領(lǐng)導(dǎo)學(xué)：在實(shí)踐中提升領(lǐng)導(dǎo)力（原書第10版）課件 第8章　構(gòu)建個人可信度并影響他人的技能

Chapter8SkillsforBuildingPersonalCredibilityandInfluencingOthersCopyright?2022McGraw-HillEducation.Allrightsreserved.NoreproductionordistributionwithoutthepriorwrittenconsentofMcGraw-HillEducation.ChapterOutlineIntroductionBuildingcredibilityCommunicationListeningAssertivenessConductingmeetingsEffectivestressmanagementProblemsolvingImprovingcreativityBuildingCredibilityCredibility:Abilitytoengendertrustinothers.Leaderswithhighlevelsofcredibilityareconsideredtrustworthy.Tendtohaveastrongsenseofrightandwrong.Standupandspeakupforwhattheybelievein,protectconfidentialinformation,encourageethicaldiscussionsofbusinessorworkissues,andfollowthroughwithcommitments.Comprisesthefollowingcomponents:Expertise:Technicalcompetence,organizationalknowledge,andindustryknowledge.Trust:Clarifyingandcommunicatingone’svaluesandbuildingrelationshipswithothers.Figure8.1:TheCredibilityMatrixAccessthetextalternativeforslideimages.Source:G.J.Curphy,Credibility:BuildingYourReputationthroughouttheOrganization(Minneapolis,MN:PersonnelDecisionsInternational,1997).ExpertiseandTrust:CredibilityMatrix1Leadersaregroupedinfourquadrantsinthecredibilitymatrix.Firstquadrant:Leadershavehighlevelsofexpertiseandtrust.Likelytobeviewedbyothersashighlycredible.Secondquadrant:Leadersdonotfollowthroughwithcommitments,arenewtothefirm,orhavenotinvestedtimeinbuildingrelationshipswithfollowers.ExpertiseandTrust:CredibilityMatrix2Thirdquadrant:Leadersmaybenewcollegehiresornewtotheindustry.Lacktechnicalcompetence,organizationalorindustryknowledge,ortimetobuildrelationshipswithcoworkers.Fourthquadrant:Leadersarepromotedfromamongpeersortransferredfromanotherdepartmentwithinthecompany.Theformermayneedtodevelopleadershipknowledgeorskillsandthelattertechnicalcompetenceiftheywishtoincreasetheircredibility.Figure8.2:ASystemsViewofCommunicationAccessthetextalternativeforslideimages.Communication1Effectivecommunication:Involvestheabilitytotransmitandreceiveinformationwithahighprobabilitythattheintendedmessageispassedfromsendertoreceiver.Qualityofaleader’scommunicationispositivelycorrelatedwithsubordinatesatisfactionandproductivityandqualityofservicesrendered.Effectivecommunicationskillsgiveleadersandfollowersgreateraccesstoinformationrelevanttoimportantorganizationaldecisions.Effectivenessofthecommunicationprocessdependsonthesuccessfulintegrationofallthestepsinthecommunicationprocess.Communication2Communicationbreakdowns.Causes.Purposeofthemessagewasunclear.Leader’sorfollower’sverbalandnonverbalbehaviorswereinconsistent.Messagewasnotheardbythereceiverorthemessagemaybemisinterpreted.Oftenleadtoblamingsomeoneelsefortheproblem.Communicationmodelcanminimizeconflictassociatedwithcommunicationbreakdowns.Communication3Leaderscanimprovetheircommunicationskillsthroughthefollowingmeans:Determiningthepurposeofthecommunicationbeforespeaking.Choosinganappropriatecontextandmediumforthemessage.Sendingclearsignals.Activelyensuringthatothersunderstandthemessage.Listening1Goodleadersandfollowersrecognizethevalueoftwo-waycommunication.Listeningtoothersisjustasimportanttoeffectivecommunicationasexpressingoneselfclearly.Leadersareonlyasgoodastheinformationtheyhave,whichusuallycomesfromwatchingandlisteningtowhatisgoingonaroundthem.Thebestlistenersareactivelisteners.Passivelistenersarenotfocusedonunderstandingthespeaker.Listening2Individualswhoarelisteningactivelyexhibitacertainpatternofnonverbalbehaviors,donotdisruptthesender’smessage,trytoputthesender’smessageintotheirownwords,andscanthesenderforvariousnonverbalsignals.Activelisteningimprovesunderstandingandvisiblydemonstratesrespecttowardthespeaker.Listening3Leadersandfollowerscanimprovetheiractivelisteningskillsby:Demonstratingnonverballythattheyarelistening.Activelyinterpretingthesender’smessage.Attendingtothesender’snonverbalbehavior.Avoidingdefensivebehavior.Assertiveness1Assertivebehaviorandassertivenessskillsarecomposedofbehavioral,knowledgeorjudgment,andevaluativecomponents.Individualsexhibitingassertivebehaviorareabletostandupfortheirownrights,ortheirgroup’srights,inawaythatalsorecognizestheconcurrentrightofotherstodothesame.Differsfromacquiescenceandaggression.Acquiescence:Avoidinginterpersonalconflictentirelyeitherbygivingupandgivinginorbyexpressingone’sneedsinanapologetic,self-effacingway.Aggression:Attainingobjectivesbyattackingorhurtingothers.Figure8.4:RelationshipsbetweenAssertiveness,Acquiescence,andAggressionAccessthetextalternativeforslideimages.Assertiveness2LeaderswhofailtobeassertivewithfriendsandpeersruntheriskofbecomingvictimsoftheAbileneparadox.Abileneparadox:Occurswhensomeonesuggeststhatthegroupengageinaparticularactivityorcourseofaction,andnooneinthegroupreallywantstodotheactivity,andthisfeelingisexpressedonlyaftertheactivityiscompleted.Waystobehavemoreassertively.Using"I"statements.Askingforhelpwhenrequired.Learningtosaynotoothers.Monitoringone'sinnerdialogue.Beingpersistentwithoutbecomingirritated,angry,orloud.ConductingMeetings1Well-plannedandwell-ledmeetingsareavaluablemechanismforaccomplishingdiversegoals.Importantwayofexchanginginformationandkeepingopenlinesofcommunicationwithinandbetweenworkgroupsorvolunteerorganizations.ConductingMeetings2GuthandShaw’stipsforconductingmeetings.Determinewhetherameetingisnecessary.Listtheobjectives.Sticktotheagenda.Providepertinentmaterialsinadvance.Pickatimeandplaceasconvenientaspossibleforallparticipants.Encourageparticipation.Takeminutestokeeparecord.EffectiveStressManagement1Stress:Processbywhichoneperceivesandrespondstosituationsthatchallengeorthreatenhimorher.Responsesmayinclude:Increasedlevelsofemotionalarousal.Changesinphysiologicalsymptoms.Increasedperspiration,heartrate,cholesterollevel,orbloodpressure.Oftenoccursinsituationsthatarecomplex,demanding,orunclear.Stressors:Specificcharacteristicsinindividuals,tasks,organizations,ortheenvironmentthatposesomedegreeofthreatorchallengetopeople.EffectiveStressManagement2Leadersandfollowersbothexperiencestressdependingonsituations.Leadersfaceamajorstressfuleventatleastonceamonth.Followers’stresslevelsdependontheirleaders.Leadersplayasubstantialroleinhowstressfultheirfollowers’workexperienceis,forgoodorill.Stresscaneitherfacilitateorinhibitperformance,dependingonthesituation.Optimalstressdependsonthelevelofphysicalactivitythatataskdemandsoratask’sperceiveddifficulty.Stresshasbeenlinkedtoheartdisease,immunesystemdeficiencies,andthegrowthratesoftumors.EffectiveStressManagement3Guidelinesforeffectivestressmanagement.Monitorone'sstresslevelsandone'sfollowers.Identifythecauseofstress.Practiceahealthylifestyle.Learnhowtorelax.Developsupportiverelationships.Keepthingsinperspective.ApplytheA-B-CModeltochangeself-talk.A:Triggeringevent.B:One'sthinkingC:Feelingsandbehaviors.StepsforEffectiveProblemSolving1Identifyproblemsoropportunitiesforimprovementtoensurethatthetaskisclear.Analyzethecausesoftheproblemusingcause-and-effectdiagramandforcefieldanalysis.Developalternativesolutionsusingproceduressuchasthenominalgrouptechnique.Nominalgrouptechnique:Groupmemberswritedownideasonindividualslipsofpaper,whicharelatertransferredtoawhiteboardorflipchartfortheentiregrouptoworkwith.StepsforEffectiveProblemSolving2Selectandimplementthebestsolutionbasedonestablishedcriteria.Assesstheimpactofthesolutionusingmeasurablecriteriaofsuccess.Figure8.5:ACause-and-EffectDiagramAccessthetextalternativeforslideimages.Figure8.6:ForceFieldAnalysisExample:Startinga

PersonalExerciseProgramAccessthetextalternativeforslideimages.ImprovingCreativityBrainstormingstimulatescreativethinkingingroups.Seeingthingsinnewwaysenhancescreativitybutitcanbedifficultbecauseofamentalblockknownasfunctionalfixedness.Canbeovercomeinthefollowingways:Thinkingintermsofanalogies.Puttinganideaoraproblemintoapictureratherthanintowords.Leaderscanusetheirpowerconstructivelytoencouragetheopenexpressionofideas.Formingdiverseproblem-solvinggroupsincreasescreativitybutmayalsoincreaseconflict.SummaryEveryleadershouldbeequippedwiththefollowingskills:Buildingcredibility.Communication.Listening.Assertiveness.Conductingmeetings.Effectivestressmanagement.Problemsolving.Improvingcreativity.EndofMainContentCopyright?2022McGraw-HillEducation.Allrightsreserved.NoreproductionordistributionwithoutthepriorwrittenconsentofMcGraw-HillEducation.AccessibilityContent:TextAlternativesforImagesFigure8.1:TheCredibilityMatrix-TextAlternativeReturntoparent-slidecontainingimages.Thematrixcontainsfourquadrantslabeled1,2,3,and4.Thehorizontaldimensionislabeledexpertiseandrangesfromlowtohighwithscoresfrom1to5atintervalsof1.Theverticaldimensionislabeledtrustandrangesfromlowtohighwithscoresfrom1to5atintervalsof1.Leaderswhofallunderthefirstquadranthaveahighlevelofexpertiseandahighleveloftrust.Leaderswhofallunderthesecondquadranthavealowamountoftrustamongtheirfollowersbuthavesomeexpertiseintheirfield.Leaderswhofallunderthethirdquadrantcannotbetrustedeasilyastheyaremostlypeoplewhoarehirednew.Theyhavelowexpertiseintheirjobaswell.Leaderswhofallunderthefourthquadrantareexperiencedpeoplehiredfromotherdepartmentsandhencehaveahighamountoftrustwithinthecompany.Buttheyarenotupdatedwiththespecificsofajobandhencehavealowlevelofexpertise.Returntoparent-slidecontainingimages.Figure8.2:ASystemsViewofCommunication-TextAlternativeReturntoparent-slidecontainingimages.Thesystemsviewofcommunicationsconsistsofsixstages.Theyareasfollows:intention,expression,reception,interpretation,feedback,andnewintentions.Eachstagecomprisesasetofquestionsthathelpsinachievingthepurposeofcommunication.Thequestionsthatfallundertheintentionstageareasfollows:Whatdoyouwanttoaccomplish?Isyourpurposeclear?Whoneedstohearyou?Thequestionsthatfallundertheexpressionstageareasfollows:Whatmedium?Consistentverballyandnonverbally?Expressedwithreceiver’sframeofreferenceinmind?Expressedintermsreceiverwillunderstand?Toomuchinformationexpressedtooquickly?Importantpointsemphasized?Mightmessagebeambiguoustoothers?Ismessageconfoundedbysender’sfeelings?Biasesorinvalidassumptionsaboutreceiver?Areyoucommunicatingdirectlywiththereceiverorthroughothers?Thequestionsthatfallunderthereceptionstageareasfollows:Wasitseen?Wasitheard?Weretherecompetingmessagesorother“noise”?Aretherereasonsthereceiverwittinglyorunwittinglymayhavefilteredtheinformation?Hastimeorthemediumoftransmittaldilutedorchangedthemessage?Thequestionsthatfallundertheinterpretationstageareasfollows:Wasitunderstood?Dothereceiver’segoneedsinterferewithunderstanding?Dothereceiver’sbiasesorassumptionsinterferewithunderstanding?Thequestionthatfallsunderthefeedbackstageis“didyoucommunicatewhatyouintended?”Thisquestionisbasedonthehistoryofpriorcommunications,contextofrelationshipsandcommonpractices,andconcurrentevents.Oncethefeedbackisprovided,theleaderimprovisesonhiscommunication.Thisleadstothenewintentionsstage,inwhichheorsheasksthesamesetofquestionsthattheyaskedintheintentionsstage.Returntoparent-slidecontainingimages.Figure8.4:RelationshipsbetweenAssertiveness,Acquiescence,andAggression-TextAlternativeReturntoparent-slidecontainingimages.Acquiescenceisavoidingconflictbygivinguporgivinginkeepinginmindothers’interests.Aggressionisanefforttoattainobjectivesbyattackingorhurtingothers.Acquiescenceandaggressionaretwoextremes.Assertivenessistheoppositeofacquiescenceandaggression.Itinvolvesmakingdirectandfrankstatementswhileatthesametimewillingtoaddresstheinterestsofothersaswell.Returntoparent-slidecontainingimages.Figure8.5:ACause-and-EffectDiagram-TextAlternativeReturntoparent-slidecontainingimages.Thecausesarebasedonfourcategories.Theyarepeople,agenda,facilitiesandmaterials,andothermajorcauses.Thecausesofthedisasterunderthepeoplecategoryareasfollows:Timingofworkshopinterferedwithanothermandatorymeeting.Manyparticipantsunclearaboutworkshop’spurpose.Participantsnotnotifieduntillastminute.Thecausesofthedisasterundertheagendacategoryareasfollows:Didnotfinishthefinal(mostimportant)activity.N