Mata kuliah : J0782 - Kepemimpinan Entrepreneurial Global
Tahun
: 2010
Pengembangan Kemampuan
Manajerial dan Kepemimpinan
Chapter 2
Developing Leadership Skills
Learning Objectives
• Understand the importance of leadership
training and development in organizations
• Understand how to use coaching, mentoring,
action learning, special assignments,
simulations, and 360-degree feedback
• Understand the benefits and limitations of the
primary methods for leadership training and
development
• Understand the findings in research conducted
to evaluate the methods
Learning Objectives (Cont.)
• Understand the organizational conditions that
facilitate leadership training and development
• Understand what leaders can do to encourage
and facilitate the leadership development of
their subordinates
• Understand what leaders can do to develop
their own skills
• Understand why leader development should be
integrated with human resource management
and strategic planning
Designing Effective Training
•
•
•
•
Clear learning objectives
Clear, meaningful content
Appropriate sequencing of content
Appropriate mix of training methods
Designing Effective Training (Cont.)
•
•
•
•
Opportunity for active practice
Relevant, timely feedback
High trainee self-confidence
Appropriate follow-up activities
Special Techniques for Leadership
Training
• Behavior Role Modeling
– Uses a combination of demonstrations and role playing
– Based on social learning theory
– One of the most effective training methods for managers
Special Techniques for Leadership
Training (Cont.)
• Case Discussions
– Clarify expectations for trainees.
– Ask questions to encourage and facilitate participation in the
discussion.
– Emphasize the complexity of problems and the desirability of
identifying alternative remedies.
– Use different diagnoses as an opportunity to demonstrate how
people approach a problem with different assumptions, biases,
and priorities.
– Ask trainees to relate the case to their work experience.
– Vary the composition of discussion groups to expose trainees to
different points of view.
Special Techniques for Leadership
Training (Cont.)
• Business Games and Simulations
– Requires trainees to analyze complex problems and
make decisions
– Evidence of its usefulness
– Serious limitations in most large-scale simulations
Learning from Experience
• Amount of Challenge
• Variety of Tasks or Assignments
• Relevant Feedback
Developmental Activities
•
•
•
•
•
Multisource feedback
Developmental assessment centers
Developmental assignments
Job rotation programs
Action learning
Sources of Information for 360Degree Feedback
Developmental Activities (Cont.)
•
•
•
•
Mentoring
Executive coaching
Outdoor challenge programs
Personal growth programs
Self-Help Activities
•
•
•
•
Develop a personal vision of career objectives.
Seek appropriate mentors.
Seek challenging assignments.
Improve self-monitoring.
Self-Help Activities (Cont.)
•
•
•
•
Seek relevant feedback.
Learn from mistakes.
Learn to view events from multiple perspectives.
Be skeptical of easy answers.
Supporting Leadership Training
Before the Training
• Inform subordinates about opportunities to get training
• Explain why the training is important and beneficial
• Ask others who received the training to explain how it
was useful
Supporting Leadership Training
Before the Training (Cont.)
• Change the work schedule to make it easier to attend
training
• Give a subordinate time off if necessary to prepare for
the training
• Support preparation activities such as distribution of
questionnaires
• Tell subordinates they will be asked to report on what
was learned
Supporting Leadership Training
After the Training
• Meet with the person to discuss what was learned and
how it can be applied
• Jointly set specific objectives and action plans to use
what was learned
• Make assignments that require use of newly learned
skills
• Hold periodic review sessions to monitor progress in
applying learning
Supporting Leadership Training
After the Training (Cont.)
• Provide praise for applying the skills
• Provide encouragement and coaching when difficulties
are encountered
• Include application of new skills in performance
appraisals
• Set an example for trainees by using the skills yourself
Facilitating Conditions for
Development
• Support by the Boss
• Learning Climate
• Developmental Criteria for Placement Decisions
Creating a Learning Climate
– Make job assignments that allow people to pursue
their interests and learn new skills
– Establish work schedules that allow enough free time
to try new methods
– Provide financial support for continuing education by
employees
– Arrange special speakers and skills workshops for
employees
– Establish a sabbatical program to allow employees to
renew themselves
Creating a Learning Climate (Cont.)
– Establish a career counseling program to help employees
develop self-awareness and find ways to achieve their full
potential
– Establish voluntary skill assessment and feedback programs
– Make pay increases partly dependent on skill development
– Provide awards for innovations and improvements
– Use symbols and slogans that embody values
Systems Perspective on Leadership
Development
• Relationship Among
Approaches
• Integrating
Developmental Activities
Managerial Traits and Skills
Learning Objectives
• Understand how conceptions about the importance of
traits have changed over the past 70 years
• Understand the different types of traits that have been
used in leadership research
• Understand the types of research methods that have
been used to study leadership traits and skills
• Understand what traits and skills are most relevant for
effective leadership
Learning Objectives (Cont.)
• Understand how traits and skills are related to leadership
behavior
• Understand how the relevance of a trait or skill depends
on the situation, type of organization, and national
culture
• Understand the traits and skills that cause some people
to derail in their managerial careers
• Understand the limitations of the trait approach
Nature of Traits and Skills
• Trait – Variety of individual attributes, including aspects
of personality, temperament, needs, motives, and values
• Need (motive) – Desire for particular types of stimuli or
experiences
• Values – Internalized attitudes about what is right and
wrong, ethical and unethical, moral and immoral
• Skill – The ability to do something in an effective manner
Three-Factor Taxonomy of Skills
Research on Leader Traits and Skills
Stogdill’s Review of the Research (1948 & 1974)
McCelland’s Managerial Motivation
• Measured with the Thematic Apperceptions Test (TAT)
• Need Basis
– Need for power
• Socialized power orientation
• Personalized power orientation
– Need for achievement
– Need for affiliation
• Optimal Pattern for Large Organizations
– Strong socialized power orientation
– Moderate need for achievement
– Low need for affiliation
Miner’s Managerial Motivation
• Measured with a Sentence Completion Scale
• Correlates with Advancement
– Desire to exercise power
– Desire to compete with peers
– Positive attitude toward authority figures
Critical Incident Research on
Competencies
• Measured with Behavior Event Interview
• Traits of Effective Managers
–
–
–
–
–
Strong efficiency orientation
Strong socialized power orientation
High self-confidence
Strong belief in self-efficacy
Internal locus of control
Critical Incident Research on
Competencies (Cont.)
• Interpersonal Skills of Effective Managers
–
–
–
–
Strong oral presentation skills
Strong interpersonal skills
Ability to manage group processes
Ability to build member identification and team spirit
• Conceptual Skills of Effective Managers
– Inductive reasoning
– Deductive reasoning
Longitudinal Research with
Assessment Centers
• Utilize Multiple Methods to Assess Traits & Skills
• Advancement Predictors after 8 years (AT&T Study)
–
–
–
–
–
Desire for advancement
Dominance
Interpersonal skills
Cognitive skills
Administrative skills
• Advancement Predictors after 20 years
–
–
–
–
Achievement orientation
Self-confidence
Energy level
Low need for security
CCL Research on Managers Who
Derail
• Advancing Managers versus Managers who were
Dismissed, Transferred, Retired Early, or Plateaued
• Traits, Skills & Competencies of Successful Managers:
–
–
–
–
–
Emotional stability
Lack of defensiveness
Integrity
Interpersonal skills
Technical and cognitive skills
Managerial Traits Effectiveness
Big Five Personality Traits
Managerial Skills and Effectiveness
• Technical Skills – Include knowledge about methods,
processes, and equipment for conducting the specialized
activities of the manager’s organizational unit
• Conceptual Skills – Involve good judgment, foresight,
intuition, creativity, and the ability to find meaning and
order in ambiguous, uncertain event
• Interpersonal Skills – Include knowledge about human
behavior and group processes, ability to understand the
feelings, attitudes, and motives of others, and ability to
communicate clearly and persuasively
Other Relevant Competencies
•
•
•
•
Emotional Intelligence
Social Intelligence
Systems Thinking
Ability to Learn
Situational Relevance of Skills
Situational Relevance of Skills (Cont.)
• Transferability of Skills Across Organizations
– Difficult to transfer lower-level managerial skills
– Disagreement about transferability of upper-level managerial
skills
• Requisite Skills and the External Environment
– Mix of skills changes over time
– Impacted by:
• Globalization
• Technological development
• Social change
Application for Managers
• Guidelines for Understanding and Improving
Relevant Competencies
–
–
–
–
Maintain self-awareness
Develop relevant skills
Remember that a strength can become a weakness
Compensate for weaknesses