Fluent Essays

You have been selected to appear on the show to serve as Leadership Expert: Are Leaders Born or Made?You must submit a deliverable (minimum 2 pages) in the assigned teams discussion forum (equivalent to a one to two page word document).You are encouraged to be original and creative in your delivery of information. Television personalities are a MUST! A sense of humor coupled with accurate research is encouraged. Each deliverable must be accompanied by a minimum of 2 documented sources (limited to the textbook and one additional PEER REVIEWED academic source). You MUST include information from the chapter reading assignment AND one peer reviewed article to meet my expectations. Including information from the text means using concepts, terms, and researched information that is pertinent to your deliverable regardless of your job roles. hughes9e_ppt_ch03.pptx leadership_enhancing_the_lessons_9th_edition.c2__2_.pdf hughes9e_ppt_ch03__3_.pdf hughes9e_ppt_ch04.pdf Unformatted Attachment Preview Chapter 3 Skills for Developing Yourself as a Leader © McGraw-Hill Education. All rights reserved. Authorized only for instructor use in the classroom. No reproduction or further distribution permitted without the prior written consent of McGraw-Hill Education. Chapter Outline • Your first 90 days as a leader • Learning from experience • Building technical competence • Building effective relationships with superiors • Building effective relationships with peers • Development planning © McGraw-Hill Education Figure 3.1: New Leader Onboarding Road Map Jump to Figure 3.1: New Leader Onboarding Road Map, Appendix © McGraw-Hill Education Preparing for an Interview Candidates should gather as much information about their potential company as they can • Sources of information include Websites, annual reports, press releases, and marketing literature • Can also use Facebook, LinkedIn, Plaxo, and other social networking sites to set up informational interviews with people inside the organization © McGraw-Hill Education The First Day: Making a First Impression, 1 The first meeting with the boss happens in the boss’s office and lasts an hour • Key topics to address in the meeting • Identifying the team’s key objectives, metrics, and important projects • Understanding the boss’s view of team strengths and weaknesses • Working through meeting schedules and communication styles • Sharing plans for the day and the next several weeks © McGraw-Hill Education The First Day: Making a First Impression, 2 • New hires could end discussions by arranging a follow-up meeting with their bosses to review progress and to ask whether weekly or monthly one-on-one meetings would be helpful • New leaders should also meet with their entire teams the first day on the job © McGraw-Hill Education First Two Weeks, 1 New leaders should meet people both inside and outside the team • Key objectives for these meetings are: • Learning as much as possible • Developing relationships • Determining future allies © McGraw-Hill Education First Two Weeks, 2 One-on-one meetings with key team members should provide the leader with answers to critical questions • What is the team member working on? • What are the team member’s objectives? • Who are the “stars” a level or two down in the organization? • What are the people issues on the team? • What can the team do better? • What advice do team members have for the new leader, and what can the new leader do to help team members? © McGraw-Hill Education First Two Weeks, 3 New leaders should minimize their personal interactions with direct reports during their first two months on the job • Should discuss the following during meetings: • Their peers’ objectives, challenges, team structure, etcetera • Their perspectives on what the new leader’s team does well and could do better • Their perspectives on the new leader’s team members • How to best communicate with the boss • How issues get raised and decisions made on their boss’s team © McGraw-Hill Education First Two Weeks, 4 New leaders should make it clear that they want and appreciate their peers’ help • Should schedule regular meetings with their peers to build relationships New leaders should meet with their stars during the first two weeks on the job • Stars can provide ideas for improving team performance and are likely candidates for direct report positions should the new leader decide to change the structure of the team © McGraw-Hill Education First Two Weeks, 5 New leaders should try to meet with individuals who were once part of the team but have taken positions in other parts of the organization • Offer unique insights into the history of the team and team members © McGraw-Hill Education First Two Months: Strategy, Structure, and Staffing, 1 Leader should gather more information, determine the direction, and finalize the appropriate structure and staffing for the team for the next six weeks Tasks to be performed include: • Gathering benchmarking information from other organizations • Meeting with key external customers and suppliers • Meeting with the former team leader, if appropriate © McGraw-Hill Education First Two Months: Strategy, Structure, and Staffing, 2 New leaders need to be able to articulate: • Where the team has been and where it needs to go over the next one to three years • What the team needs to accomplish and what changes will be needed to make this happen • Their expectations for team members Once the proposed changes have been agreed to, new leaders need to have one-on-one meetings with all team members affected by any strategy, structure, and staffing decisions • New leaders should seek feedback from peers and recruiters © McGraw-Hill Education Third Month: Communicate and Drive Change, 1 Things to do include: • Articulating how the team will win • Identifying the what, why, and how of any needed changes • Defining a clear set of expectations for team members Major events for the third month • Meet with the entire team • Meet off-site with direct reports if the team is large © McGraw-Hill Education Third Month: Communicate and Drive Change, 2 Key objectives of the off-site meeting • Get agreement on the critical attributes and values of team members • Create a team scorecard • Establish an operating rhythm • Establish task forces to work on key change initiatives © McGraw-Hill Education Learning From Experience Leadership practitioners can enhance the learning value of experiences by: • Creating opportunities to get feedback • Taking a 10 percent stretch • Learning from others • Keeping a journal of daily leadership events • Having a developmental plan © McGraw-Hill Education Technical Competence, 1 • Concerns the knowledge and repertoire of behaviors one can utilize to complete a task successfully • Followers with technical competence earn better performance appraisal ratings, exert influence in their groups, and are more likely to be a member of a leader’s in-group • Related to improved managerial promotion rates, better training skills, lower rates of group conflict, reduced levels of role ambiguity, and higher motivation levels among followers for leaders © McGraw-Hill Education Technical Competence, 2 Steps in building technical competence • Determining how the job contributes to the overall success of the organization • Becoming an expert in the job through education, training, observation, asking questions, and teaching • Seeking opportunities to broaden one’s experiences by performing tasks associated with the other positions in one’s work group and visiting other parts of the organization © McGraw-Hill Education Advantages of Having a Good Working Relationship with Superiors Superiors and followers sharing the same values, approaches, and attitudes will: • Experience less conflict • Provide higher levels of mutual support • Be more satisfied with superior and follower relationships Followers receive better performance appraisal ratings © McGraw-Hill Education Building Effective Relationships with Superiors, 1 In order to understand the superior’s world better, followers should: • Understand the superior’s personal and organizational objectives • Realize that superiors do not have all the answers and have both strengths and weaknesses • Keep the superior informed about various activities in the work group or new developments or opportunities in the field © McGraw-Hill Education Building Effective Relationships with Superiors, 2 Requires followers to adapt to the superior’s style by: • Clarifying expectations about their role on the team, committee, or work group • Listing major responsibilities and using the list to guide discussions with superiors about different ways to accomplish tasks and relative priorities of the tasks • Being honest and dependable © McGraw-Hill Education Building Effective Relationships with Peers Research suggests that a key requirement of leadership effectiveness is the ability to build strong alliances with others Ways to establish and maintain good peer relationships • Recognizing common interests and goals • Understanding peers’ tasks, problems, and rewards • Practicing a theory Y attitude © McGraw-Hill Education Development Planning Systematic process of building knowledge and experience or changing behavior Peterson and Hicks believe that there are five interrelated phases to developmental planning: • Identifying development needs • Analyzing data to identify and prioritize development needs • Using prioritized development needs to create a focused and achievable development plan • Periodically reviewing the plan, reflecting on learning, and modifying or updating the plan as appropriate • Transferring learning to new environments © McGraw-Hill Education Conducting a G A P S Analysis The first phase in the development planning process is to conduct a G A P S, goals, abilities, perceptions, and standards analysis, which involves the following steps: • Identifying career goals • Identifying strengths and development needs related to the career goals • Determining how one’s abilities, skills, and behaviors are perceived by others by asking others for feedback or through performance reviews or 360-feedback instruments • Determining the standards ones boss or organization has for ones career objectives © McGraw-Hill Education Bridging the Gaps: Building a Development Plan Following are the steps for developing a high-impact development plan: • Working on career and development objectives • Determining the criteria for success • Determining action steps • Deciding whom to involve and reassessing dates • Stretching assignments • Using various resources • Reflecting the knowledge with a partner © McGraw-Hill Education Summary • The first three months give leaders unique opportunities to make smooth transitions, paint compelling pictures of the future, and drive organizational change • Performance is a function of technical competence • Individuals who have good superior-follower relationships are often in the superior’s in-group • Fundamental requirement of leadership effectiveness is the ability to build strong alliances with others • Development planning is the systematic process of building knowledge and experience or changing behavior © McGraw-Hill Education Leadership Enhancing the Lessons of Experience Ninth Edition Richard L. Hughes Robert C. Ginnett Gordon J. Curphy LEADERSHIP: ENHANCING THE LESSONS OF EXPERIENCE, NINTH EDITION Published by McGraw-Hill Education, 2 Penn Plaza, New York, NY 10121. Copyright © 2019 by McGraw-Hill Education. All rights reserved. Printed in the United States of America. Previous editions © 2015, 2012, and 2009. No part of this publication may be reproduced or distributed in any form or by any means, or stored in a database or retrieval system, without the prior written consent of McGraw-Hill Education, including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. Some ancillaries, including electronic and print components, may not be available to customers outside the United States. This book is printed on acid-free paper. 1 2 3 4 5 6 7 8 9 LCR/LCR 23 22 21 20 19 ISBN 978-1-259-96326-1 (bound edition) MHID 1-259-96326-8 (bound edition) ISBN 978-1-260-16765-8 (loose-leaf edition) MHID 1-260-16765-8 (loose-leaf edition) Portfolio Manager: Laura Hurst Spell Marketing Manager: Debbie Clare Content Project Managers: Rick Hecker and Rachel Townsend Buyer: Susan K. Culbertson Design: Matt Backhaus Content Licensing Specialist: Melisa Seegmiller Cover Image: ©Giovanni Rinaldi/Getty Images Compositor: MPS Limited All credits appearing on page or at the end of the book are considered to be an extension of the copyright page. Library of Congress Cataloging-in-Publication Data Hughes, Richard L., 1946– author. | Ginnett, Robert C., author. | Curphy, Gordon J., author. Leadership: enhancing the lessons of experience / Richard L. Hughes, Robert C. Ginnett, Gordon J. Curphy. Ninth Edition. | New York: McGraw-Hill Education, [2018] LCCN 2017048123| ISBN 9781259963261 (acid-free paper) | ISBN 1259963268 (acid-free paper) LCSH: Leadership. LCC HM1261 .H84 2018 | DDC 303.3/4—dc23 LC record available at https://lccn.loc.gov/2017048123 The Internet addresses listed in the text were accurate at the time of publication. The inclusion of a website does not indicate an endorsement by the authors or McGraw-Hill Education, and McGraw-Hill Education does not guarantee the accuracy of the information presented at these sites. mheducation.com/highered About the Authors Rich Hughes has served on the faculties of both the Center for Creative Leadership (CCL) and the U.S. Air Force Academy. CCL is an international organization devoted to behavioral science research and leadership education. He worked there with senior executives from all sectors in the areas of strategic leadership and organizational culture change. At the Air Force Academy he served for a decade as head of its Department of Behavioral Sciences and Leadership. He later served at the Academy as its Transformation Chair. In that capacity he worked with senior leaders across the Academy to help guide organizational transformation of the Academy in ways to ensure it is meeting its mission of producing leaders of character. He is a clinical psychologist and a graduate of the U.S. Air Force Academy. He has an MA from the University of Texas and a PhD from the University of Wyoming. Robert Ginnett is an independent consultant specializing in the leadership of highperformance teams and organizations. He has worked with hundreds of for-profit organizations as well as NASA, the Defense and Central Intelligence Agencies, the National Security Agency, and the United States Army, Navy, and Air Force. Prior to working independently, Robert was a senior fellow at the Center for Creative Leadership and a tenured professor at the U.S. Air Force Academy, where he also served as the director of leadership and counseling. Additionally, he served in numerous line and staff positions in the military, including leadership of an 875-man combat force and covert operations teams in the Vietnam War. He spent over 10 years working as a researcher for the National Aeronautics and Space Administration, focusing his early work in aviation crew resource management, and later at the Kennedy Space Center in the post-Challenger period. Robert is an organizational psychologist whose education includes a master of business administration degree, a master of arts, a master of philosophy, and a PhD from Yale University. He now enjoys doing pro bono work with local fire and police departments and teaching leadership courses at the Gettysburg National Military Park. Gordy Curphy is a managing partner at Curphy Leadership Solutions and has been running his own consulting business since 2002. As a leadership consultant Gordy has worked with numerous Fortune 500 firms to deliver more than 2,500 executive assessments, 150 executive coaching programs, 200 team engagements, and 150 leadership training programs. He has also played a critical role in helping organizations formulate winning strategies, drive major change initiatives, and improve business results. Gordy has published numerous books and articles and presented extensively on such topics as business, community, school, military, and team leadership; the role of personality and intelligence in leadership; building high-performing teams; leading virtual teams; teams at the top; managerial incompetence; iii iv About the Authors followership; on-boarding; succession planning; and employee engagement. Prior to starting his own firm Gordy spent a year as the vice president of institutional leadership at the Blandin Foundation, eight years as a vice president and general manager at Personnel Decisions International, and six years as a professor at the U.S. Air Force Academy. He has a BS from the U.S. Air Force Academy and a PhD in industrial and organizational psychology from the University of Minnesota. Foreword The first edition of this popular, widely used textbook was published in 1993, and the authors have continually upgraded it with each new edition including this one. In a sense, no new foreword is needed; many principles of leadership are timeless. For example, references to Shakespeare and Machiavelli need no updating. However, the authors have refreshed examples and anecdotes, and they have kept up with the contemporary research and writing of leadership experts. Unfortunately, many of the reasons why leaders fail have also proved timeless. Flawed strategies, indecisiveness, arrogance, the naked pursuit of power, inept followers, the inability to build teams, and societal changes have resulted in corrupt governments, lost wars, failed businesses, repressive regimes around the globe, and sexual discrimination and/or harassment. These occurrences remind us that leadership can be used for selfless or selfish reasons, and it is up to those in charge to decide why they choose to lead. Such examples keep this book fresh and relevant; but the earlier foreword, reprinted here, still captures the tone, spirit, and achievements of these authors’ work. Often the only difference between chaos and a smoothly functioning operation is leadership; this book is about that difference. The authors are psychologists; therefore, the book has a distinctly psychological tone. You, as a reader, are going to be asked to think about leadership the way psychologists do. There is much here about psychological tests and surveys, about studies done in psychological laboratories, and about psychological analyses of good (and poor) leadership. You will often run across common psychological concepts in these pages, such as personality, values, attitudes, perceptions, and self-esteem, plus some not-so-common “jargon-y” phrases like double-loop learning, expectancy theory, and perceived inequity. This is not the same kind of book that would be written by coaches, sales managers, economists, political scientists, or generals. Be not dismayed. Because these authors are also teachers with a good eye and ear for what students find interesting, they write clearly and cleanly, and they have also included a host of entertaining, stimulating snapshots of leadership: quotes, anecdotal Highlights, and personal glimpses from a wide range of intriguing people, each offered as an illustration of some scholarly point. Also, because the authors are, or have been at one time or another, together or singly, not only psychologists and teachers but also children, students, Boy Scouts, parents, professors (at the U.S. Air Force Academy), Air Force officers, pilots, church members, athletes, administrators, insatiable readers, and convivial raconteurs, their stories and examples are drawn from a wide range of personal sources, and their anecdotes ring true. As psychologists and scholars, they have reviewed here a wide range of psychological studies, other scientific inquiries, personal reflections of leaders, and philosophic writings on the topic of leadership. In distilling this material, they have drawn many practical conclusions useful for current and potential leaders. There v vi Foreword are suggestions here for goal setting, for running meetings, for negotiating, for managing conflict within groups, and for handling your own personal stress, to mention just a few. All leaders, no matter what their age and station, can find some useful tips here, ranging over subjects such as body language, keeping a journal, and how to relax un ... Purchase answer to see full attachment