LeadershipinOrganizationsNinthEditionChapter14DevelopingLeadershipSkillsCopyright?2020,2013,2010PearsonEducation,Inc.AllRightsReservedLearningObjectivesAfterstudyingthischapter,youshouldbeableto:14.1 Understandtheimportanceofleadershiptraininganddevelopmentinorganizations.14.2 Understandthebenefitsandlimitationsofdifferentmethodsforleadershipdevelopment.14.3 Understandtheindividualandorganizationalfactorsthatfacilitateleadershiptraininganddevelopment.14.4Understandhowleaderscanencourageandfacilitateleadershipdevelopment.14.5Understandhowgenderissueshavebeenstudiedandthelimitationsofthisresearch.14.6Understandsomewaysforleaderstodeveloptheirownskills.14.7Understandwhyleaderdevelopmentshouldbeconsistentwithstrategicplanning.IntroductionLeadershipcompetenciescanbedevelopedinanumberofways,includingformaltraining,developmentalactivities,andself-developmentactivities.Mostformaltrainingoccursduringadefinedtimeperiod,anditisusuallyconductedawayfromthemanager’simmediateworksitebytrainingprofessionals.Developmentalactivitiesareusuallyembeddedwithinoperationaljobassignmentsorconductedinconjunctionwiththoseassignments.Thedevelopmentalactivitiescantakemanyforms,includingcoachingbythemanager'sbossoranoutsideconsultant,mentoringbysomeoneatahigherlevelintheorganization,andspecialassignmentsthatprovidenewchallengesandopportunitiestolearnrelevantskills.Self-developmentactivitiesarecarriedoutbyindividualsontheirowninitiative.Examplesincludereadingbooks,viewingvideos,listeningtoaudiotapes,andusinginteractivecomputerprogramsforskillbuilding.LeadershipTrainingPrograms(1of3)TypesofLeadershipTrainingProgramsLeadershiptrainingcantakemanyforms,fromshortworkshopsthatlastonlyafewhoursandfocusonanarrowsetofskillstoprogramsthatlastforayearormoreandcoverawiderangeofskills.?Anumberoftrainingprogramsarebasedontheapplicationofaparticularleadershiptheory.LeadershipTrainingPrograms(2of3)DesignofLeadershipTrainingTable14.1DesirableFeaturesforTrainingProgramsSpecificlearningobjectivesConductaneedsanalysisClear,meaningfulcontentAppropriatesequencingofcontentAppropriatemixoftrainingmethodsOpportunityforactivepracticeRelevant,timelyfeedbackBuildtraineeself-confidenceMultipledeliverymethodsMultipletrainingsessionsacrossregulartimeintervalsLeadershipTrainingPrograms(3of3)EffectsofLeadershipTrainingCriteriaforassessingtheeffectivenessofformaltrainingprogramsinclude:Participants’attitudinalreactions(i.e.,ratingsoftrainingutilityandsatisfactionwiththetraining/instructors);Learningintheformofknowledgeandskillacquisition;Transferoflearningwherebytraineesutilizeacquiredskillsandabilitiestoimproveperformance;Resultsintheformofpositiveorganizationaloutcomessuchaslowercosts,increasedprofits,andreducedabsenteeismandturnover.LearningfromExperienceAmountofChallengeVarietyofTasksorAssignmentsAccurate,Relevant,FeedbackDevelopmentalActivities(1of2)MultisourceFeedbackProgramsDevelopmentalAssessmentCentersDevelopmentalAssignmentsMentoringExecutiveCoachingSimulationsPersonalGrowthProgramsDevelopmentalActivities(2of2)Table14.2ActivitiesforFacilitatingLeadershipDevelopmentMulti-sourcefeedbackworkshopsDevelopmentalassessmentcentersSpecialassignmentsMentoringExecutivecoachingPersonalgrowthprogramsFacilitatingLeadershipDevelopment(1of5)DevelopmentalReadinessDevelopmentalreadinessisafunctionofaperson'sabilityandmotivationtodevelop.Peoplearemorepreparedforleadershipdevelopmentwhentheyareableto:Reflectuponandunderstandtheirpersonalstrengthsandweaknesses,values,motives,emotions,andpersonality;Processbothpositiveandnegativefeedbackabouttheircurrentandpotentialcompetencies;Reflectonhowtheirthoughtpatternsandself-insightscanbeleveragedtolearnfromnewexperiences.FacilitatingLeadershipDevelopment(2of5)SupportbytheBossTable14.3WaystoSupportLeadershipTrainingofSubordinatesBeforetheTraining:Informsubordinatesaboutopportunitiestogettraining.Explainwhythetrainingisimportantandbeneficial.Askotherswhoreceivedthetrainingtoexplainhowitwasuseful.Changetheworkscheduletomakeiteasiertoattendtraining.Giveasubordinatetimeoffifnecessarytoprepareforthetraining.Supportpreparationactivitiessuchasdistributionofquestionnaires.Tellsubordinatestheywillbeaskedtoreportonwhatwaslearned.FacilitatingLeadershipDevelopment(3of5)Table14.3WaystoSupportLeadershipTrainingofSubordinates(continued)AftertheTraining:Meetwiththepersontodiscusswhatwaslearnedhowitcanbeapplied.Jointlysetspecificobjectivesandactionplanstousewhatwaslearned.Makeassignmentsthatrequireuseofthenewlylearnedskills.Holdperiodicreviewsessionstomonitorprogressinapplyinglearning.Providepraiseforapplyingtheskills.Provideencouragementandcoachingwhendifficultiesareencountered.Includeapplicationofnewskillsinperformanceappraisals.Setanexamplefortraineesbyusingtheskillsyourself.FacilitatingLeadershipDevelopment(4of5)LearningClimateTheamountofmanagementtraininganddevelopmentthatoccursinanorganizationdependsinpartonprevailingattitudesandvaluesaboutdevelopment,sometimesreferredtoasthe“l(fā)earningclimate.”Moreleadershipdevelopmentislikelywhenindividuallearningisregardedashighlyimportantfororganizationaleffectiveness.FacilitatingLeadershipDevelopment(5of5)CriteriaforDevelopmentalAssignmentsAtpresent,mostorganizationsdonotmakejobassignmentsthatexplicitlyprovideadequatedevelopmentalopportunitiesandalogicalprogressionoflearning.Theideaofusingjobassignmentsforleadershipdevelopmentissomewhatatoddswiththetraditionalapproachtoselectionandplacementinanorganization,whichseeksagoodmatchbetweenmanagerskillsandjobrequirements.Assigningachallengingjobtosomeonewhodoesnotalreadypossessallofthenecessaryskillscanincreasedevelopment,butthereisalsoariskofseriousmistakesandfailure.SystemsPerspectiveonLeadershipDevelopment(1of2)RelationshipsAmongApproachesIntegratingDevelopmentalActivitiesLeadershipDevelopmentfortheOrganizationGuidelinesforSelf-DevelopmentSystemsPerspectiveonLeadershipDevelopment(2of2)Table14.4GuidelinesforSelf-DevelopmentofLeadershipSkillsDevelopapersonalvisionofcareerobjectives.Seekappropriatementors.Seekchallengingdevelopmentalassignments.Usesocialnetworkstolearnaboutdevelopmentalopportunities.Improveself-monitoring.Seekrelevantfeedback.Learnfrommistakes.Learntovieweventsfrommultipleperspectives.Beskepticalofeasyanswers.ManagingDiversityandInclusion(1of4)Diversitycantakemanyforms,includingdifferencesinrace,ethnicidentity,age,gender,education,physicalappearance,socio-economiclevel,sexualorientation,anddifferencesassociatedwithaperson'sgeneration(e.g.,millennials).?DiversityintheworkforceisincreasingintheUnitedStatesandEurope.ManagingDiversityandInclusion(2of4)FosteringAppreciationandToleranceTable13.3GuidelinesforManagingDiversityandPromotingInclusion.EncourageToleranceandAppreciationSetanexampleinyourownbehaviorofappreciationfordiversity.Encouragerespectforindividualdifferences.Promoteunderstandingofdifferentvalues,beliefs,andtraditions.Explainthebenefitsofdiversityfortheteamororganization.Encourageandsupportotherswhopromotetoleranceofdiversity.ManagingDiversityandInclusion(3of4)Table13.3GuidelinesforManagingDiversityandPromotingInclusion(continued).DiscourageIntoleranceandDiscriminationDiscouragetheuseofstereotypestodescribepeople.Identifybiasedbeliefsandroleexpectationsforwomenorminorities.Challengepeoplewhomakeprejudicedcomments.Speakouttoprotestagainstunfairtreatmentbasedonprejudice.Takedisciplinaryactiontostopharassmentofwomenorminorities.ManagingDiversityandInclusion(4of4)Tomakefulluseofthetalentrepresentedbythediversemembersoftheorganization,itisessentialtoeliminateconstraintsthatpreventqualifiedpeoplefromselectionforimportantpositions.Unfai