Bài giảng Nghệ thuật lãnh đạo - Chapter 6: Developing Leaders

NGHỆ THUẬT LÃNH ĐẠO
MSMH: NS301DV01 
Chapter 6:
Developing 
Leaders
Purpose
After studying this chapter, you will be able to:
●Define the elements of leader development 
●Describe the elements of learning
●Review areas that are addressed in leader 
development 
●Outline criteria of an effective development 
program
●Present the methods used in leader development
●Consider the role of culture in leader 
development
●Summarize the role of the person and the 
organization in effective leader development 
Content
●Definition and basic elements 
●Criteria for effective development programs
●Methods of leader development
●Development and culture
●Effectiveness of development 
Chapter 6
6.1- Definition and 
Basic Elements 
Definition and Basic 
Elements 
● Development is an ongoing, dynamic, long-term change 
or evolution that occurs because of various learning 
experiences. (London and Mauer, 2004)
● Leader development 
○ is the “expansion of a person’s capacity to be effective 
in leadership roles and processes” (McCauley and Van 
Velsor, 2004:2)
○ focuses on the individual and involves providing 
leaders with the tools that they need to improve their 
effectiveness in the various roles they play.
● Leadership development, while related to leader 
development, is different in that it focuses on an 
organization’s capacity to get the work done through its 
many leaders (McCauley and Van Velsor, 2004)
Definition and Basic 
Elements 
Factors in Learning 
Several elements make up the core of learning. The person 
must have
● the willingness to learn, which require both motivation 
and readiness. 
○ The motivational element is related to the unfreezing step in 
change: unaware of areas of weakness, unwilling to invest time in 
changing.
○ Without the recognition or willingness to learn or change, no 
development can take place.
● the ability to learn through the right combination of 
intelligence and personal traits. Learning may be easier to 
some, and be more challenging for others.
○ High traditional intelligence may help one participant grasp 
conceptual ideas quickly; whereas
○ High emotional intelligence may help another participant to learn 
quickly social and interpersonal skills.
Factors in Learning 
● Access to developmental experiences, and have the 
opportunity to practice and learn.
○ Employees of smaller organizations are often exposed to diverse 
experiences  excellent source of learning.
○ In large companies, jobs and duties are narrower and more 
specialized  extensive training and development of resources, 
not only on leader and leadership development, but also on 
developing the culture of the organization (Arquez, 2007a)
● The organizational culture must support and sustain 
learning and development. 
○ This support comes not only in the form of training programs, but 
also in the form of informal systems that value learning and 
tolerate experimentation and failure.
Factors in Learning 
What is Developed: the 
Content 
Area Description
Basic knowledge Information about content of leadership: 
definitions; basic concept such as 
communication, feedback, contingent rewards; 
typically through classroom education.
Personal growth Self-awareness and understanding strengths and 
weaknesses; getting in touch with personal 
values, dreams and aspirations.
Skills development: 
supervisory, 
managerial, and 
interpersonal skills 
How to apply knowledge, includes supervisor 
and managerial skills such as planning, goal 
setting, and monitoring, as well as conceptual 
skills such as problem solving and decision 
making, and skills related to managing 
interpersonal relations.
Creativity Expanding ability to think in novel and innovative 
ways, and to think “outside the box”.
Strategic issues Developing mission, strategic planning.
Chapter 6
6.2- Criteria for Effective 
Development Programs 
Criteria for Effective 
Training 
Other conditions 
● Clear objectives that are tied to organizational goals, the 
leader’ personal goals, and the current of future 
challenges the leader may be facing. 
○ Such objectives must be stated ahead, and means of assessing 
them before and after the program must be available.
● Using a combination of tools and methods that provide 
parallel learning environments and address different 
learning styles or reinforce one another: 
○ classroom education may be combined with an assessment 
center, coaching, and new assignment.
● Assessment and follow-up that measure change and 
support the new learning, and assure that new behaviors, 
skills, and styles are not forgotten or not used when the 
development program is over. 
○ Learning takes practice and persistence, and such opportunities 
should be present outside the training session.
Chapter 6
6.3- Methods of 
Leader Development
Self-awareness
● The essential role of self-awareness in effective 
leadership is a key theme in leadership practice and 
research (Kaiser and Kaplan, 2006; Wood and Vikinas, 
2007).
● Personal reflection and getting feedback from others are 
necessary elements of developing self-awareness 
(Argyris, 1991)
● Guidelines for increasing self-awareness:
○ Clarifying one’s values and priorities. The person must know 
what is important and what factors have priority.
○ Seeking new experiences that will challenge the leader to move 
outside the zone of comfort, and provide an opportunity to learn 
something about oneself, including opportunities to fail.
○ Seeking feedback through formal and informal channels as often 
as possible, from as many diverse sources as possible.
Experience 
● Having on-the-job experience is, in almost all 
organizations, essential to leadership.
○ One cannot learn to lead by sitting in a classroom, 
reading about leaders, or observing other leaders. 
Transmitting information through the classroom or 
observation is one thing; learning to exercise judgment, 
understand complex systems, and act on complex 
information requires hands-on practice (Daloz Parks, 
2005)
● For job experiences to be developmental, it needs to 
stretch leaders and broaden their perspective by placing 
them in a novel and challenging situations (Ohlott, 2003)
Coaching and Mentoring
● Coaching involves providing individualized and 
constructive feedback on someone’s behavior and 
performance, while focusing on future improvement.
● Mentoring 
○ provides similar individualized attention with a feedback 
and future orientation, but tends to be less task 
specific.
○ is a supportive long-term, formal or informal, 
professional relationship (McCauley and Douglas, 
2004)
● Whereas mentoring can be informal, coaching tends to 
have a more structured and formal nature.
Coaching and Mentoring
●Elements of Effective Coaching
○ Individual readiness and willingness to be coached
○ Consideration of wider organizational context and 
system
○ Consideration of individual goals, values and needs
○ Focus on performance and work-related issues
○ Sincere caring and concern
○ Advocacy for self-awareness
○ Meaningful feedback 
○ Supportive climate
Coaching and Mentoring
●Guidelines for establishment of productive 
mentoring relationships:
○ Find many mentors instead of looking to one person 
for all guidance. Different mentors can support the 
leader with different perspectives and expertise.
○ Find mentors at different levels; although typically 
mentors are more senior, peers, external people, and 
even followers.
○ Informal relationships that provide casual support.
○ Add mentors as roles and responsibilities change or 
as leaders’ transition to new jobs.
Feedback Intensive 
Programs
● Feedback Intensive Programs, such as 360 degree 
feedback or other multi-source and multi-method 
feedback programs.
● The goal is to assess leaders’ strengths and weaknesses, 
and to identify development needs.
○ Assessment is based on a combination of interviews, aptitude 
tests, personality tests, role plays, simulations, and experimental 
exercises
○ In 360 degree and multi-source feedback programs, the leaders 
are assessed by individuals around them, including followers, 
colleagues, supervisors, and in some cases, clients and other 
stakeholders who provide detailed feedback regarding their styles, 
behaviors, and performance.
Factors that contribute to the 
success of 360 degree feedback 
program 
Factors that contribute to the 
success of 360 degree feedback 
program Factor Description
Organizational buy-in 
and readiness
All levels of the organization must be well 
informed and prepared regarding process, 
content, and goals of program. Top management 
support is particularly essential.
Confidentiality and 
careful administration
Maintaining anonymity of the raters and 
confidentiality in the process assure continued 
trust in the results and goals. Careful 
administration of surveys and handling of data 
are also essential.
Well-trained facilitator Program success requires the skills of a well-
trained, professional, internal or external 
facilitator to help interpret the information, and 
deal with sensitive data and discomfort.
Focus on behaviors The feedback should focus on specific behaviors 
that are related to job performance, rather than 
general evaluative statements.
Factors that contribute to the 
success of 360 degree feedback 
program Factor Description
Clear explanation 
of purpose and 
goals 
Those providing feedback and the leader 
receiving the feedback should be very 
clear on the goal of the program, and 
how data will be used.
Separate feedback 
from groups
Present the leader with separate 
feedback from each group or source to 
help clarity, interpretation and 
understanding.
Follow-up The initial step of increasing leaders’ 
self-awareness must be followed up with 
action plans.
Combine with 
other 
developmental 
programs
The feedback increases awareness but 
without other developmental tools, does 
not provide the leader with the means of 
changing behaviors.
Classroom Education 
●Organizations to provide their employees with 
some sort of educational benefit programs: 
instruction in universities
●Used in supervisory and mid-level management 
and leadership training programs
●The primary goal of classroom education is to 
transfer knowledge.
●Classroom methods: lectures and discussion, 
case studies, role playing, exercises, debates, 
games, and simulations.
Outdoor Challenges
●Outdoor challenges programs: put participants 
physically and mentally through increasingly 
difficult physical activities, such as obstacle 
courses, climbing, sport competition, and games.
●Purposes:
○ Learning self-management, self-discipline, and 
teamwork 
○ Personal growth, and increasing self-confidence by 
conquering fears and challenges
○ Building trust and cooperation among members 
Chapter 6
6.4- 
Development 
and Culture 
Development and Culture 
●Culture impact people’s expectations of the 
learning context, the role of the facilitator, and 
what methods they prefer.
●Cultural values affect how the learning process 
is implemented, how feedback is provided, and 
the setting in which learning and development 
can be optimized. Leader development must 
therefore be considered within the cultural context 
(Hoppe, 2004)
Cultural Values and Leader 
Development 
Cultural Values Potential Impact on Leader Development 
The communication 
context (high-low); 
directness
How information is communicated; how feedback 
is given; who provide feedback; directness of 
message in case of assessment and self-
development.
Individualism-
collectivism
Focus of development on the individual leader or 
on the group; setting for development and 
training.
Action-oriented Content of development and training focused on 
practical matters and hands-on training, or on 
theoretical understanding and conceptual 
development.
Tolerance for 
ambiguity
Degree of exposure to new and challenging 
situations.
Perception of time Focus on quick and short-term development.
Power distance and 
equality
Development provided to all or only individuals 
identified as high potentials; implementation of 
360 degree feedback.
Chapter 6
6.5- Effectiveness of 
Development 
3 factors that support 
leader development 
● Individual leader’s commitment to learning and 
growth. The leaders must be dedicated to their own 
department.
● Organizational commitment. No leader can sustain new 
behaviors without organizational support from supervisors 
and coworkers.
● Integration of the program with overall organizational 
vision, mission and strategic goals. Fit between the 
needs of individual leaders and the organizational 
direction. Leader development, while aimed at increasing 
organizational effectiveness through increasing leader’s 
effectiveness, must also consider the personal 
effectiveness of the leader.
Organizational and Personal 
Factors in Development 
Questions?