CPL 120 Exam 1

Chapters 1-3

leader vs leadership

leader

the skillsets of an individual (a person)

leadership

the process of influencing an organized group toward accomplishing goals (a process)

interactional framework for analyzing leadership

interactional framework

the relationship between the leader, the followers, and the situation/context

leadership vs management

leader

leaders do the right thing

risk taking, dynamic, creativity, change, vision, long-term, what/why

manager

managers do things right

efficiency, planning, procedures, control, consistency, short-term, how/when

heroic theory, in/out group, interactive leadership, hubristic leaders

heroic theory

perception that leadership is a personal trait expressed independently from the situation (shifted away from this)

in/out group

connection of followers/subordinates with the leader and/or mission

leaders have more influence over in-group followers

interactive leadership

enhance others’ self worth, believe performance results increase when people like their work and feel good about themselves

hubristic leaders

ignore advice/critiques; obsessed with power and unconditional positive self-regard; see the world as “an arena [to] exercise power and seek glory; concern with image and presentation; excessive confidence, restless, reckless, impulsive

Robert Kelley’s styles of followership

types of followers

passive follower (passive + dependent critical thinker) - the sheep

alienated (passive + independent critical thinker) - cynic/skeptic

conformist (active + dependent critical thinker) - yes people

exemplary (active + independent critical thinker) - lead as a follower

pragmatic (bounce around) - survivor

role vs constructionist approach

role approach

functioning within a role

take on new leadership roles, do your own tasks, influencing upward, openness to change and self development

constructionist approach

collaborative/flexible approach

leadership is combined acts of leading and following regardless of title, followers may lead, leaders may follow

narrow band of acceptable behavior

narrow band of acceptable behavior

the more a person looks like, acts like, dresses like, and talks like the other leaders in a group, the wider the ban of acceptable behavior

leader vs leadership development

leader development

individual skills - facilitate growth in an individual’s perspective/skills

leadership development

interactional skills - develop shared properties of the whole group

degree of trust + enhanced reward systems - encourage collaborative behavior

AOR model + spiral of experience

action-observation-reflection (AOR) model

reflecting on past actions to determine future actions

making the most of an experience is key to developing one’s leader abilities

perception + lenses, attribution, self-fulfilling prophecy

perception

we are selective in what we attend to rather than attending to all aspects in a situation

perception + observation

the lenses we use while observing a situation

binoculars

zoomed out & look long term

magnifying glass

focus on the tiny details

bifocals

looking at two (or more) perspectives

rose colored glasses

focus on the positives

blindfolds

the mental processes of past events or potential future events

perception + reflection =

attribution

attribution

when we interpret our perception and make sense of it

fundamental attribution error

it’s their fault, not the situation

self-serving bias

it’s my environment, not me

actor/observer bias

the observer is more likely to make the fundamental attribution error than the actor

perception and action

self-fulfilling prophecy

self-fulfilling prophecy

what you perceive will happen impacts your performance (your mindset influences your actions)

single vs double loop

single loop learning

seek relatively little feedback, belief system becomes self-sealing and self-fulfilling, may achieve goals but do not question the validity of the goals

double loop learning

willingness to confront your own views and invite others to do so too, learning how to learn, can change leadership styles via questions and assumptions

methods of leader development

action learning, developmental learning, coaching, mentoring

action learning

learning by doing

developmental learning

more of a process than a plan, which is revised as skills grow

coaching

equipping people with tools/knowledge/opportunities for success

mentoring

personal relationship with a guid, role model, or sponsor

cultural archetypes from metaphors of leadership

using activities to isolate individuals’ preconceived notions about leadership and raise them to conscious awareness to discuss and explore

teacher-mentor

cares about developing others and work beside them like a model

father-judge

provides oversight, control, guidance, and protection

warrior-knight

takes risks and action in a crisis

revolutionary-crusader

challenges the status quo

visionary-alchemist

imagines new possibilities

first 90 days as a leader

your first three months are make or break

30 days before

do your homework (company’s origins, goals, values, successes, shortcomings)

pre-hire data gathering + post-hire activities

the first day

you only get one first impression

1. meet your boss

2. meet your team

identify objectives, strengths/weaknesses, communication styles, plans

the first two weeks

laying the foundation

1. learn all you can

2. develop relations

3. seek future allies

meet team members, peers, and stars

first two months

strategy, structure, staffing

1. determine direction

2. structure properly

external perspective, socialize decisions, get feedback

month three

communicate/drive change

1. meet with the entire team

2. meet offsite

share observations, visions and expectations, and get on the same page (change must be tangible)

learning from experience

you can enhance the learning value of experiences by:

1. creating opportunities to get feedback (an open door policy isn’t enough

2. taking a 10% stretch (extending behavior beyond your comfort zone)

3. learning from others (you can learn from anyone!)

4. keeping a journal of daily leadership events (“objectivize” your experience)

5. having a developmental plan (identify goals for self-improvement)

building technical competence

the knowledge of repertoire and behaviors to successfully complete a task

why is building technical competence important?

1. determine how the job contributes to the overall mission

2. become an expert in the job

3. seek opportunities to broaden experiences

building effective relationships with superiors

understand the superior’s world and adapt to the superior’s style

building effective relationships with peers

recognize common interests; understand peers’ tasks, problems, and rewards; practicing a theory Y attitude - the belief that most people want to be good at what they do

developmental planning

systematic process of building knowledge or changing behavior

1. conduct a GAPS analysis (goals, abilities, perceptions, standards)

2. identifying and prioritizing developmental needs (gaps of GAPS)

3. bridging the gaps (build a high-impact development plan)

4. reflect on learning (modify the plan)

5. transferring learning to new environments (process over product)