Reflection report 1000word

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Leadership Trajectories WEEK 3 – ORG30002

PROFESSOR SEN SENDJAYA

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LEARNING OBJECTIVES

• Examine the elements of leadership development.

• Evaluate the importance of early life experiences and crucible events in the leadership development process.

• Investigate your own leadership development and its reflection points

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SIX MAJOR CONTEMPORARY LEADERSHIP THEORIES

Servant Leadership Holistic and altruistic approach to leadership that is characterized by the leader’s central focus on followers’ needs and development.

Ethical Leadership A moral person who is altruistic, fair, and trustworthy and a moral manager who encourages employees to act in a moral way.

Authentic Leadership Are either through crucible (leadership-shaping) events; life experiences; or self- awareness. It is the matching between the inner psyche of the leader and their outer actions.

Transformational Leadership Individualized consideration of others needs; Intellection Stimulation by challenging the status quo; and Inspirational motivation through a compelling vision.

Charismatic Leadership Compel followers to achieve their vision for the organization with their larger than life personality.

Paternalistic Leadership A leadership practice where the leader acts as a father figure who takes change and cares for his employees.

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LEADER DEVELOPMENT

The expansion of a person’s capacity to be effective in leadership roles and processes (Day & Dragoni, 2015, p. 134)

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Leadership Development Research: Key Points

One’s behavior, personality, and skills are more malleable at a young age than adulthood (Murphy & Johnson, 2011)

Meta-analysis of leadership development interventions shows, with corrected attenuation, a significant difference in effect size on younger (< 22 y.o; corrected d=.683) versus older (> 45 y.o; corrected d= .56) sample.

Leader development is like learning a new language; you can do it in adulthood, but it’s easier to do it at a young age (Avolio & Vogelfesang, 2001)

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Birth Order & Leadership

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Siblings often have different personalities, and their places in the birth order may be partially responsible.

First-born kids tend to be leaders, like CEOS and founders, and are more likely to achieve traditional success.

Middle-born children often embody a mix of the traits of older and younger siblings, and they're very relationship-focused.

Last-born individuals are used to fighting for attention and respect and aren't afraid to break the rules and redefine success.

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F ig . 1 . A life s p a n a p p ro a c h to le a d e r d e v e lo p m e n t.

THE BENEFITS OF A LONG-LENS APPROACH TO LEADER DEVELOPMENT: UNDERSTANDING THE SEEDS OF LEADERSHIP (MURPHY & JOHNSON, 2011)

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Parenting Style, Rule Breaking & Leadership (Avolio, Rotundo, & Walumbwa, 2009)

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What is your earliest memory?

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Parenting and Leadership (Sinclair, 2006) “Leaders often emerged out of difficult childhoods. Exacting or neglectful parents created loners who could tolerate not being popular, and often had visions and ideas that looked implausible to other people. Popularity doesn’t matter for these people – they’ve learned how to live without it, instead becoming self-reliant and thick-skinned

The point is not that certain childhoods create leaders, but that all childhoods shape people’s appetites for, and vulnerabilities around, leadership.

We bring appetites, desires, and neuroses to our career aspirations and to the way we operate at work. Whether it’s a desire for attention, to achieve, to control, to belong, for approval or to be loved – even to assert our existence against the stark fact of mortality – the source is background and the family.”

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Parental undermining

• Verbal abuse is more likely (and readily) transmitted between generations than are physical forms of abuse (Ney, 1987).

• Given the psychological parallels between parent–child and subordinate-supervisor relationships (Game, 2008), children with undermining parents are more likely to be abusive supervisors (Kiewitz, 2012)

• Parents' psychological, emotional and verbal abuse (e.g., blaming, insulting and swearing) has damaging effects on their children (Hoglund & Nicholas, 1995),e.g.,

• higher levels of sham e, • overt and covert hostility, • expressed and unexpressed anger • Difficulties form ing and m aintaining relationships as

adults

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The Infamous Five’s ‘Special Education’ to power and domination

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Pol Pot’s parents sent him to live with an older brother and his wife, who adopted him when he was six, so his relationship with his parents was distant or resentful at best.

Adolf Hitler’s father, who died when he was eight, drank heavily and was

brutally violent toward his family. Mussolini’s father drank too much, womanised, and was

intermittently employed.

Mai Zedong hated his father for beating him and his brothers and for shaming him in front of others, and

constantly bucked his authority

L udw ig, 2002 as cited in P rice, 2005, p.68

Joseph Stalin’s father, w ho periodically beat him and his m other, was a violent alcoholic and was eventually killed in a braw l w hen Stalin was eleven years old

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The hand that rocks the cradle rules the world.

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LEADERSHIP TASKS AND SKILLS FOR YOUTH (MURPHY, 2011)

A ge range N ew leadership tasks and skills

Preschool years (ages 2–5)

■ Influencing others ■ Getting others to like you ■ Communicating wishes ■ Increased need for emotional intelligence in interactions with others (reading the emotions of others, and delaying gratification)

Elementary school (ages 6–11)

■ Coordinating others in teams ■ Early school leadership tasks (e.g., classroom monitor, or teacher's helper) ■ Fundraising (e.g., selling candy, etc.) ■ Public speaking to express ideas ■ Increased need for social intelligence in interactions with others (understanding social situations and acting appropriately)

Middle school–early adolescence (ages 12–14)

■ Coordinating teams for fundraising or student projects ■ Self management (e.g., goal setting, self-observation & evaluation) ■ Serving in elected office and other student government activities ■ Public speaking as a leader to gain support for a cause

High school–late adolescence (ages 15–19)

■ Organizing complex projects ■ Motivating team members ■ Organizational skills required by after school or summer jobs ■ Working with others to complete a work product in after school or summer jobs

College–young adulthood (ages 19–22)

■ Establishing grassroots organizations ■ Complex supervisory skills required during internships ■ Serving as a leader with multiple constituents

14The tasks important at an earlier age are still appropriate at older ages. The tasks listed for older ages are those more unique to that developmental stage.

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Leadership Developmental

Readiness (Avolio & Hannah,

2008)

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16 Competencies of Leadership W hat leadership ability, if outstanding, would have the most significant impact on your productivity or effectiveness?

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LEADERSHIP SKILLS STRATAPLEX (MUMFORD ET AL, 2007)

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LEADERSHIP SKILL REQUIREMENTS (MUMFORD ET AL, 2007)

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GOOGLE’S PROJECT OXYGEN (2009, 2018)

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The 70-20-10 Model for Leadership Development (Lombardo & Eichinger, 1982)

Why is this oft-quoted model not the best model?

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Two Forms of Development (Day, 2000)

Leader Development

• Focuses on an individual’s human capital

• Presumes that developing an individual’s leadership KSAs à more effective leadership.

Leadership Development

• Focuses on the development of social capital.

• Specifically, building the mutual commitments and interpersonal relationships are necessary for leading- following processes to unfold effectively within a given social context.

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Developmental Challenges (DeRue and Wellman, 2009)

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Two Opposing Trends

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Past

Present Future

Leader

Follower Context

Being

Knowing Doing

Servant Leadership Development Triangle (Sendjaya, 2015)

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The Role-based Learning Approach

Leaders-Followers-Context

• As leaders à their decisions/actions or indecisions/ inactions have consequences to organisational stakeholders

• As followers à think independently and voice their opinions strategically to their direct leaders

• As organisational architects, they learn how context shape leaders, and how they can shape the organisational cultures and policies conducive to the cultivation of ethical, inclusive, and sustainable work climate

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The Holistic Approach

Knowing-Doing-Being

• Knowing refers to cognitive mastery of a subject or a field and sense-making capacity of complex reality.

• Doing is focused on the leaders’ task-oriented (e.g., strategic thinking) and people-oriented (e.g., conflict resolution) abilities.

• Being concerns with the motive behind a particular decision or action, an accumulation of which in turn shapes a leader’s character

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The Developmental Approach

A three-step journey of self-discovery

• Past: Going back into their early developmental years to understand and redeem past

• Future: Going forward to consider one’s vision of an ideal future

• Present: Going inward to examine their functional rather than professed beliefs

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True leaders create meaning out of difficult events or relationships and acquire new insights, skills and qualities of mind or character that make it possible to leap to a new, higher level.

One of the most reliable indicators and predictors of true leadership is an individual’s ability to find meaning in negative events and to learn from even the most trying circumstances.

Meaning Making

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• An intense, transformative experience through which an individual comes to a new or an altered sense of identity.

• A point of deep self-reflection that forced people to question who they were and what mattered to them.

• A defining moment that compels people to examine their values, question their assumptions, hone their judgment.

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Defining a Crucible (Bennis & Thomas, 2002)

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There are 4 major types of crucibles (Bennis & Thomas, 2002)

M entoring Relationship

Enforced Reflection: e.g. M ilitary Boot Cam p

Insertion into Foreign Territory: e.g. Overseas Secondm ent

Disruption or Loss: e.g. Death

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A case in point: Daniel Vasella (George, Sims, McLean, & Mayer, 2007: 132-133)

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Daniel VasellaDaniel Vasella

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