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
