Chapter 12: Leadership Development Flashcards
leadership development
can be defined as ‘a planned and deliberate process to help leaders become more effective’
or
a process of learning based on informal opportunities to enable [leaders] to perform as leaders
To critique rhetoric
whether arguments and propositions are sound in a logical sense;
to critique tradition
a scepticism of conventional wisdom and long-standing practices;
to critique authority
being sceptical of one dominant view and being open to a plurality of views;
to critique knowledge
Recognizing that knowledge is never value-free and objective.
the critique of simplification
moving beyond simple cause-and-effect thinking;
the critique of identity
highlighting how subjectivity influences thought, actions and emotions.
Slides 2-7
These features of critical thinking can serve to provide leaders with an ongoing narrative of how they practice their work and whether their conduct is appropriate
which can enable them to find new ways of taking action
A competency
an underlying characteristic of a person which results in effective and/or superior performance in a job
A competency could be a
motive, a trait, a skill or a body of knowledge that the individual uses
Behavioural indicators
observable behaviours of individuals that signified the possession of the competency
The benefit of using competencies for leadership development is that they can
provide a framework for assessment and development of the capabilities that an individual requires to be effective in their role
Critiques of competencies framework
Competency framework limitations
First, they are overly reductionist, encouraging learners (and trainers) to view capabilities atomistically rather than holistically
Second, competencies are not valuable in themselves, but only if they are used at appropriate times.
Third, there is (often) a lack of good evidence for the value of the competencies within a framework.
Fourth, a framework may set an array of competencies that no single individual is likely to be able to possess.
Holton et al. (2007) have identified a range of factors that can enable or inhibit the transfer of learning, including:
1) motivational factors relating to expectations that people have about applying new skills;
2) environmental elements such as supervisor support or sanctions and peer support;
3) ability elements relating to the opportunity to apply new skills, and the way training is designed to link to work performance.
Executive coaching
importance of executive coaching for leaders when they move into roles such as Chief Executive or Chief Finance Officer, where the transition can provide challenge and turmoil
leaders who work with an executive coach are likely to set goals that are clearer, seek ideas from staff, get higher ratings from staff, show greater ability to deal with change, and be more resilient and less prone to depression
Baron and Morin (2009) found that the following were important factors in the effectiveness of coaching in relation to the transfer of learning:
- the motivation to transfer;
- the perception of support;
- the amount of coaching received;
- the coach’s facilitation of learning and results.
Kirkpatrick’s (1994) four-level model
assesses results in terms of measurable changes in performance
leadership development events could ensure a path of value-adding to link to organization results
There are other important reasons to evaluate leadership development
including improving what is done, controlling costs and, crucially, as part of a continuous process of supporting learning
Coaching
is the art of facilitating the performance, learning and development of another person
coaching articulates learning as
‘an open-ended process that analyses the present situation, defines the performance goal, combines personal, organizational and external resources and then implements a plan for achieving that goal’
Action learning
has been defined as a process that involves a small group of individuals working on real-life problems, learning as individuals or as a team and taking action
Action learning is based on the equation L = P + Q,
where L stands for Learning, P is Programmed knowledge and Q stands for Questions
Programmed knowledge
refers to any data that might be available about the issue that is being addressed
