NGHỆ THUẬT LÃNH ĐẠO
MSMH: NS301DV01
Chapter 6:
Developing
Leaders
Purpose
After studying this chapter, you will be able to:
•
Define the elements of leader development
•
Describe the elements of learning
•
Review areas that are addressed in leader
development
•
Outline criteria of an effective development
program
•
Present the methods used in leader development
•
Consider the role of culture in leader development
•
Summarize the role of the person and the
organization in effective leader development
Content

Definition and basic elements

Criteria for effective development programs


Methods of leader development

Development and culture

Effectiveness of development
Chapter 6
6.1- Definition and
Basic Elements
Definition and Basic
Elements
•
Development is an ongoing, dynamic, long-term change
or evolution that occurs because of various learning
experiences. (London and Mauer, 2004)
•
Leader development
–
is the “expansion of a person’s capacity to be effective
in leadership roles and processes” (McCauley and Van
Velsor, 2004:2)
–
focuses on the individual and involves providing
leaders with the tools that they need to improve their
effectiveness in the various roles they play.
•
Leadership development, while related to leader
development, is different in that it focuses on an
organization’s capacity to get the work done through its
many leaders (McCauley and Van Velsor, 2004)
Definition and Basic

Elements
Factors in Learning
Several elements make up the core of learning. The person
must have
•
the willingness to learn, which require both motivation
and readiness.
– The motivational element is related to the unfreezing step in
change: unaware of areas of weakness, unwilling to invest time in
changing.
–
Without the recognition or willingness to learn or change, no
development can take place.
•
the ability to learn through the right combination of
intelligence and personal traits. Learning may be easier to
some, and be more challenging for others.
– High traditional intelligence may help one participant grasp
conceptual ideas quickly; whereas
–
High emotional intelligence may help another participant to
learn quickly social and interpersonal skills.
Factors in Learning
•
Access to developmental experiences, and have the
opportunity to practice and learn.
–
Employees of smaller organizations are often exposed to
diverse experiences  excellent source of learning.
– In large companies, jobs and duties are narrower and more

specialized  extensive training and development of resources,
not only on leader and leadership development, but also on
developing the culture of the organization (Arquez, 2007a)
•
The organizational culture must support and sustain
learning and development.
–
This support comes not only in the form of training programs, but
also in the form of informal systems that value learning and
tolerate experimentation and failure.
Factors in Learning
What is Developed: the
Content
Area Description
Basic knowledge Information about content of leadership: definitions;
basic concept such as communication, feedback,
contingent rewards; typically through classroom
education.
Personal growth Self-awareness and understanding strengths and
weaknesses; getting in touch with personal values,
dreams and aspirations.
Skills development:
supervisory,
managerial, and
interpersonal skills
How to apply knowledge, includes supervisor and
managerial skills such as planning, goal setting, and
monitoring, as well as conceptual skills such as
problem solving and decision making, and skills
related to managing interpersonal relations.

Creativity Expanding ability to think in novel and innovative
ways, and to think “outside the box”.
Strategic issues Developing mission, strategic planning.
Chapter 6
6.2- Criteria for Effective
Development Programs
Criteria for Effective
Training
Other conditions
•
Clear objectives that are tied to organizational goals, the
leader’ personal goals, and the current of future
challenges the leader may be facing.
–
Such objectives must be stated ahead, and means of assessing
them before and after the program must be available.
•
Using a combination of tools and methods that provide
parallel learning environments and address different
learning styles or reinforce one another:
–
classroom education may be combined with an assessment
center, coaching, and new assignment.
•
Assessment and follow-up that measure change and
support the new learning, and assure that new behaviors,
skills, and styles are not forgotten or not used when the
development program is over.
–
Learning takes practice and persistence, and such opportunities

should be present outside the training session.
Chapter 6
6.3- Methods of
Leader Development
Self-awareness
•
The essential role of self-awareness in effective
leadership is a key theme in leadership practice and
research (Kaiser and Kaplan, 2006; Wood and Vikinas,
2007).
•
Personal reflection and getting feedback from others are
necessary elements of developing self-awareness
(Argyris, 1991)
•
Guidelines for increasing self-awareness:
–
Clarifying one’s values and priorities. The person must know
what is important and what factors have priority.
–
Seeking new experiences that will challenge the leader to move
outside the zone of comfort, and provide an opportunity to learn
something about oneself, including opportunities to fail.
–
Seeking feedback through formal and informal channels as often
as possible, from as many diverse sources as possible.
Experience
•
Having on-the-job experience is, in almost all
organizations, essential to leadership.

–
One cannot learn to lead by sitting in a classroom,
reading about leaders, or observing other leaders.
Transmitting information through the classroom or
observation is one thing; learning to exercise
judgment, understand complex systems, and act on
complex information requires hands-on practice (Daloz
Parks, 2005)
•
For job experiences to be developmental, it needs to
stretch leaders and broaden their perspective by placing
them in a novel and challenging situations (Ohlott, 2003)
Coaching and Mentoring
•
Coaching involves providing individualized and
constructive feedback on someone’s behavior and
performance, while focusing on future improvement.
•
Mentoring
–
provides similar individualized attention with a feedback
and future orientation, but tends to be less task
specific.
–
is a supportive long-term, formal or informal,
professional relationship (McCauley and Douglas,
2004)
•
Whereas mentoring can be informal, coaching tends to
have a more structured and formal nature.

Coaching and Mentoring
•
Elements of Effective Coaching
–
Individual readiness and willingness to be coached
–
Consideration of wider organizational context and
system
–
Consideration of individual goals, values and needs
–
Focus on performance and work-related issues
–
Sincere caring and concern
–
Advocacy for self-awareness
–
Meaningful feedback
–
Supportive climate
Coaching and Mentoring
•
Guidelines for establishment of productive
mentoring relationships:
–
Find many mentors instead of looking to one person
for all guidance. Different mentors can support the
leader with different perspectives and expertise.
– Find mentors at different levels; although typically
mentors are more senior, peers, external people, and

even followers.
–
Informal relationships that provide casual support.
–
Add mentors as roles and responsibilities change or
as leaders’ transition to new jobs.
Feedback Intensive
Programs
•
Feedback Intensive Programs, such as 360 degree
feedback or other multi-source and multi-method
feedback programs.
•
The goal is to assess leaders’ strengths and weaknesses,
and to identify development needs.
– Assessment is based on a combination of interviews, aptitude
tests, personality tests, role plays, simulations, and experimental
exercises…
–
In 360 degree and multi-source feedback programs, the leaders
are assessed by individuals around them, including followers,
colleagues, supervisors, and in some cases, clients and other
stakeholders who provide detailed feedback regarding their
styles, behaviors, and performance.
Factors that contribute to the
success of 360 degree feedback
program
Factors that contribute to the
success of 360 degree feedback
program

Factor Description
Organizational buy-in
and readiness
All levels of the organization must be well informed
and prepared regarding process, content, and goals
of program. Top management support is particularly
essential.
Confidentiality and
careful administration
Maintaining anonymity of the raters and
confidentiality in the process assure continued trust
in the results and goals. Careful administration of
surveys and handling of data are also essential.
Well-trained facilitator Program success requires the skills of a well-trained,
professional, internal or external facilitator to help
interpret the information, and deal with sensitive
data and discomfort.
Focus on behaviors The feedback should focus on specific behaviors
that are related to job performance, rather than
general evaluative statements.
Factors that contribute to the
success of 360 degree feedback
program
Factor Description
Clear explanation
of purpose and
goals
Those providing feedback and the leader
receiving the feedback should be very clear
on the goal of the program, and how data

will be used.
Separate feedback
from groups
Present the leader with separate feedback
from each group or source to help clarity,
interpretation and understanding.
Follow-up The initial step of increasing leaders’ self-
awareness must be followed up with action
plans.
Combine with other
developmental
programs
The feedback increases awareness but
without other developmental tools, does not
provide the leader with the means of
changing behaviors.