsforyourselfandemployees

Workhabitsandpreferredwaysofinteracting

Familyandrecreationalactivities

Yourplannedactivitiesforthenexttwoweeks

Askforanyquestions

TheFirstTwoWeeks:LaytheFoundation

Spendthefirsttwoweeksmeetingwithmanypeoplebothinsideandoutsidetheteam

Thekeyobjectivesforthesemeetingsareto

Learnasmuchaspossible

Developrelationships

Determinefutureallies

Haveone-on-onemeetingswithkeyteammembers,askthefollowingcriticalquestions

Whatistheteammemberworkingon?

Whataretheteammember’sobjectives?

Whoarethe“stars”alevelortwodownintheorganization?

Whatarethepeopleissuesontheteam?

Whatcantheteamdobetter?

Whatadvicedoteammembershaveforyou,andwhatcanyoudotohelpteammembers?

Youshouldalsoscheduleone-on-onemeetingswithallyourpeers,discussing:

Theirobjectives,challenges,teamstructure,andthelike

Theirperspectivesonwhatthenewleader’steamdoeswellandcoulddobetter

Theirperspectivesonthenewleader’steammembers

Howbesttocommunicatewiththeboss

Howissuesgetraisedanddecisionsmade

Youshouldalsotrytomeetwithindividualswhowereonepartoftheteambuthavetakenpositionsinotherpartsoftheorganization

Theseindividualscanofferuniqueinsightsinteamhistoryandteammembers

Theothertwopiecesofinformationyoushouldgatherduringthefirsttwoweeksare

Whattheorganizationseesasthecriticalrolesontheteam

Andiftherewereanyinternalcandidatesfortheteamleaderposition

TheFirstTwoMonths:Strategy,Structure,andStaffing

Aftertheinitialmeetings,spendthenextsixweeksgatheringinformation,determiningthedirection,andfinalizingtheappropriatestructureandstaffingfortheteam

Sometaskstobeperformedinclude

Gatheringbenchmarkinginformationfromotherorganizations

Meetingwithkeyexternalcustomersandsuppliers

Ifappropriate,meetingtheformerteamleader

Yournewvisionmaybemoreorlessthesame,oritmayrepresentchange

Youneedtoarticulatewheretheteamhasbeenandwhereitneedstogo

Whatitneedstoaccomplish

Whatchangeswillbeneededtomakethishappen

Andyourexpectationsforteammembers

Remember,whenmakingchanges,teamstrategy(visionandgoals)shoulddriveteamstructure,whichinturndrivesteamstaffingdecisions.

Ifyoualterthestrategy-structure-staffingsequence,youriskbuildingadysfunctional,underperformingteam

Asanewleader,youneedto“socialize”yourstrategy,structure,andstaffingideaswithyourbossandpeersbeforemakinganypersonneldecisions

Alsoseekfeedbackduringthefirsttwomonths

TheThirdMonth:CommunicateandDriveChange

Thetwomajoreventsforthethirdmontharemeetingwiththeentireteamandmeetingoff-sitewithdirectreports

Attheteammeeting,youshouldshare

Whatyoulearnedfromwhomduringtheinformationgatheringprocess

Yourvisionofthefuture

Thenewteamstructureandstaffingmodel

Yourexpectationsforteammembers

Therationaleforanyteamchanges

Tieyourchangestotheattributesandvaluessharedduringthefirstdaymeeting

Duringtheoff-sitemeetingwithdirectreports,thekeyissuesinclude

Getagreementonthecriticalattributesandvaluesofteammembers

Createateamscorecard

Establishanoperatingrhythm

Establishtaskforcestoworkonkeychangeinitiatives

LearningfromExperience

CreatingOpportunitiestoGetFeedback

Itmaybedifficultforleaderstogetrelevantfeedback,especiallythoseinpowerfulpositions

Donotassumeyouhaveinvitedfeedbackbysimplysayingyouhaveanopen-doorpolicy

Youhavetobeperceivedasapproachableandsincere

Askforfeedbackaboutothers’perceptionsofyourbehavioranditsimpactonyourteam’soveralleffectiveness

Unlessyouaskforfeedback,youmaynotgetit.

Takinga10PercentStretch

Learninginvolvesstretching–takingrisksandreachingbeyondyourcomfortzone

Thephrase10percentstretchconveystheideaofvoluntarybutdeterminedeffortstoimproveleadershipskills.

Examplescouldinclude:

Makingapointofconversinginformallywitheveryoneintheofficeatleastonceeachday

Seekinganopportunitytobechairofacommittee

Beingquitterthanusualatmeetings,ormoreassertive,asthecasemaybe

Severalpositiveoutcomesareassociatedwithregularpracticeofthe10percentstretch

Yourapprehensionaboutdoingsomethingnewordifferentgraduallydecreases

Youwillbroadenyourrepertoireofleadershipskills

Duetothisincreasedrepertoire,youreffectivenesswilllikelyincrease

Youwillmodelsomethingvaluabletoothers

Afinalaspectofthe10percentstretchisworthmentioning

Thephraseissoappealingasitsoundslikeameasurableyetmanageablechange

Anactual10percentchangeinbehaviorcanmakeanenormousdifferentineffectiveness

LearningfromOthers

Recognizethatyoucanlearnfromothers,andmoreimportantly,fromanyothers

Donotlimityourleaningbynarrowlydefiningthesortsofpeopleyoupayattentionto

Youcanlearnbyaskingquestionsandpayingattentiontoeverydaysituations

Observantleaderscanextractmeaningfulleadershiplessonsfromeverydaysituations

KeepingaJournal

Keepajournaltomineexperiencesforrichnessandpreserveyourlearning

Eachentryshouldaddresssomeaspectofleadersorleadership

Includereflectionsonpersonalevents

Emphasizeagood(orbad)waysomebodyhandledsomething

Useyourjournalto“thinkonpaper”aboutleadership

Thereareatleastthreegoodreasonsforkeepingajournal.

First,theprocessofwritingincreasesthelikelihoodyouwillchangeyourperspective

Second,youcan(andshould)rereadearlierentries

Third,youhavearepositoryofideasyoumaylateruse

Highlight3.1showshowgoodjournalentriesgiveleadersawealthofexamplestheycanuseinspeeches,presentations,andsoon

HavingaDevelopmentalPlan

Asystematicplanoutliningself-improvementgoalsandstrategieswillhelpyoutakeadvantageofopportunitiesyoumightotherwiseoverlook

Yourfirststepistoidentifysomegoals,collectingfeedbackfromdifferentsources

Acurrentjobperformancereview

Superiorandpeerfeedback

Patternsofproblemsininteractionswithdifferentindividuals

Alooktoanyskillsneededinthefuture

Determineyourstrengthsandweaknessesusingformpsychologicaltestsandquestionnaires

Includeaprogramofpersonalreadinginanydevelopmentplan

BuildingTechnicalCompetence

Manystudieshavedocumentedtheimportanceoftechnicalcompetencetoaperson’ssuccessandeffectivenessasbothaleaderandafollower

Reasonswhyfollowersneedahighleveloftechnicalcompetence

Performanceisoftenafunctionoftechnicalcompetence

Technicalexpertiseplaysakeyroleinsupervisors’performanceappraisalratingsofsubordinates

Followerswithexpertpowercan,attimes,wieldmoreinfluenceintheirgroupsthantheleaderdoes

Individualswithhighlevelsoftechnicalcompetencemaybemorelikelytobeinaleader’sin-group,andmorelikelydelegatedtasksandparticipatingindecisions

Therearealsomanyreasonswhyitbenefitsleaderstohavehighlevelsoftechnicalcompetence

Ithasbeenconsistentlyrelatedtomanagerialpromotionrates

Manyleaders,especiallyfirst-linesupervisors,oftenspendconsiderabletimetrainingfollowers

Thosewithhighlevelsoftechnicalcompetenceseemabletoreducethelevelofroleambiguityandconflictintheirgroups–andemployeesaremoresatisfied

Leadersmaybeabletostimulatefollowerstothinkaboutproblemsandissuesinnewways

DeterminingHowtheJobContributestotheOverallMission

Bytakingthisfirststep,youcanbetterdeterminewhattechnicalknowledgeandwhichbehaviorsaremoststronglyrelatedtojobandorganizationalsuccess

Next,youshouldevaluateyourcurrentleveloftechnicalskills

Identifyyourstrengthsandweaknessestoidentifytrainingthatwouldsuityourneeds

BecominganExpertintheJob

Thereareanumberofwaystobecomeanexpert,including

Enrollinginformaleducationandtrainingprograms

Watchingothers

Observingandreflectingisthemosteffective

Askingquestions

Teachingothers

SeekingOpportunitiestoBroadenExperiences

Youcanimproveyourtechnicalcompetencebyseekingopportunitiestobroadenyourexperiences

Trytoperformthetasksassociatedwiththeotherpositionsinyourworkgroup

Visitotherpartsoftheorganizationtobetterunderstanditswholeoperation

Workonteamprojectstohelpdevelopyourskills

Volunteeringoutsidetheorganizationallowsyoutogainnewskills

BuildingEffectiveRelationshipswithSuperiors

Thereareanumberofadvantagestohavingagoodworkingrelationshipwithsuperiors

Superiorsandfollowersexperiencelessconflict,providemoresupport,andaremoresatisfiedthanthosewithpoorsuperior-followerrelationships.

Individualshavinggoodsuperior-followerrelationshipsareofteninthesuperior’sin-group–andmorelikelytohaveasayindecision,bedelegatedinterestingtasks,andhavethesuperior’ssupportforcareeradvancement.

Followersareoftenlesssatisfiedwiththeirsupervisorsandreceivelowerperformanceappraisalratingswhensuperior-followerrelationshipsarepoor.

Youmaythinkthequalityoftherelationshipisdeterminedsolelybythesuperior.

However,effectivesubordinatesdonotlimitthemselvestoapassivestance.

Theyhavelearnedtotakeactivestepstostrengthentherelationship.

Followersshouldthinkoftheirownandtheirsuperior’ssuccessasinterdependent.

Understandinghowsuperiorsviewtheworldandadaptingtosuperiors’stylesaretwothingsfollowerscandotoimprovethesuperior-followerrelationship.

UnderstandingtheSuperior’sWorld

Followerscandoanumberofthingstobetterunderstandtheirsuperior’sworld.

First,theyshouldtrytogetahandleontheirsuperior’spersonalandorganizationalobjectives.

Second,followersneedtorealizesuperiorsdonothavealltheanswers,theyhavebothstrengthsandweaknesses.

Subordinatescanmakegreatcontributiontotheteam’ssuccessbyrecognizingandcomplementingasuperior’sweaknesses.

Subordinatescanenhancesuperior-followerrelationshipsbykeepingsupervisorsinformedaboutvariousactivitiesintheworkgrouporanynewdevelopments.

AdaptingtotheSuperior’sStyle

Followersneedtobeflexibleinadaptingtotheirsuperiors’decision-makingstyles,problem-solvingstrategies,modesofcommunication,stylesofinteraction,etc.

Onewaytoadaptistoclarifyexpectationsaboutyourroleontheteam–justbecauseyouknowyourjobdescription,itdoesnotmeanyourroleisclear.

Dothisbymakingalistofmajorresponsibilitiesanduseittoguideadiscussionwithyoursuperioraboutprioritizingandaccomplishingthetasks.

Followersworkingtodevelopeffectiverelationshipswithsuperiorsneedtobehonestanddependable.

Superiorsvalueworkerswhohavereliableworkhabits,accomplishassignedtasksattherighttimeintherightorder,anddowhattheypromise.

BuildingEffectiveRelationshipswithPeers

Moreandmorepeoplearefindingthattheirjobsrequirethemtoinfluenceothersdespitehavingnoformalauthorityoverthem.

Afundamentalrequirementofleadershipistheabilitytobuildstrongalliances

Groupsofpeersgenerallywieldmoreinfluence–andcangetmoredone–thanindividualsworkingseparately.

Effectivepeerrelationshipscanhavelong-termbenefitsifapeerendsupinapositionofpowerinthefuture.

RecognizingCommonInterestsandGoals

Oneofthebestwaystoestablisheffectivepeerrelationshipsistoacknowledgesharedinterests,values,goals,andexpectations.

Youhavetoknowwhatthoseactuallyarefirst–thebestwayistoestablishinformalcommunicationlinks.

Todoso,beopenandhonestincommunicatingyourownneeds,values,andgoals–andacknowledgeothers’

Aneffectivewaytoestablishpeerrelationshipsistomeetwiththemincontextsoutsidenormalworkingrelationships.

UnderstandingPeers’Tasks,Problems,andRewards

Fewthingsreinforcerespectbetweencoworkersbetterthanunderstandingthenatureofeachother’swork.

Thisdependsonknowingtheirtasksandunderstandingtheirproblemsandrewards.

Toestablishstrongrelationships,lendahandwhenpeersfacepersonalororganizationalproblems.

Rememberthataperson’snegativebehaviorsmaybeduelesstotheirpersonalcharacteristicsandmoretothewayrewardsarestructured.

Tosecurecooperationfromothers,ithelpstoknowwhichsituationalfactorsreinforcebothpositiveandnegativebehaviors.

PracticingaTheoryYAttitude

AnotherwaytobuildeffectivepeerrelationshipsistoviewthemfromaTheoryYperspective–SeeChapter05.

Whenyouviewothersascompetent,trustworthy,cooperative,andproudoftheirwork,peerswillviewyouinthesamelight.

Itmaystillbedifficulttogetalongwithafewcoworkers.

Resisttheurgetofocusonthequalitiesyoudislikeaboutthisperson

Aviciouscyclecandevelopinwhichpeoplebecomeenemies

Costsofstrainedrelationshipsextendbeyondtheindividualsinvolved

Thepointisnottooverlookinterpersonalproblems,butrathernottolettheproblemsgetoutofhand.

PracticingTheoryYdoesnotmeanlookingattheworldthroughrose-coloredglasses,butitdoesmeanrecognizingsomeoneelse’sstrengthsandweaknesses.

Ifassignedtoworkonataskwithsomeoneyoudonotgetalongwith,youmustdecidewhethertofocusenergyfirstonimprovingtherelationship,ortofocusitsolelyonthetask.

Workonthetaskifthereislittleanimositybetweentheparties

Workontherelationshipifthereisgreatanimositybetweentheparties

DevelopmentPlanning

Developmentplanningisthesystematicprocessofbuildingknowledgeandexperienceorchangingbehavior–consistsoffiveinterrelatedphases.

Thefirstphaseisidentifyingdevelopmentneeds,inwhichleaders

Identifycareergoals

Assesstheirabilitiesinlightofcareergoals

Seekfeedbackabouthowtheirbehaviorsaffectothers

Andreviewtheorganizationalstandardspertainingtotheircareergoals

Thesecondphaseconsistsofanalyzingthesedatatoidentifyandprioritizedevelopmentneeds.

Theprioritizeddevelopmentneedsinturnareusedtocreateafocusedandachievabledevelopmentplan,thethirdphaseofthisprocess.

Thefourthphaseistoperiodicallyreviewtheplan,reflectonlearning,andmodifyorupdatetheplanasappropriate.

Theaction-observation-reflection(AOR)modelisusedhere

Thelastphaseistransferringlearningtonewenvironments.

ConductingaGAPSAnalysis

ThefirstphaseinthedevelopmentplanningprocessistoconductaGAPS(goals,abilities,perceptions,standards)analysis.

Thishelpsgatherandcategorizeallpertinentdevelopmentplanninginformation.

AsampleGAPSanalysisforanengineerworkinginamanufacturingcompanyisfoundinFigure3.2.

ThespecificstepsforconductingaGAPSanalysisare:

Step1:Goals

Thetwomostimportantaspectsofthissteparethatleaderswillsupportdevelopmentneedsalignedwithcareergoals,andpromotionsmaynotbeamotivatingcareergoal.

Step2:Abilities

Goodleadersknowthemselves–whichoftheirstrengthstheyneedtoleverageandwhichskillstheyneedtodevelop.

Step3:Perceptions

Thisstepconcernshowyourabilities,skills,andbehaviorsaffectothers.

Useperformancereviewsor360-degreefeedbacktoobtaintheseviews.

Step4:Standards

Thisstepconcernsthestandardssetbyyourbossortheorganization.

IdentifyingandPrioritizingDevelopmentNeeds:GapsofGAPS

AsshowninFigure3.3,thegoalsandstandardsquadrantsarefutureoriented,whiletheabilitiesandperceptionsquadrantsarefocusedonthepresent.

Givenwhatyoucurrentlyhaveandwhereyouwanttogo,whataretheGAPS?

Lookforunderlyingthemesandpatterns

Determinewhatbehaviors,knowledge,experience,orskillswillbethemostimportanttochangeordevelopinordertoaccomplishyourgoals

BridgingtheGaps:BuildingaDevelopmentPlan

Thespecificstepsforcreatingahigh-impactdevelopmentplanareasfollows:

Step1:Careeranddevelopmentobjectives

CareerobjectivescomesdirectlyfromthegoalsquadrantoftheGAPSanalysis

Developmentobjectivescomesfromyourgaps-of-the-GAPSanalysis

Step2:Criteriaforsuccess

Thiscanbedifficultwith“softer”skillssuchaslistening,managingconflict,orbuildingrelationships.

Step3:Actionsteps

Itissometimesdifficulttothinkofappropriateon-the-jobactionsteps.

Threepossibleresourcesmayhelp–TheSuccessfulManager’sHandbookandForYourImprovement,andthedevelopmentplanningancoachingsoftwareDevelopMentor

Step4:Whomtoinvolveandwhentoreassessdates

Thisstepinvolvesfeedback–wheretogetitandhowoften

Thisisanimportantstepasithelpskeepyouontrack

Step5:Stretchassignments

Situationsstretchingyourknowledgeandskillsareoftenbeneficialtolearning

Identifyanypotentialassignmentsthatwilldevelopyourlearning

Step6:Resources

Youmayfinditusefultoreadabook,attendaclass,orwatchavideotogainknowledgeaboutaparticulardevelopmentneed

Step7:Reflectwithapartner

InaccordancewiththeAORmodel,youshouldperiodicallyreviewyourlearningandprogresswithapartner

Youmusttrustthisperson’sopinionandknowtheyarefamiliarwithyourworksituationanddevelopmentplan

ReflectingonLearning:ModifyingDevelopmentPlans

Justasthedevelopmentplanisaroadmap,thisphaseofdevelopmentplanninghelpsyouseewhetherthefinaldestinationisstilltherightone.

Reflectingwithapartnerisimportant,butalsoperiodicallyreviewyourprogresswithyourboss.

TransferringLearningtoNewEnvironments

Thelastphaseindevelopmentplanningconcernsongoingdevelopment.

Yourdevelopmentplanshouldbea“live”document–changed,modified,updated

Therearethreewaystotransferlearningtonewenvironments.

Thefirstwayistocontinuallyupdateyourdevelopmentplan.

Anotherwaytoenhanceyourlearningistopracticeyournewlyacquiredskillsinanewenvironment.

Afinalwayistocoachothersinthedevelopmentofyournewlyacquiredskills.

OverviewoftheLearningResourcesforChapter03

Exercise3-1:TentBuilding.Inthis45-minutecompetitiveexercise,studentteamsmustfollowcertainrulesinordertobuildcampingtents.Itisaverygoodexercisefordemonstratingleadership,followership,stress,motivation,problemsolving,etc.

Exercise3-2:TheLeadershipTransitionsQuestionnaire.This40-minuteexerciseconsistsofaself-assessmentofleadershiplevelsandsmallandlargegroupdiscussionsofquestionnaireresults.Thequestionnairecanalsobeusedasajournalassignment.

Exercise3-3:BuildingLeadershipCompetencyModels.Inthis35-minuteexercise,smallgroupsofstudentsbuild,present,anddiscussleadershipcompetencymodelsforatargetedleadershipposition.Thisexercisecanbegivenasasmallgrouphomeworkassignment.

Exercise3-4:DevelopingaStructuredInterview.Studentsformsmallgroupsandbuildasetofstructuredinterviewquestionsforatargetedleadershipposition.ThisexerciseworksquitewellwhencombinedwithExercise2andcanbedoneasahomeworkassignment.Itwilltakegroups20–30minutestodeveloptheirquestions,andthensometimetopresentanddiscusstheirquestionswiththelargergroup.

Exercise3-5:CriteriaofLeadershipEffectiveness.Inthis20-minutesmallgroupexercise,studentsidentifythecriteriatheywouldusetoevaluatetheeffectivenessofpeopleinvariousleadershippositions,suchasassistantcoach,teacher,orminister.

Exercise3-6:ThePerfectApple.Inthis30-minuteexercise,studentsdiscussthecriteriatheywouldusetojudgeanapple.Instructorspassaroundanapple,studentsrateitonthecriteriatheydeveloped,andthendiscussdifferencesinratingsandhowthisexerciserelatestoevaluatingleaders.

Exercise3-7:HowOrganizationsEvaluateLeadershipEffectiveness.Smallgroupsofstudentsaretaskedwithobtainingaperformanceappraisalformusedtoevaluateleaders.Thegroupsreviewtheform,identifyitsstrengthsandweaknessesformeasuringleadershipeffectiveness,andpresenttheirfindingstotherestoftheclass.Dependingonthenumberofsmallgroups,thisexercisecouldtake20–50minutes.

Exercise3-8a:LeadershipandMaxims.Studentswritedowntheleadershipmaximsofapersonalorfamousleader.Someof