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2. 1-2 Leadership Is Developed through Education and Experience “Leadership and learning are indispensable to each other.” ~John F. Kennedy Chapter 33

3. 1-3 Reading Objectives The student will comprehend the action-observation- reflection model. The student will comprehend the importance of perception in the spiral of experience by looking at perception through observation, reflection, and action. The student will comprehend the importance of reflection in leadership development. The student will comprehend how experience influences leadership development. The student will comprehend how education and training fosters leadership development Chapter 33

4. 1-4 Discussion Objectives Discuss the action-observation-reflection model and how it pertains to a military leader. Discuss what the spiral of experience is and the key role that perception plays in it by looking at observation, reflection, and action. Discuss the importance of reflection in leadership development by focusing on singe- and double-loop learning. Chapter 33

5. 1-5 Discussion Objectives (cont) Discuss how leadership is developed through experience by looking at the people you work with and the actual task at hand. Then discuss how to use leadership experiences to learn more about and develop your leadership style. Discuss how training and education augments leadership development by looking at university courses in leadership and leadership training programs. Discuss how to use all the tools from the chapter to start forging your own personal leadership style. Chapter 33

6. 3-6 The Action-Observation-Reflection Model Making the most of experience is key to developing one’s leadership ability. The theory shows that leadership development is enhanced when the experience involves three different processes: –Action –Observation –Reflection Spiral of experience: Colin Powell’s example.

7. 3-7 The Spiral of Experience

8. 3-8 The Key Role of Perception in the Spiral of Experience Experience is not just a matter of what events happen to you; it also depends on how you perceive those events. Perception affects all three phases of the action-observation-reflection model. People actively shape and construct their experiences.

9. 3-9 http://www.youtube.com/wa tch?v=Ahg6qcgoay4&list=P L598E201D47599764

10. 3-10 Perception and Observation Observation and perception both deal with attending to events around us. –We are selective in what we attend to and what we, in turn, perceive. Perceptual sets can influence any of our senses: –They are the tendency or bias to perceive one thing and not another. –Feelings, needs, prior experience and expectations can all trigger a perceptual set. Stereotypes represent powerful impediments to learning. –Awareness of biases occurs upon reflection.

11. 3-11 FINISHED FILES ARE THE RESULT OF YEARS OF SCIENTIFIC STUDY COMBINED WITH THE EXPERIENCE OF MANY YEARS

12. 3-12 How many “F”s appear in the text?

13. 3-13 Perception and Reflection Reflection deals with how we interpret our observations. Perception is inherently an interpretive, or a meaning-making, activity. Attributions: Explanations we develop for the behaviors or actions we attend to. Fundamental attribution error: Tendency to overestimate the dispositional causes of behavior (attribute other people’s actions to their personality) and underestimate the environmental causes when others fail.

14. 3-14 Who is sitting? Who is standing?

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22. 3-22 Perception and Reflection (continued) Self-serving bias: Tendency to make external attributions for one’s own failures, yet make internal attributions for one’s successes. Actor/observer difference: Refers to the fact that people who are observing an action are much more likely than the actor to make the fundamental attribution error. Reflection also involves higher functions like evaluation and judgment, not just perception and attribution.

23. 3-23 Perception and Action Research found that perceptions and biases affect supervisors’ actions towards poorly performing subordinates. Self-fulfilling prophecy: Occurs when our expectations or predictions play a causal role in bringing about the events we predict. –Research has shown that having expectations about others can subtly influence our actions. –These actions can, in turn, affect the way others behave. –So, people may respond as expected, because those expectations are communicated and associated behaviors are demonstrated – yielding a self-fulfilling prophecy.

24. 3-24 The Role of Expectations in Social Interaction

25. 3-25 Reflection and Leadership Development Reflection provides leaders with insights into several ways of framing problems, multiple perspectives, or better understanding. The authors believe that Leaders tend to ignore reflection due to lack of time or lack of awareness of its value. The military requires, structures, and encourages critical thought and reflection. Our leaders tend to develop this as an internal process. Intentional reflection might prompt one to see potential benefits in experience not initially considered relevant.

26. 3-26 Introspection versus Reflection Introspection –Examination of one’s own mental processes Reflection –Serious thought and consideration about an introspection Take corrective action based on reflection

27. 3-27 The Importance of Introspection and Reflection Why reflect or introspect? –Takes time to evaluate your own actions and experiences –Conduct an analysis of what has happened, particularly to you as a leader –Your decisions may not have been the best

28. 3-28 The Importance of Introspection and Reflection The purpose is NOT to constantly second guess yourself in a NEGATIVE way. Introspection and reflection allow you to improve upon experience after experience. Self-esteem and self-confidence does permit this process to occur.

29. 3-29 The Importance of Introspection and Reflection Introspection and Reflection are often personal, but can also be for the organization as a whole, in the form of a debrief or After Action Report.

30. 3-30 Applying Reflection and Introspection Leaders are “surrounded by mirrors” –Some reflective images are true, others not –“You are always being watched; you are always being judged.” – LT Brewer, NSI The three “you’s”: –Who you are –Who you think you are –Who you are perceived to be http://www.youtube.com/watch?v=MOYIhcBYT js

31. 3-31 Introspection Process Systematically accomplished Regularly performed With help of someone else

32. 3-32 Introspection Process (cont’d) Systematically accomplished –Ask questions To yourself To subordinates –Examine your persona Workshops and classes –Establish priorities Make them known Follow them

33. 3-33 Introspection Process (cont’d) Regularly performed –Before Self-assessment –During Continual follow-up –After After-action report

34. 3-34 Introspection Process (cont’d) With help of someone else –Mentor –Trusted friend –Spouse –Other [YouTube clip from Renaissance Man (PG-13: “Motivational Speech”]

35. 3-35 Single and Double-Loop Learning Single-loop learners seek relatively little feedback that may significantly confront their fundamental ideas or actions. –Individuals learn only about subjects within the “comfort zone” of their belief systems. Double-loop learning involves a willingness to confront one’s own views and an invitation to others to do so, too. –Mastering double-loop learning can be thought of as learning how to learn.

36. 3-36 Leadership Development through Experience Factors that make any given experience potent in fostering managerial growth: –The people you work with –The characteristics of the task itself Leaders in any field tend to first stand out by virtue of their technical proficiency. –Competence or proficiency are factors that serve as basis for emergence or selection of a leader.

37. 3-37 Changing Requirements for Success

38. 3-38 Components of Leadership 1–7. Leadership levels The three levels of leadership are direct, organizational, and strategic; leader competencies apply to all levels. Each leadership level has requirements that differ in the mix, scope, depth, and breadth related to the core leader competencies. As leaders progress through the levels, their assignments become more complex and interdependent, and require more responsibility, accountability, and authority. Leaders at each level must be able to address unanticipated situations, as many may have to make decisions in stressful situations that can easily have strategic or political implications. Each leadership level is discussed in greater detail in FM 6–22.

39. 3-39 Components of Leadership

40. 3-40 Leadership Levels Now, look at “Interpersonal skills” at each level.

41. 3-41 Components of Leadership Direct Interpersonal

42. 3-42 Components of Leadership Organizational Interpersonal

43. 3-43 Components of Leadership Strategic Interpersonal

44. 3-44 Another perspective Conceptual Technical Human Top Managers Middle Managers First-Line Managers Nonmanagers Conceptual Skill—the ability to see the organization as a whole and the relationship between its parts. Human Skill—The ability to work with and through people. Technical Skill—Mastery of specific functions and specialized knowledge.

45. 3-45 The People You Work With A boss can be a powerful catalyst for growth. People from different backgrounds, perspectives, or agendas can impact the growth experience. Working with problem subordinates can stimulate managerial growth, as can peers. Both mentors and mentorees benefit from having the relationship. Executive coaching: General responsibility of all executives towards managers who report to them.

46. 3-46 Developmental Tasks Leadership development can be enhanced in a changing, dynamic, uncontrollable, and unpredictable environment. –Strategic planning and projections can contribute to a leader’s development. Opportunities that stretch individuals and allow them to test themselves provide learning. The risk of possible failure is a strong incentive for managers to learn. Organizations may not provide the same development opportunities for all their members.

47. 3-47 Making the Most of Your Leadership Experiences: Learning to Learn from Experience The learning events and developmental experiences that punctuate one’s life are usually stressful. A flat learning curve can result due to an inability to move against one’s grain of personal success and tolerate a dip in performance results. To be successful, learning must continue throughout life, beyond the completion of one’s formal education.

48. 3-48 Anatomy of a Learning Experience

49. 3-49 Leadership Development through Education and Training Research has shown that: –Education level or academic performance in college was positively related to future managerial success. –Educational programs generally have a positive effect on leadership development. –Formal education and training programs can help one become a better leader. The content of different leadership programs varies considerably, depending on the target audience. Leadership education is a component of leadership development.

50. 3-50 University Courses in Leadership Leadership training programs can include formal courses or extracurricular leadership activities. The pedagogy used to impart different leadership concepts vary greatly. Many courses use the standard lecture methods, or provide individualized feedback through: –Case studies –Role Playing –Simulations –Games

51. 3-51 Leadership Training Programs Programs aimed particularly at industry and public service leaders and supervisors use: –Lectures –Case studies –Role-playing exercises Programs for midlevel managers often focus on: –Individualized feedback, case studies, presentations –Role playing, simulations –In-basket exercises –Leaderless group discussions

52. 3-52 Leadership Training Programs (continued) Conger offers that a multi-tiered approach is effective. Leadership development in the 21st century must occur in more lifelike situations and contexts. Leadership programs for senior executives and CEOs focus on strategic planning, PR, and interpersonal skills. No matter the type of program chosen, a systematic approach guarantees its usefulness.

53. 3-53 Building Your Leadership Self-Image Leadership develops through experience and formal education. Not everyone wants to be a leader or believes he/she can be. Avoid selling yourself short. Understand the importance of leadership, keep an open mind. Avoid self-defeating generalizations. Experiment and take a few risks with different leadership roles.

54. 3-54 Summary One way to add value to your leadership courses and experiences is by applying the action-observation-reflection model. Be aware of the role perception plays in leadership development. Education and experience can contribute to your development as a leader. To become a better leader, one must seek challenges and try to make the best of any leadership opportunity.

55. 3-55 Summary Perception is reality. How you see things depends on where you stand. http://www.youtube.com/watch?v=DadIBPZVaN Ehttp://www.youtube.com/watch?v=DadIBPZVaN E

56. 3-56 Discussion Objectives Review Discuss the action-observation-reflection model and how it pertains to a military leader. Discuss what the spiral of experience is and the key role that perception plays in it by looking at observation, reflection, and action. Discuss the importance of reflection in leadership development by focusing on singe- and double-loop learning. Chapter 33

57. 3-57 Discussion Objectives Review (cont) Discuss how leadership is developed through experience by looking at the people you work with and the actual task at hand. Then discuss how to use leadership experiences to learn more about and develop your leadership style. Discuss how training and education augments leadership development by looking at university courses in leadership and leadership training programs. Discuss how to use all the tools from the chapter to start forging your own personal leadership style. Chapter 33

58. 3-58 Next session Assessing Leadership and Measuring Its EffectsAssessing Leadership and Measuring Its Effects Read: Leadership, Chapter 4Read: Leadership, Chapter 4

59. 3-59 Possible Discussion Questions –Of all the leaders in your life which do you remember with more clarity, the good ones or the bad ones? Which did you learn more from? –Can you think of any times your perception hasn’t matched up with someone else’s leading to a fundamental different view of the situation? Any of these across genders or cultures?

60. 3-60 Possible leadership dilemma You’re a brand new ENS serving in the Engineering department as the M-Division officer. M-Division is typically one of two or three biggest divisions on a destroyer, and you have a full complement of chiefs and first class petty officers. Your department head was a former Main Propulsion Assistant and knows your job very well. In fact, he is constantly interrupting your subordinates while they are working on a job to tell them that there is a better way to do it. Additionally, he is routinely redirecting their efforts. This has become an issue and understandably your CPOs and First Class are becoming very confused and resentful of his interference. - What would you do? What would you tell your subordinates? How would you handle your boss? Specifically, what would you say to him.