Reflective Essay by using Gibbs Reflective Cycle
Shane hog
Newleadershipmodels.pptxLeading Strategic Change
New Approaches to Leadership
Character, Confidence, Common Sense & Trust
What is Character?
From a Greek word “Kharakter” meaning a chisel or marking instrument for metal or stone
the particular combination of qualities in a person or place that makes them different from others (Oxford online dictionary)
the complex of mental and ethical traits marking and often individualizing a person, group, or nation (Merriam-Webster dictionary)
“You can easily judge the character of a man by how he treats those who can do nothing for him.”—Malcolm S. Forbes.
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What is Character?
Who we are
What we believe in
What we stand for
How we propose to behave
How do you describe / explain something that is not tangible like character?
Are we born with particular character traits or do we learn them?
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Six Universal Virtues (Peterson & Seligman, 2004)
Character
Wisdom – cognitive strengths (creativity, curiosity, judgment. Love of learning, perspective)
Courage - Emotional strengths that involve the exercise of will to accomplish goals in the face of opposition (bravery, perseverance, honesty, zest)
Humanity - Interpersonal strengths that involve tending and befriending others (love, kindness, social intelligence)
Justice - Civic strengths that underlie healthy community life (teamwork, fairness, leadership)
Temperance - strengths that protect against excess (forgiveness, humility, prudence, self-regulation)
Transcendence - strengths that forge connections to the larger universe and provide meaning (appreciation of beauty and excellence, gratitude, hope, humour, spirituality)
Can we learn character?
By practicing virtuous acts we can develop character (Arjoon, 2000)
By sharing our interests and goals with others we can develop social virtues such as temperance, generosity and friendliness (Horvath, 1995; Solomon, 1992)
Teaching strategies such as role plays, collaborative learning, service learning, self-reflection can affect moral awareness and moral reasoning (Comer & Vega, 2008)
Character can be learned through direct experience of the environment alone providing both desirable and undesirable results (Ghoshal, 2005)
Can we learn character?
Some research:
Krishnan (2008) found that there was an increase in self-oriented values (e.g. living a comfortable life and pleasure) but a decrease in other values such as being helpful and polite after 2 years on an MBA programme
Murnighan (2011) found that increased exposure to economics courses was positively related to attitudes towards greed and one’s own greedy behaviour
Can we learn character?
Character strengths are not consistent – they change according to the situation (Zimbardo, 2008)
Even virtuous people might behave in an uncharacteristically unvirtuous manner (Doris, 2002)
Not everyone is equally teachable:
No ethics course will much affect a student who, after careful consideration, believes that the one who dies with the most toys wins in the zero sum game that is business and that s/he wants to be such a person. Nor can we do a great deal for people incapable of developing any skill in dealing with complex situations, or those incapable of doing anything other than what nearly everyone else is doing. (Hartman, 2006: 69)
So what is self-confidence?
“a personal judgement based on our perceptions of our capabilities to execute or perform specific task challenge in a specific context”
(Hollenbeck & Hall, 2004)
“a core belief in yourself and your abilities”
(Stoner & Stoner, 2013)
Self confidence
Self esteem
Overall emotional evaluation of his/her worth
Internal locus of control
The extent to which individuals believe they have control over events affecting them
Low neuroticism
Anxiety
Guilt
Anger
Envy
High Self-confidence
Satisfaction
Effectiveness
High motivation
Hard working
Ambitious goals
Deal with adversity
Low Self-confidence
Timidity
Low assertiveness
Reluctance to act
Self doubt
Self-questioning
Emerging leaders
Most people are not confident all of the time in all situations
Technical skill
Experience
V
Psychological capital
Have confidence to take on challenging tasks (self-efficacy)
Positive attribution (optimism)
Persevere (hope)
Bounce back (resilience)
The Dark Side of Confidence
Can you be overconfident?
https://www.youtube.com/watch?v=_ EaJMr26F5w
“In preparing for challenging endeavours, some self-doubt about one’s performance efficacy provides incentives to acquiring the knowledge and skills needed to master the challenges” (Bandura & Locke, 2003)
The biggest problems can come not from what we don’t know to what we think we know.
What is common sense?
No single quantifiable measurement that could tell us how to define the term; however –
“good sense and sound judgement in practical matters” (Oxford English Dictionary, 2008)
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Shared sense making
Common sense:
Unites underlying presuppositions about the environment (Goodwin, 2009)
Consists of a group of shared opinions about the environment (Goodwin, 2009)
Is a shared “way of thinking” about the environment (Fletcher, 1984)
Making sense - Making meaning
Meaning-making makes sense of an action by placing it within some larger frame, and this frame is seen by the person who makes sense as the way the world is and thus guides the person in his or her way of being in the world
“The process of using meaning-making structures to construct knowledge about experience so that one is able to interpret, anticipate, and plan”
(Drath & Palus, 1994)
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Practical Intelligence
Allows people:
To make reasonable assumptions and weigh different courses of action.
To hold reality-based expectations and to make sensible, practical, and responsible decisions.
To take practical corrective action when things go wrong (Gerber, 2000; Schragis and Frishman, 2006; Stewart, 1996)
Intulogical Thinking
Gut feeling, innate ability, just knowing, learning from mistakes, cognitive abilities, personal attributes, streetwise, being practical, confidence, self-motivated
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Webber, Goussak & Ser (2012)
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Webber, Goussak & Ser (2012)
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Developing Common Sense
Initiate conversations by focusing on experiences and framing the experiences from a positive rather than negative perspective
Create an environment of asking questions and identifying purpose
Develop external as well as internal interpersonal dynamics.
Provide opportunities to blend intuition and logical thinking.
Create sensitivity to optimistic amplification
Experienced Based Learning
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Assess
Understand
Clarify
Discover
Build
Skills in:
EI
Communication
Story Telling
Decision making
Negotiation
Develop
Refine
Equip
Yang (2011)
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Wise words
http://www.youtube.com/watch?v=lA-zdh_bQBo
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Trust
Some definitions
“A generalised expectancy held by an individual that the word, promise, oral or written statement of another individual or group can be relied upon”
(Rotter, 1967)
“A calculated decision to cooperate with specific others”
(Gambetta, 1988)
“belief in a person’s competence to perform a specific task under specific circumstances”
(Sitkin & Roth, 1993)
“a psychological state comprising the intention to accept vulnerability based upon positive expectations of the intentions or behaviour of another”
(Rousseau et al., 1998)
Why does it matter?
“Researchers and practioners continue to recognise trust as an important factor in determining organisational success, organisational stability and the well-being of employees” (Zeffane/Connell, 2003:1)
“Trust has many positive benefits to relationships in that it can reduce conflict, promote team working, and provide confidence when dealing with issues” (Sundaramurthy, 2008:94)
Dirks and Ferrin’s (2002)
Leader actions & practices
Do they do what they say they will do and when they said they would do it?
Attributes of the follower
Follower styles
Leader-follower relationship
Social interaction
Why are they following the leader?
Both individuals have significant influence on the relationship and development of trust
Skills, attributes, competencies
Loyalty, consistency?
Is trust a solo act?
A processual perspective on leadership interaction
Social interaction
“The reciprocal influence of persons taking each other into account as they act”
(Stryker & Vyran, 2003)
Difficult to determine the outcome of those social interactions so we need to develop expectations about the behaviours of others and ourselves
Elements of trust
Trustees – the party to be trusted
Trustors – the trusting party
Calculus based trust – rational choice exchange model
Relational trust – we have a long standing relationship so I trust you
Chart1
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| 29 |
Sheet1
| Webber, Goussak & Ser (2012) | |
| Decision Making | 46 |
| Goal Setting | 25 |
| Motivation | 29 |
Chart1
| 10 |
| 7 |
| 8 |
| 10 |
| 14 |
| 12 |
| 9 |
Sheet1
| Leadership Identification Groupings | |
| Recognition | 10 |
| Back to basics | 7 |
| Principle Driven | 8 |
| Internal vs External | 10 |
| Right/Best Interests | 14 |
| Employee Focus | 12 |
| Right Environment | 9 |
Chart1
| 25 |
| 25 |
| 25 |
| 25 |
Sheet1
| Wisdom | |
| Qualities | 25 |
| Ego Strength | 25 |
| High level reasoning | 25 |
| Accomplishment | 25 |
