領(lǐng)導(dǎo)學(xué)：在實(shí)踐中提升領(lǐng)導(dǎo)力（原書第10版）課件匯 理查德 第1-9章　我們所說的領(lǐng)導(dǎo)是什么 -追隨者的激勵(lì)

Chapter1WhatDoWeMeanbyLeadership?Copyright?2022McGraw-HillEducation.Allrightsreserved.NoreproductionordistributionwithoutthepriorwrittenconsentofMcGraw-HillEducation.ChapterOutlineIntroductionWhatisleadership?LeadershipmythsTheinteractionalframeworkforanalyzingleadershipIllustratingtheinteractionalframework:womeninleadershiprolesThereisnosimplerecipeforeffectiveleadershipIntroductionLivesofgreatmenallremindusWecanmakeourlivessublimeand,departing,leavebehindusfootprintsonthesandsoftime.HenryWadsworthLongfellow.ProfilesinLeadershipSheikhZayedbinSultanAlNahyanBillGatesAlexanderHamiltonHarryTrumanPaulRevereLeadership1Complexphenomenoninvolvingaleader,hisorherfollowers,andasituation.Becauseofthecomplexityofleadership,leadershipresearchershavedefinedtheconceptinmanydifferentways:Processbywhichanagentinducesasubordinatetobehaveinadesiredmanner.Directingandcoordinatingtheworkofgroupmembers.Interpersonalrelationinwhichotherscomplybecausetheywantto,notbecausetheyhaveto.Leadership2Processofinfluencinganorganizedgrouptowardaccomplishingitsgoals.Actionsthatfocusresourcestocreatedesirableopportunities.Creatingconditionsforateamtobeeffective.Theabilitytoengageemployees,theabilitytobuildteams,andtheabilitytoachieveresults.Thefirsttworepresentthehowandthelatterthewhatofleadership.Acomplexformofsocialproblemsolving.DifferencebetweenSuccessfulManagersandEffectiveManagersSuccessfulmanagersThosepromotedquicklythroughtheranksSpendmoretimeinorganizationalsocializingandpoliticking.Spendlesstimeontraditionalmanagementresponsibilitiessuchasplanninganddecisionmaking.EffectivemanagersMakerealcontributionstotheirorganization’sperformance.LeadershipIsBothaScienceandanArtBass&Stogdill’sHandbookofLeadership:Theory,Research,andManagerialApplicationscitesapproximately8,000studiesonleadership.Reflectsthescopeofthescienceofleadership.Leadershipremainspartlyanartaswellasascience.Somemanagersmaybeeffectiveleaderswithouteverhavingtakenacourseortrainingprograminleadership.Somescholarsinthefieldofleadershipmayberelativelypoorleadersthemselves.Skillsinanalyzingandrespondingtosituationsvarygreatlyacrossleaders.LeadershipIsBothRationalandEmotional1Leadershipincludesactionsandinfluencesbasedon:Reasonandlogic.Inspirationandpassion.Sincepeoplearebothrationalandemotional,leadersuserationaltechniquesandemotionalappealstoinfluencefollowers.Leadersshouldweightherationalandemotionalconsequencesoftheiractions.Arousedfeelingscanbeusedeitherpositivelyornegatively,constructivelyordestructively.Someleadershavebeenabletoinspireotherstodeedsofgreatpurposeandcourage.LeadershipIsBothRationalandEmotional2Themerepresenceofagroupcancausepeopletoactdifferentlythanwhentheyarealone.Somescholarssuggestthattheveryideaofleadershipmayberootedinpeople'semotionalneeds.Romanceofleadershipmaybeaculturalmyththathasutilityonlyuntilitaffectshowpeoplecreatemeaningaboutcausaleventsincomplexsocialsystems.DistinctionsbetweenManagersandLeadersManagers:Administer.Maintain.Control.Haveashort-termview.Askhowandwhen.Imitate.Acceptthestatusquo.Leaders:Innovate.Develop.Inspire.Havealong-termview.Askwhatandwhy.Originate.Challengethestatusquo.Figure1.1:LeadershipandManagementOverlapAccessthetextalternativeforslideimages.LeadershipMyths1Goodleadershipisallcommonsense.Thetermcommonsenseisambiguous.Ifleadershipweresimplycommonsense,thentherewouldbefewerworkplaceproblems.Onechallengeofunderstandingleadershipmaybetoknowwhencommonsenseappliesandwhenitdoesnot.LeadershipMyths2Leadersareborn,notmade.Innatefactorsandformativeexperiencesinfluencebehaviorandleadership.Thereisageneticcomponenttointelligence,butaleadermightrequireadvancededucationinspecializedfieldsaswell.LeadershipMyths3Researchshowscognitiveabilitiesandpersonalitytraitsarepartiallyinnate.Naturaltalentsorcharacteristicsmayoffercertainadvantagesordisadvantagestoaleader.Differentenvironmentscannurtureorsuppressdifferentleadershipqualities.LeadershipMyths4Theonlyschoolwhereleadershipislearntfromistheschoolofhardknocks.Formalstudyandexperientiallearningcomplementeachother.Formalstudyofleadershipprovidesstudentswithavarietyofwaysofexaminingaparticularleadershipsituation.Studyingthedifferentwaysresearchershavedefinedandexaminedleadershiphelpsstudentsusethesedefinitionsandtheoriestobetterunderstandwhatisgoingoninanyleadershipsituation.Figure1.2:AnInteractionalFrameworkforAnalyzingLeadershipAccessthetextalternativeforslideimages.Source:AdaptedfromE.P.Hollander,LeadershipDynamics:APracticalGuidetoEffectiveRelationships(NewYork:FreePress,1978).TheInteractionalFrameworkforAnalyzingLeadershipStatesthatleadershipisafunctionofthreeelements—theleader,thefollowers,andthesituation.Example:In-groupsandout-groups.In-groups:Highdegreeofmutualinfluenceandattractionbetweentheleaderandafewsubordinates.Thesubordinatesfeelahighdegreeofloyalty,commitment,andtrusttowardtheleader.Othersubordinatesbelongtotheout-group.LeaderasanIndividual1Characteristicsinclude:Uniquepersonalhistory.Interests.Charactertraits.Motivation.Effectiveleadersdifferfromtheirfollowersandfromineffectiveleadersonelementssuchaspersonalitytraits,cognitiveabilities,skills,andvalues.Leadersaregenerallycalmandarenotpronetoemotionaloutbursts.LeaderasanIndividual2LeadersappointedbysuperiorsmayhavelesscredibilityandmaygetlessloyaltyLeaderselectedoremergingbyconsensusfromranksoffollowersareviewedasmoreeffective.Leader’sexperienceorhistoryinaparticularorganizationisusuallyimportanttoherorhiseffectiveness.Leader’slegitimacyisaffectedbytheextentoffollowerparticipationinaleader’sselection.Followers1Bothpractitionersandscholarsstresstherelatednessofleadershipandfollowership.Followingaspectsoffollowersaffecttheleadershipprocess:ExpectationsPersonalitytraitsMaturitylevelsLevelsofcompetenceMotivationFollowers2Workerswhosharealeader’sgoalsandvalues,andwhofeelintrinsicallyrewardedforperformingajobwellmaybemoremotivated.Followingfactorshavesignificantimplications:Numberoffollowersreportingtoaleader.Followers’trustandconfidenceintheleader.Followers3Importanceoftheleaderandfollowerrelationshiphasundergonedynamicchangeforthefollowingreasons:Increasedpressuretofunctionwithreducedresources.Trendtowardgreaterpowersharinganddecentralizedauthorityinorganizations.Increaseincomplexproblemsandrapidchangesinanorganizationcreatingthedemandformorepeopletosolvethem.Followers4Waysinwhichfollowerscantakeonnewleadershiprolesandresponsibilitiesinthefuture.Beingproactiveintheirstancetowardorganizationalproblemsbyplayinganactiveandconstructiverolecollaboratingwithleadersinsolvingproblems.Contributingtotheleadershipprocessbybecomingskilledat"influencingupward."Stayingflexibleandopentoopportunities.Alternativeapproachtounderstandingfollowership.Constructionistapproach:Viewsleadershipascombinedactsofleadingandfollowingbydifferentindividuals,whatevertheirformaltitlesorpositionsinanorganizationmaybeTheSituationLeadershipmakessenseinthecontextofhowtheleaderandfollowersinteractinagivensituation.Mostambiguousaspectoftheleadershipframework.IllustratingtheInteractionalFramework:WomeninLeadershipRoles1Womenaretakingonnewleadershiprolesingreaternumbersthaneverbefore.Problemsthatconstraintheopportunityforcapablewomentorisetothehighestleadershiprolesinorganizationsstillexist.IllustratingtheInteractionalFramework:WomeninLeadershipRoles2Findingsfromstudiesregardingproblemsthatconstrainwomenfromgainingleadershiproles.Mentorsofwomenexecutiveshadlessorganizationalinfluenceandcloutthandidthementorsoftheirmalecounterparts.Comparedtomen,women’strustineachotherdecreaseswhenworksituationsbecomemoreprofessionallyrisky.Strongmasculinestereotypeofleadershipcontinuestoexistintheworkplace.Womenareseenaslesswellsuitedtotherequirementsofleadershipthanmen.Womenareviewedasmoreapttoallowtheirdecisionsandactionstobe"controlled"bytheiremotions.IllustratingtheInteractionalFramework:WomeninLeadershipRoles3Practiceinteractiveleadership.Interactiveleadershipdevelopedbywomen’ssocializationexperiencesandcareerpaths.Factorsthatexplaintheshifttowardmorewomeninleadershiproles.Womenthemselveshavechanged.Leadershiproleshavechanged.Organizationalpracticeshavechanged.Culturehaschanged.IllustratingtheInteractionalFramework:WomeninLeadershipRoles4Glasscliff:Femalecandidatesforanexecutivepositionaremorelikelytobehiredthanequallyqualifiedmalecandidateswhenanorganization’sperformanceisdeclining.Challengeforwomeninadditiontotheglassceiling.Reflectsagreaterwillingnesstoputwomeninprecariouspositions.Thewomen’suseofinteractiveleadershiphasitsrootsinsocialization,andthewomenintervieweesbelievethatitbenefitstheirorganizations.ThingstoKeepinMindforEffectiveLeadership

1Leadershipmustalwaysbeassessedinthecontextoftheleader,thefollowers,andthesituation.Leadersmayneedtorespondto:Variousfollowersdifferentlyinthesamesituation.Samefollowersdifferentlyindifferentsituations.ThingstoKeepinMindforEffectiveLeadership

2Followersmayrespondto:Variousleadersdifferently.Eachotherdifferentlywithdifferentleaders.Twoleadersmayhavedifferentperceptionsofthesamefollowersorsituations.Conclusion:Therightbehaviorinonesituationisnotnecessarilytherightbehaviorinanothersituation.SummaryLeadershipistheprocessofinfluencinganorganizedgrouptowardachievingitsgoals.Considerableoverlapexistsbetweenleadershipandmanagement.Studyofleadershipmustalsoincludetwootherareas:thefollowersandthesituation.Goodleadershipmakesadifference,anditcanbeenhancedthroughgreaterawarenessoftheimportantfactorsinfluencingtheleadershipprocess.EndofMainContentCopyright?2022McGraw-HillEducation.Allrightsreserved.NoreproductionordistributionwithoutthepriorwrittenconsentofMcGraw-HillEducation.AccessibilityContent:TextAlternativesforImagesFigure1.1:LeadershipandManagementOverlap-TextAlternativeReturntoparent-slidecontainingimages.Thecirclesareoverlappingeachother.Oneislabeledleadershipandtheotherislabeledmanagement.Returntoparent-slidecontainingimages.Figure1.2:AnInteractionalFrameworkforAnalyzingLeadership-TextAlternativeReturntoparent-slidecontainingimages.Theframeworkconsistsofthreeelements:leader,followers,andsituation.Thecomponentsundertheleaderelementarepersonality,position,expertise,andsoon.Thecomponentsunderthefollowerselementarevalues,norms,cohesiveness,andsoon.Thecomponentsunderthesituationelementaretask,stress,environment,andsoon.Leadershipisanalyzedusingthesethreeelements.Theoverlappingcirclesdepictthatthereisaninteractionamongtheleaderandhisorherfollowers,betweentheleaderandthesituationathand,andbetweenthefollowersandthesituationtheymustworkin.Returntoparent-slidecontainingimages.Chapter2LeaderDevelopmentCopyright?2022McGraw-HillEducation.Allrightsreserved.NoreproductionordistributionwithoutthepriorwrittenconsentofMcGraw-HillEducation.ChapterOutlineIntroductionTheaction–observation–reflectionmodelThekeyroleofperceptioninthespiralofexperienceReflectionandleadershipdevelopmentMakingthemostofyourleadershipexperiences:learningtolearnfromexperienceBuildingyourownleadershipself-imageLeaderDevelopmentTherearestructuredandplannedapproachestodevelopinginternalleadersorleaders-to-be.Formaltrainingisthemostcommonapproachtodevelopingleaders.Althoughresearchconsistentlyshowsthatit’snotthemosteffectivemethod.Leadershipandlearningareindispensabletoeachother.JohnF.Kennedy.TheAction–Observation–ReflectionModelShowsthatleadershipdevelopmentisenhancedwhentheexperienceinvolvesthefollowingprocesses:ActionObservation.ReflectionSpiralofexperience.Mostproductivewaytodevelopasaleader.Figure2.1:TheSpiralofExperienceAccessthetextalternativeforslideimages.KeyRoleofPerceptionintheSpiralofExperienceExperiencedependsonwhateventshappentooneandhowoneperceivesthoseevents.Perceptionaffectsallthreephasesoftheaction,observation,andreflectionmodel.Peopleactivelyshapeandconstructtheirexperiences.PerceptionandObservationObservationandperceptionbothdealwithattendingtoeventsaroundaperson.Peopleareselectiveinwhattheyattendtoandwhattheyperceive.Aphenomenonthatdemonstratesthisselectivityiscalledperceptualset.Perceptualsetcaninfluenceanyofone’ssenses.Itisthetendencyorbiastoperceiveonethingandnotanother.Feelings,needs,priorexperiences,andexpectationscanalltriggeraperceptualset.Stereotypesaboutgender,race,andthelikerepresentpowerfulimpedimentstolearningbecausetheyfunctionasfiltersthatdistortone’sobservations.PerceptionandReflection1Perceptioninfluencesreflection.Reflectionishowhumansinterprettheirobservations.Perceptionisinherentlyaninterpretive,orameaning-making,activity,ofwhichattributionisanimportantaspect.Attributions:Explanationsthatonedevelopsforthecharacteristics,behaviors,oractionstowhichheorsheattendsto.PerceptionandReflection2Factorsthataffecttheattributionprocess.Fundamentalattributionerror:Tendencytooverestimatethedispositionalcausesofbehaviorandunderestimatetheenvironmentalcauseswhenothersfail.Self-servingbias:

Tendencytomakeexternalattributionsforone’sownfailuresandmakeinternalattributionsforone’sownsuccesses.Actororobserverdifference:Referstothefactthatpeoplewhoareobservinganactionaremuchmorelikelythantheactortomakethefundamentalattributionerror.Apartfromperceptionandattribution,reflectionalsoinvolveshigherfunctionslikeevaluationandjudgment.PerceptionandActionResearchshowsthatperceptionsandbiasesaffectsupervisors’actionstowardpoorlyperformingsubordinates.Self-fulfillingprophecyisaperceptualvariablethatcanaffectactions.Self-fulfillingprophecy:Occurswhenone'sexpectationsorpredictionsplayacausalroleinbringingabouttheeventsheorshepredicts.Aperson’sexpectationsaboutanothermayinfluencehowheactstowardher,andinreactiontohisbehaviorshemayactinawaythatconfirmshisexpectations.ReflectionandLeadershipDevelopmentReflectionoffersleadersinsightsaboutframingproblemsdifferently,viewingsituationsfrommultipleperspectives,andunderstandingsubordinatesbetter.Managerstendtoignorereflectionbecausetheylacktimeorbecauseoftheirtaken-for-grantedbeliefsaboutleadershipthatmanypeoplehave.Leadershipdevelopmentcanbeenhancedbyraisingimplicitbeliefstoconsciousawarenessinordertoaidthoughtfulreflection.FundamentalArchetypesofLeadershipTeacherandmentorFatherandjudgeWarriorandknightRevolutionaryandcrusaderVisionaryandalchemistSingle-andDouble-LoopLearningSingle-loop

learnersseekrelativelylittlefeedbackthatmaysignificantlyconfronttheirfundamentalideasoractions.Individualslearnonlyaboutsubjectswithinthecomfortzoneoftheirbeliefsystems.Double-looplearninginvolvesbeingwillingtoconfrontone’sownviewsandinvitingotherstodothesameMasteringdouble-looplearningisviewedaslearninghowtolearn.Unaidedlearningisenhancedthroughapracticeofsystematicreflectionoraftereventreviews

orAERs.MakingtheMostofOne'sLeadershipExperiences:LearningtoLearnfromExperienceLearningeventsanddevelopmentalexperiencesthatpunctuateone’slifearestressful.Beingabletogoagainstthegrainofone’spersonalhistoricalsuccessrequiresastrongcommitmenttolearningandawillingnesstoletgoofthefearoffailureandtheunknown.Tobesuccessful,learningmustcontinuethroughoutlifeandbeyondthecompletionofone’sformaleducation.LeaderDevelopmentinCollege1Programsonleadershipstudiesarebeingofferedbymanyhighereducationinstitutionsandcolleges.Leadershipprogramsshouldbemultidisciplinaryandshouldcultivatevaluesrepresentedinthebroaderfield.Servicelearningisusedtoinculcatevaluessuchassocialresponsibilityandtheexpectationtobecomeengagedinone’scommunity.Shouldfocusonexpecteddevelopmentaloutcomes,withassociatedassessmentandevaluationtodetermineprogrameffectiveness.LeaderDevelopmentinCollege2Somekeycurricularcomponentsofcollege-basedleadershipstudiesprogramsincludecourseworkexamining,foundationaltheories,andconceptsinleadership.Differentleaderdevelopmentmethodsmaybeusedbeyondservicelearning.Somecoursesorprogramelementsmightinvolveindividualizedfeedbacktostudentsintheformof:Personality,intelligence,values,orinteresttestscores.Leadershipbehaviorratings.LeaderDevelopmentinCollege3Casestudiesandroleplayingareusedasvehiclesforleadershipdiscussions.Simulationsandgamesarestructuredactivitiesdesignedtomirrorthechallengesordecisionscommonlyfacedintheworkenvironment.LeaderDevelopmentinOrganizationalSettings1

Leaderdevelopmentprovidedinorganizationsisnotjustfortheindividual’spersonaldevelopmentbutalso(andmaybeprimarily)fortheorganization’sbenefit.Researchindicatesthatreturnoninvestment

orROIforinvestmentsusedinleadershipdevelopmentarebothpositiveandsubstantial.Numerousleadershiptrainingprogramsareaimedatleadersandsupervisorsinindustryandpublicservice.LeaderDevelopmentinOrganizationalSettings2Programcontentdependsontheorganizationlevelofparticipants.First-levelsupervisors.Mid-levelmanagers.LeaderDevelopmentinOrganizationalSettings3Programsforfirst-levelsupervisorsuselectures,casestudies,androle-playingexercisestoimprovesupervisoryskillsTheprogramsformid-levelmanagersfocuson:Improvinginterpersonal,oralcommunication,andwrittencommunicationskillsGivingtipsontimemanagement,planning,andgoalsettingLeaderDevelopmentinOrganizationalSettings4Mid-levelmanagerprogramsrelyonindividualizedfeedback,casestudies,presentations,role-playing,simulations,andin-basketexercises

tohelpleadersdevelop.Participantsaregivenalimitedamountoftimetoprioritizeandrespondtoanumberofnotes,letters,andphonemessagesfromafictitiousmanager’sin-basketIn-basketexercisesareusefulinassessingandimprovingamanager’splanningandtimemanagementskills.LeaderDevelopmentinOrganizationalSettings5Congerstatesthatamulti-tieredapproachiseffectiveandshouldfocusonpersonalgrowth,skillbuilding,feedback,andconceptualawareness.Someapproachestoleadershipdevelopmentemphasizeindividualizedfeedbackabouteachperson’sstrengthsandweaknessesbasedonstandardizedassessmentmethods.Othersemphasizethatleaderdevelopmentinthe21stcenturymustoccurinmorelifelikesituationsandcontexts.LeadershipprogramsforseniorexecutivesandCEOsfocusonstrategicplanning,publicrelations,andinterpersonalskills.ActionLearningTraditionaltrainingprogramsinvolvepersonneltakingleadershipclassesduringworkhours.Suchtrainingaddressescommonleadershipissues,butitsartificialnaturemakesitdifficulttotransferconceptstoactualworksituations.Actionlearningreferstotheuseofactualworkissuesandchallengesasthedevelopmentalactivityitself.Worksonthephilosophythatbestlearninginvolveslearningbydoing.Conductedinteamsofworkcolleagueswhoareaddressingrealcompanychallenges.DevelopmentPlanning1Tomakeenduringbehavioralchanges,leadersmustprovidepositiveanswerstothefollowingfivequestions:Doleadersknowwhichoftheirbehaviorsneedtochange?Istheleadermotivatedtochangethesebehaviors?Doleadershaveplansinplaceforchangingtargetedbehaviors?Doleadershaveopportunitiestopracticenewskills?Areleadersheldaccountableforchangingtargetedbehaviors?DevelopmentPlanning2Gooddevelopmentplansareconstantlybeingrevisedasnewskillsarelearnedornewopportunitiestodevelopskillsbecomeavailable.Developmentplanningprovidesamethodologyforleaderstoimprovetheirbehaviorevenastheygoabouttheirdailyworkactivities.CoachingAkeyleadershipskillthatcanhelpleadersimprovethebenchstrengthofthegroup,whichinturnshouldhelpthegroupaccomplishitsgoals.Canhelpretainhigh-qualityfollowers.Processofequippingpeoplewiththetools,knowledge,andopportunitiestheyneedtodevelopandbecomemoresuccessful.Typesofcoaching.Informalcoaching:

Takesplacewheneveraleaderhelpsfollowerstochangetheirbehaviors.Formalcoachingprograms:Designedforthespecificneedsandgoalsofindividualexecutivesandmanagersinleadershippositions.PetersonandHicks:TheFiveStepsofInformalCoachingForgingapartnershipInspiringcommitmentGrowingskills.PromotingpersistenceShapingtheenvironmentInformalCoachingProcesscanbeusedtodiagnosewhybehavioralchangeisnotoccurringandwhatcanbedoneaboutit.Cananddoesoccuranywhereintheorganizationandiseffectiveforbothhigh-performingandlow-performingfollowers.Increasesindifficultywhenitoccurseitherremotelyoracrosscultures.FeaturesofFormalCoaching1One-on-onerelationshipbetweenmanagerandcoachlastsfromsixmonthstomorethanayear.Processbeginswithanassessmentofthemanagertoclarifydevelopmentneeds.Coachandmanagermeetregularlytoreviewtheresultsofthefeedbackinstruments.FeaturesofFormalCoaching2Roleplaysandvideorecordingsareusedextensively,andcoachesprovideimmediatefeedback.Outcomesofcoachingprograms.Clarificationofmanagers’values.Identificationofdiscrepanciesbetweenmanagers’espousedvaluesandtheiractualbehaviors.Developmentofstrategiestobetteralignmanagers’behaviorswiththeirvalues.FeaturesofFormalCoaching3Formalcoachingprogramscancostmorethan100,000dollars.Coachingmaybemoreeffectiveatchangingbehaviorthanmoretraditionallearningandtrainingapproaches.Mentoring1Personalrelationshipinwhichamoreexperiencedmentoractsasaguide,rolemodel,andsponsorofalessexperiencedprotégéMentor:Experiencedpersonwillingtotakeanindividualunderhisorherwing.Usuallysomeonetwotofourlevelshigherinanorganization.Providesprotégéswithknowledge,advice,challenge,counsel,andsupportaboutcareeropportunities,organizationalstrategyandpolicy,andofficepolitics.Mentoring2Notthesameascoachingbecause:Itmaynottargetspecificdevelopmentneeds.Guidanceisprovidedbysomeoneseveralleadershiplevelshigherintheorganizationandnottheimmediatesupervisor.Mentormaynotevenbepartoftheorganization.Mentoring3Thereareformalandinformalmentoringprograms.Informalmentoringoccurswhenaprotégéandmentorbuildalong-termrelationshipbasedonfriendship,similarinterests,andmutualrespect.Inaformalmentoringprogram,theorganizationassignsarelativelyinexperiencedbuthigh-potentialleadertoatopexecutiveinthecompany.Oftenusedtoacceleratethedevelopmentoffemaleorminorityprotégés.Informalmentoringmaybemoreeffectivethanformalmentoringasitcreatesastrongeremotionalbondandcanlastalifetime.BuildingOne'sOwnLeadershipSelf-ImageNoteveryonewantstobealeaderorbelievesheorshecanbe.Manypeoplearesellingthemselvesshort.Peoplewhowanttoavoidtheresponsibilitiesofleadershipshouldkeepanopenmindabouttheimportanceandpervasivenessofleadership.SummaryOnewaytoaddvaluetoone'sleadershipcoursesandexperiencesisbyapplyingtheaction,observation,andreflectionmodel.Tobecomeabetterleader,onemustseekchallengesandtrytomakethebestofanyleadershipopportunity.Behaviorchangeeffortsaremostsuccessfulifsomeformalsystemorprocessofbehavioralchangeisputintoplace.Thesesystemsincludeactionlearning,developmentplanning,informalandformalcoachingprograms,andmentorships.Leaderscanhelptheirfollowerswithbehavioralchangethroughcoachingormentoringprograms.EndofMainContentCopyright?2022McGraw-HillEducation.Allrightsreserved.NoreproductionordistributionwithoutthepriorwrittenconsentofMcGraw-HillEducation.AccessibilityContent:TextAlternativesforImagesFigure2.1:TheSpiralofExperience-TextAlternativeReturntoparent-slidecontainingimages.Leadershipdevelopmentisenhancedasonetravelsalongthespiralofexperience.Eachofthethreeprocessesconsistsofquestionsthataleaderneedstoaddresstolearnfromhisorherexperience.Thequestionunderthe“action”processis“whatdidyoudo?”Thequestionunderthe“observation”processis“whathappenedintermsoftheresultsandtheimpactonothers?”Thequestionsunderthe“reflection”processare“howdoyoulookatitnow?”and“howdoyoufeelaboutitnow?”Returntoparent-slidecontainingimages.Chapter3SkillsforDevelopingYourselfasaLeaderCopyright?2022McGraw-HillEducation.Allrightsreserved.NoreproductionordistributionwithoutthepriorwrittenconsentofMcGraw-HillEducation.ChapterOutlineIntroductionYourfirst