Learning & Development Flashcards
1
Q
Training
A
- Process of providing knowledge, skills and abilities (KSAs) specific to a task or job
- Used when skills and knowledge are missing and the individual has the willingness to learn
- Provides skills that can be used immediately and is excellent option in solving short-term skill gaps
2
Q
Developmental activities
A
- Activities that focus on preparing employees for future responsibilities while increasing their capacity to perform their current jobs
- Activities are broader in scope than training activities
3
Q
Experiential learning
A
- Learning on the job and in life
- Needs to be set up similar to training to have best impact
- Best way for majority of adult learners
4
Q
“Push” Model to Corporate Learning
A
- Generally used for compliance-related subjects
- Content is pushed on employee based on the training department’s schedule and success is measured by how many employees attend the class
5
Q
“Pull” Model to Corporate Learning
A
- Learning and development is a continuous process, easily accessible anywhere and anytime—commuting to or from work, during work, or outside of work hours—and delivered via devices such as mobile phones, tablets, and laptop computers in formats as varied as videos, blogs, games, quizzes, simulations, podcasts, or slide shows.
- Usually linked to acquiring skills, abilities, knowledge, and competencies needed to better perform one’s job.
6
Q
70-20-10 rule
A
- Three clusters of experience:
- Challenging assignments (70%)
- Developmental relationships (20%)
- Coursework and training (10%)
7
Q
Reasons why most do not use 70-20-10 Rule
A
- Managers and their bosses do not have the knowledge they need to select and sequence work assignments and career moves. Additionally, they lack the motivation to take ownership for developmental relationships for themselves or their teams.
- Unability to match the learning needs of high-potential managers to the experiences most likely to provide that learning.
- Past research has focused on the experiences of U.S.–based corporations, and organizations may find it inappropriate to generalize this knowledge outside the United States.
8
Q
Learning organization
A
Organization characterized by a capability to adapt to changes in environment and respond quickly to lessons of experience by altering organization behavior
9
Q
In a Learning Organization:
A
- Learning is accomplished by the organizational system as a whole.
- Systems thinking is practiced.
- Employees network inside and outside the organization.
- Change is embraced, risk is tolerated, and failures are viewed as opportunities to learn.
- The organization adapts and changes as the environment changes.
10
Q
The Fifth Discipline
A
Five disciplines that interface and support one another in order to create an environment where learning can occur,
11
Q
The Fifth Discipline Includes
A
- Systems thinking
- Mental models
- Our deeply ingrained assumptions that influence how we understand the world and how we take action.
- Personal mastery
- The high level of proficiency in a subject or skill area.
- Team learning
- Capacity of a team to create the results its members desire.
- Shared vision
12
Q
Organizational learning
A
- Acquisition and/or transfer of knowledge within an organization through activities or processes that may occur at several organizational levels
- Ability of an organization to learn from its mistakes and adjust its strategy accordingly
13
Q
Culture that supports organizational learning:
A
- Members recognize the importance of organizational learning.
- Learning is a continuous process that runs parallel to work.
- There is a focus on creativity.
- People have access to information that is important to the organization’s success.
- Rewards for individual and group learning.
- Quality and continuous improvement drive the organization.
- There are well-defined core competencies.
14
Q
Explicit knowledge
A
- Technical knowledge
- More easily shared knowledge
15
Q
Tacit knowledge
A
- Personal and experience-based knowledge
- More difficult to quantify
16
Q
Organizations Need to Consider These Regarding Knowledge Retention
A
- What knowledge may be lost.
- The consequences of losing that knowledge.
- The actions that can be taken to retain that knowledge.
17
Q
Technology-based systems
A
- Programs or databases that employees can access (ex: Wiki employees can add and edit info)
- Great for retaining explicit knowledge but not as effective for tacit knowledge
18
Q
Softer systems
A
- Meetings or other activities to share knowledge and help people connect with one another.
- Ex: post-project “lessons learned,” job sharing, cross-training, mentoring, shadowing, Internet messaging, various social media applications, or communities of practice (CoPs)
19
Q
Communities of practice (CoPs)
A
- Groups of individuals with shared interests come together in person or virtually to tell stories, share and discuss problems and opportunities, discuss best practices, and so forth.
- Can also include: stay interviews, exit interviews, and alumni networks
20
Q
Success of Knowledge Management Systems Depends On
A
- A culture and structure that champions knowledge sharing and learning.
- Proper planning, design, and evaluation.
- Effective knowledge-sharing practices.
- Adequate financing and sound financial management.
- Sustained leadership support.
21
Q
Topics Specific to Global Employee Learning and Development
A
- Cross-cultural awareness.
- International assignment preparation.
- Global team building and managing virtual teams.
- Issues related to laws, ethics, and organizational values. (Examples include anticorruption and antibullying.)
22
Q
Influences on global learning and development programs
A
- Strategic orientation
- Organization’s view between global integration and local differentiation
- Stakeholder buy in and support
23
Q
4 T’s
A
Travel, teams, training transfers
24
Q
What Andragogy is and what it includes
A
- Discipline that studies how adults learn Based on the assumptions that adults and children learn differently
- Includes
- Self-concept
- Experience
- Readiness to learn
- Orientation to learning
- Motivation to learn
- “Unlearn to learn”
25
Active learning
* Participating in learning and aids retention of learning
* Can be enhanced by asking questions and having discussions
26
Passive learning
Not exactly participating in learning (ex: reading)
27
Obstacles to learning
* Low tolerance for change
* Lack of trust
* Peer group pressure
* Bad experience with previous learning programs
* Lack of organizational commitment to learning
28
Learning Styles
* The way individuals take in and process new information
* Idea that people learn differently and tailoring the delivery of the information to address those differences will enhance learning and retention
* Observation and instructor inferences about learner behavior is required to identify the learning style
29
Learning Styles Include
* Visual learners
* Auditory learners
* Kinesthetic learners
30
Cultural Implication of Visual Learning Style
* Visuals are used to ease language barriers
* Some cultures it is unusal to sit in front of the class
* Body language and facial expressions
31
Cultural Implication of Auditory Learning Style
* Many cultures have tradition of oral learning, storytelling.
* Instructor may not be culturally accepted
* Tone, pitch, and speed of words can be important
32
Kinesthetic
* A high level of learner energy or physical activity may be seen as disrespectful in some cultures.
* Due to resources and other constraints, training in some countries may not offer much hands-on exploratory activity, so these approaches may be alien or confusing to many learners
33
ADDIE model
* A five steps that used to determine needs, develop training, and evaluate outcomes
* The success of each phase depends on the time, effort, and resources dedicated to that pervious phase
34
ADDIE Model Steps
1. Analysis (of needs)
2. Design
3. Development
4. Implementation
5. Evaluation
35
Analysis Phase of ADDIE Model
* Data is collected to identify gaps between actual and desired organizational performance
* Gaps that are due to a lack of knowledge or skills, objectives are established to address training needs
* Accomplished through completion of needs assessment or needs analysis to determine development needs
36
Levels of Training and Development Needs Analysis
1. Organizational
2. Task
3. Individual
37
Organizational level of needs analysis
* Identifies the knowledge, skills, and abilities employees will need in the future.
* Measures:
* Where training need is in the organization
* What conditions training will be conducted
38
Task level of needs analysis
* Compares job requirements to employee knowledge and skills to identify areas requiring improvement.
* Measures:
* What needs to be taught and what must be done to do job defectively
39
Individual level of needs analysis
* Focuses on individual employees and how they perform their jobs. Sometimes determined through performance reviews.
* Measures:
* Who should be traininged
* What kind of training do they need
40
Power distance dimension of culture
Amount that the distribution of power is accepted by all the culture’s members
41
Low Power Distance Needs Analysis
* Decision on who will participate in training - based on developmental needs or skill deficiencies
* Individual or group's training needs are based on formal performance evaluations and specific developmental objectives
* Needs analysis are conducted participatively
42
High Low Power Distance Needs Analysis
* Decisions regarding who should participate in training may be based on group membership.
* Individual or group skill deficiencies or developmental needs may not be expressed.
* Participation in training may be driven by group affiliation rather than individual need.
* Needs analyses may be less effective if conducted participatively.
* Individuals may be reluctant to discuss or share skill deficiencies or developmental needs because this causes them to lose face.
43
Global Factors Influencing Training Needs Analysis
* Cultural influences and training needs and considerations in non-headquarters locations.
* Current and future readiness and skill needs of the local workforce, including the nature and quality of local educational systems.
* Current and anticipated training and support requirements of assignees.
44
Design Phase of ADDIE Model
* Composing broad goals and objectives, outlining the flow and structure of the program, and further defining the target audience.
* Outcome: sketch of what the final program will look like. All major content components are included together with order and method that it was presented
* All stakeholders should have input and potential conflicts should come up and be resolved collaboatively
45
Learning Goals and Objectives
* Provide a focus for the design.
* Let participants know what they should know at the end of the program.
* Contribute to the process of knowledge and skill transfer.
* Provide a way to measure what was learned.
46
Bloom’s taxonomy is and includes
Learning objectives are processed in a heirachial manner starting at the lowest level
* Knowledge, or remembering facts.
* Recognition of learning content when content is presented differently.
* Application of learning to an example in order to draw a conclusion or to identify a principle at work.
* Using learning content to analyze the causes or possible outcomes in an example.
* Using learning content to create new solutions to a problem.
* Making judgments about the value of materials and methods for given purposes.
47
Self Directed Study
* Allows learners to progress at their own pace without assistance of instructor
* Can include training materials, performance support materials.
* Materials can be provided in various ways and can also be combined with other methods
48
Self-Directed Study Advantages
* Flexible, self-paced learning.
* Opportunities for testing and retesting.
* Can focus on certain areas.
* Cost-effective.
* Reduced need for trained and experienced instructors.
* Consistent training messages made available to learners in many settings.
49
Self-Directed Study Disadvantages
* Learners must be highly motivated and organized.
* Direct feedback is limited unless supplemented by online feedback or instructor support mechanisms.
* Self-directed learners sometimes miss important concepts.
* Development may be expensive.
* Absence of an instructor may make the program less credible in some cultures.
* Some learners are uncomfortable with high levels of responsibility for their own learning.
* Sharing of knowledge may not be possible.
50
Instructor-Led Training
* Traditional and frequently used mode of training.
* Training is delivered by an instructor to an audience.
* Can include external resources
* Colleges and universities, trade associations, and training vendors to provide traditional classroom training.
* Classrooms may be virtual (e.g., webinars), with individual learners or entire classes accessing an instructor at a central location.
* May incorporate several types of learning activities, including presentations and lectures, case studies, readings, demonstrations, group discussions, and simulations.
51
Instructor-Led Training Advantages
* Allows the instructor to provide feedback and more individual attention.
* Supports a wider variety of learning activities.
* Encourages group feedback and idea sharing.
52
Instructor-Led Training Disadvantages
* Time- and resource-intensive.
* Decreased opportunities for participation as group size increases.
* Greater logistical and geographic challenges
53
On-the-job training (OJT)
* Training provided to employees at the work site utilizing demonstration and performance of job tasks
* Typically provided by employees and managers
54
On-the-Job Training Advantages
* Relevant to the job and “just in time.”
* Relies on and takes advantage of the real environment.
* Opportunity for immediate feedback.
* Applicable for individuals and small groups.
* Allows for gradual buildup of skills needed for the job.
55
On-the-Job Training Disadvantages
* May be difficult to schedule.
* May be potential safety issues in the real environment.
* May be distracting to coworkers.
* Time- and resource-intensive.
* Subject matter and process experts needed to demonstrate and provide feedback.
* If unstructured, performance may dip when unsupervised.
56
Blended learning
* Combination of instructor-led training, self directed study, and/or on-the-job training.
* Good option for organizations that struggle to deliver standardized training content in multicultural context
57
Blended Learning Advantages
* Multiple methods to meet learning objectives and cultural needs.
* Adaptable to multiple cultural needs.
* Facilitates both independent and collaborative learning.
* Scheduling and facility flexibility.
* Lower delivery costs than strategies that rely exclusively on face-to-face training.
* Array of possibilities for interaction and enhanced learning.
58
Blended Learning Disadvantages
* Methods must be carefully chosen based on strategic objectives, or efforts may fail.
* There may be technology and security constraints to overcome.
* Participants must be organized and motivated to complete the learning.
* More coordination required as a result of the use of multiple methods.
* Costs of all strategies must be fully anticipated.
* More time may be required to develop all aspects of the program.
59
Transfer of learning
* Effective and continuing on-the-job application of the knowledge and skills gained through a training experience
* Plans for facilitating this includes 30/60/90 day action plans
60
30/60/90 Day Action Plans
Occur after formal learning has taken place and helps to enhance the retention and transfer of learning and links the learning to enhanced job performance
61
30/60/90 Day Action Plans Include
* A clear definition of objectives.
* Specific deliverables that are aligned with the objectives.
* Discrete themes for each plan stage.
* A clear set of activities with dates (e.g., short- and long-term goals).
* A simple scorecard to help measure achievement of milestones and successful transfer of learning.
62
Development Phase of ADDIE Model
* Materials are created, purchased, or modified to meet the stated objectives.
* Most of the time existing materials can be modified otherwise new materials can be created
* Choices are made among the many types of learning activities, methods of training delivery, and technological tools that can be used.
63
Participatory learning includes
* Case studies
* Round robin
* Role playes
* Structured exercises
* Simulations
* Fishbowl activities
* T-groups
64
Case studies
Participants apply new knowledge/skills to a hypothetical situation or case.
65
Round robin
* A participant or team competes against every other participant or team to answer a question or complete a task.
* Failure to win one of the competitions may result in elimination.
66
Role plays
Participants assume and act out roles to resolve conflicts or practice appropriate behavior for various situations
67
Structured exercises
Participants complete tasks that are similar to those they encounter on the job.
68
Simulations
Participants perform an assigned role within a complex scenario designed to resemble a real-life challenge
69
Fishbowl activities
* A group of learners, sitting in the center of a circle, debate or discuss a topic while the remaining learners observe the discussion.
* This is a blend of active and passive learning. For those discussing, it is active; for those observing, it is passive.
70
T-groups (also known as sensitivity training)
Group of people investigate and explore patterns of authority and communication among themselves.
71
Considerations when selecting learning activities
* Learning objectives and how activity will enhance or limit objective
* Assessment of participants
* Audience
* Members of audience geographical location
* Cost limitations
* Technology/resource limitations
* Time frame for program
* Nature of content - stable or subject to frequent changes
* Cultural perceptions associated with various learning activities
72
Training Delivery Tools
* E-learning
* Learning portals
* Learning management systems
* Webinars
* Mobile learning
* Simulations
* Social media
73
E-learning
* Delivery of training and educational materials, processes, and programs via the use of electronic media
* Can include web- or computer-based learning, virtual classrooms, and mobile devices.
74
Distance learning
Delivering educational or instructional programs to locations away from a classroom or central site.
75
Synchronous E-learning
Participants react in real time
76
Asynchronous E-learning
Participants access information (often individually) at different times and in different places by completing web-based modules and activities
77
E-Learning Advantages
* Distributes information widely and quickly
* Assists globalization efforts through virtual communication.
* Keeps information consistent and current.
* Permits schedule flexibility for employees.
* Allows choice of synchronous or asynchronous methods.
* Practice and repeat exposures to training.
* Opportunities for simulation and higher-level learning and testing.
* Shows cost efficiencies compared to face-to-face sessions.
78
E-Learning Disadvantages
* Technology constraints affect multimedia options and learner access.
* Concerns with intellectual property and electronic security.
* Developers and technical staff need to monitor, administer, and update programs.
* Dropout and noncompletion rates may be higher than with other forms of training.
* There could be anxiety with technology. Online support is required.
* Design requires more investment of time in order to provide meaningful participant interactions.
* Development and other start-up costs can be high.
* Content revisions and changes may be difficult.
79
Learning Portals
* Intrernet or intranet site with access to organization’s database of information and resources regarding learning and training
* Present info from diverse sources in unique way
* Used along with learning management systems
80
Learning management system (LMS)
* Electronic system that holds course content information
* Has the capability of tracking and managing employee course registrations, career development, and other employee development activities.
* Most offer testing and measurement capabilities
81
Webconferencing
Live meetings or presentations over the Internet
82
Webinar
* Form of webconferencing
* Presenter facilitates communication of material or information to an audience in real time.
83
Mobile learning
Learning content and tools that can be accessed on or delivered to small, handheld devices, such as smartphones or tablets.
84
Virtual-World Simulations
* Place the learner in a virtual work environment (such as an office) and present a series of real-life challenges.
* The learner has the opportunity to practice new skills and make decisions in a supportive and low-risk environment.
* Good for engaging teams
85
Benefits of Sumulations
* Appealing to young learners with sophisticated technological expectations.
* Actively engaging individuals in the learning process.
* Providing additional opportunities for individuals to learn complex or potentially dangerous skills in a realistic but safe and low-risk environment.
86
Implementation phase of ADDIE is and includes
* Program is delivered to target audience
* Activities include
* Pilot programs
* Revisions to content
* Announcements and launch events
* Participant scheduling
* Preparation of the learning environment
87
Pilot programs
* Learning/development programs offered initially in a controlled environment with a segment of the target audience
* Used to identify potential problems and assess initial effectivness
88
Pilot programs Allows Evaluation of
* Level of content detail and sequencing
* Effectivness and cultural appropriateness of the selected learning activities.
* Time allotted to key activities.
* Usability and constraints of the physical space where the program will be delivered.
* If the content and the design result meet the intended objectives.
89
Translation
Conversion of the written word from one language to another. A key aspect of translation is customization to the local culture.
90
Interpretation
Process of translating the spoken word into another language.
91
Improving Translation and Interpretation
* Translator/interpreter knows the culture and not just the language.
* Understand the audience for the translation/interpretation.
* Solicit and encourage local feedback.
* Avoid jargon, humor, and colloquialisms.
* Use visuals when feasible.
* Think both translation/interpretation and localization.
* Manage the translation/interpretation project carefully.
* Rely on professional translation and interpretation services, but screen them carefully.
92
Factors in Selecting a Trainer
* Training expertise.
* Subject matter expertise.
* Consulting skills.
* Credibility with the local audience.
* Qualifications, education, and certification.
* Cultural familiarity.
* Communication and language expertise.
93
Recommendations for Cross-Cultural Trainers
* In high power distance cultures, managers may not want to display difficulty in comprehension if their subordinates are in the group.
* In classes with mixed cultures, one culture can dominate and diminish the experience for learners from other cultures.
* A trainer may behave too informally or make self-deprecating remarks, which will damage credibility in some cultures.
* Language can become a barrier if the trainer speaks too quickly or uses unfamiliar colloquialisms.
94
Evaluation Phase of ADDIE
* Measuring the effectiveness of the training
* Compare the program results to the established objectives to determine if the organizational needs were met
95
Training Program Evaluations Help to
* Determine if it meet its objectives.
* Identify best practices and strengths and weaknesses of individual programs.
* Helps assess the cost-benefit ratio of training.
* Identify which participants benefited the most and least from the training effort.
* Gather data to assist in designing and marketing future programs.
* Determine if the program content and learning methods were appropriate.
* Establish a database of information to assist in future strategic decision making.
96
Kirkpatrick’s Four Levels of Evaluation
1. Reaction
2. Learning
3. Behavior
4. Results
97
Reaction: Kirkpatrick’s Four Levels of Evaluation
* How participants felt about the program
* Gathering methods:
* Checklists
* Questionnaires
* Interviews
98
Learning: Kirkpatrick’s Four Levels of Evaluation
* How participants increased or otherwise changed their knowledge, skills, and attitudes
* Gathered by:
* Pre/post measure test
99
Behavior: Kirkpatrick’s Four Levels of Evaluation
* How participants changed their behavior on the job
* Gathered by:
* Performance tests
* Critical incidents
* 360-degree feedback
* Simulations
* Observations
100
Results: Kirkpatrick’s Four Levels of Evaluation
* How the program affected the organizational goals
* Gathered by:
* Return on stakeholder exceptions
* ROI analysis
* Progress toward organizational objectives
* Performance appraisals
101
Career development
* Process that employees progress through a series of stages in their careers, each of which is characterized by relatively unique issues, themes, and tasks.
* Two processes
* Career planning
* Career management
102
Career planning
* Actions and activities that individuals perform in order to give direction to their work lives
* Focus on the individual and their responsibilities
103
Career management
* Preparing, implementing, and monitoring employees' career paths
* Primary focus on the goals and needs of the organization.
104
Career Planning Includes
* Identify personal abilities and interests.
* Plan personal career goals.
* Communicate development preferences to manager.
* Assess career path options within and outside the organization.
* Design a career plan that accommodates the organization’s needs.
* Seek out and participate in learning and development opportunities.
105
Career Management Includes
* Identify future organizational staffing needs.
* Assess career strategies and development programs.
* Create career development programs (career paths and ladders).
* Match organizational needs with individual abilities.
* Provide on-the-job development, coaching, and career training.
106
Four Roles Managers Perform to Further Employees' Career Development
1. Coach
1. Listen to, clarify and assess employee's career concerns
2. Appraiser
1. Give feedback and clarify performance standards and job responsibilities
3. Adviser
1. Make suggestions/reomendations and advise
4. Referral agent
1. Link employee action plans to available organizational resources
107
Individual development plan (IDP)
* Document that guides employees toward their goals for professional development and growth.
* Incorporates components of adult learning, organizational development, and corporate culture
108
Individual development plan (IDP) should include:
* Employee profile
* Career goals and objective
* Development objectives
* Link organizational and/or business unit mission, goals, and objectives to the employee’s career goals and objectives
* Training and development interventions
* Activities the employee will pursue to build knowledge, skills, and/or behaviors with estimated and actual completion dates
* Outcomes
* How development-building efforts will be measured or assessed
* Signatures and dates
* Sign-offs by the supervisor and the employee
109
Individual development plan (IDP) are Effective When
* Align with organizational needs.
* Reflect an objective, accurate assessment of the employee’s current strengths and needs.
* Focus on challenging development activities tied to individual needs.
* Include opportunities for coaching and feedback between the employee and HR, the manager, or any other appropriate people.
* Are embraced and owned by the employee.
110
How to foster a culture of career development
* Link career development to the organization’s mission and business objectives.
* Communicate business goals so that career management plans are aligned with business systems and needs.
* Place value and reward managers who help employees with career planning.
* Participate in career development workshops and meetings.
* Identify measures of success (metrics) to track performance.
111
Forms of Career Development
* Employee self-assessment tools
* Apprenticeships
* Job rotation,anlargement, and enrichment
* Projects, committees, and team participation
* Internal mobility
* Coaching
* Mentoring
* Universities, colleges, associations, continuing education programs
112
Apprenticeships
* Related to technical skills training
* Often a partnership between employers and unions.
113
Job rotation
Employee movement between different jobs.
114
Job enlargement
* Employee is given additional, different tasks within the same job.
* Adding more tasks gives the employee a variety of responsibilities that require the same level of skills.
115
Job enrichment
Increases the depth of a job by adding related responsibilities such as planning, organizing, tracking, and completing reports.
116
Dual career ladders
* Career path without requiring that they be placed in supervisory or managerial position
* Common in scientific, medical, IT and engineering fields
117
Coaching
* One on one conversations between employee and experienced individual
* Guidance is to develop and enhance on the-job performance, knowledge or behavior.
118
Executive Coaching
Supports managers in fundamental principles and practices for success and empowering staff success Typically done through third-party vendor
119
Mentoring
* Relationship in which one person helps guide another's development.
* Can be formal or informal
120
Formal mentorship
* Developed in response to a specific organizational issue or development need
* Connected to organization's strategic business objectives
121
Formal mentoring typically involves:
* Strategic selection and matching of mentors with mentees (by HR or the group who sponsors the program).
* Program guidelines and/or training for mentors and mentees.
* Resources provided to help identify career goals.
* Goal setting with measurable objectives.
* Defined mentoring engagements (e.g., 9 to 12 months).
* Support for participants and ongoing monitoring to ensure that outcomes are achieved.
122
Informal mentorship
* Usually initiated by mentee who selects someone they admire or believes could help with career development
* Often does not involve setting goals, objectives or development plans and no expert training or support is provided
* Mentee often asks mentor for advise when issues arise
123
Difference Between Coach and Mentor
* Roles
* Coach
* Reinforces and changes skills and behaviors
* Mentor
* Power free, two way mutually beneficial relationship where mentors act as teachers and mentees find their own direction
* Focus
* Coching
* Short term and task based
* Mentor
* Long term and broad view of person
* Agenda
* Coach
* Identify their own values and align goals to those values
* Mentors
* Use their experience to guide others
124
Leadership
Ability to influence, guide, inspire, or motivate a group or person to achieve their goals.
125
Leader development
Training and professional development programs used to help management and executive-level employees in developing the skills, abilities, and flexibility required to deal with a variety of situations.
126
Reasons why leadership development and succession planning is crucial
* The increasing speed and type of change in the organization
* Increase in complexity of challenges
* Task migration are transferred to leaders at lower levels
* Growth of senior leaders is contingent on the second level of leadership development below them
127
The five fatal flaws that lead to failure as a leader
1. Inability to learn from mistakes
2. Lack of core interpersonal skills
3. Lack of openness to new or different ideas
4. Lack of accountability
5. Lack of initiative
128
Seven habits of unsuccessful executives
1. See themselves and their companies as dominant.
2. Identify so completely with the company that no clear boundaries exist between personal and company interests.
3. Think they have all the answers.
4. Eliminate anyone who isn’t 100% behind them.
5. Obsessed with the company image.
6. Underestimate major obstacles.
7. Stubbornly rely on what has worked for them in the past.
129
Obstacles to Leader Development
* Slowly developing crises (as opposed to explosive crises that seem to call forth leadership talents)
* Suppressive effects of large and complex organizations and communities
* Educational systems and business rewards that value individual performance over teamwork
* Negative publicity often associated with high visibility
* Lack of a global mindset
* Insufficient organizational focus on leadership development
130
Common Types of Competency Assessments
* Self-assessment
* Manager assessment
* Competency-based interview
* Skill gap analysis
* 360-degree assessment
* 180-degree assessment
* Skill assessment center
* Certifications
131
Self-assessment: Competency Assessment
Allows individuals to evaluate themselves against a competency list for the current job or future jobs of interest.
132
Manager assessment: competency assessment
Allows a manager to evaluate direct reports on competencies for the current job or future jobs of interest.
133
Competency-based interview
Screens candidates who qualify for a job by targeting specific competencies required for the position.
134
Skills gap analysis
Identifies gaps in employee skills and training interventions.
135
180-degree assessment
Collects data in a half circle around an individual; compares self-ratings to ratings by others but limited to internal personnel (e.g., an immediate supervisor, peers, and/or subordinates).
136
Skill assessment center: competency assessment
Uses role plays, case studies, structured experiences, simulations, business games, and other activities to provide a holistic perspective of individual competencies aligned to a position.
137
Certifications
* Involves supervisors or other subject matter experts and evaluators in verifying (certifying) an employee’s competencies.
* If the employee is successful, they receive positive feedback and certification.
* If the employee is not successful, they receive positive but corrective feedback and prescribed follow-up actions.
138
Assessment tools for leader development
* Inventories
* Leadership work samples, simulations, and ssessment Centers
* Emotional Intelligence assessment tools
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Inventories
* Measure sets of leadership styles, skills, and strengths
* Either as part of 360-degree assessments or as solely self-administered tests.
* Assess strengths rising leaders can bring to new or higher level executive positions
* Help identify strengths and weaknesses of individual and help guide development initiatives
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Work Sample Measures
* Assessment tool
* Candidates demonstrate levels of attained leadership proficiency
* Measures include situational judgement tests, assessment centers and simulations
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Situation judgment tests (SJTs)
* Give prospective leaders with sample situations and problems they might encounter in a work environment, along with possible answers.
* Candidates are asked either to provide the best answer, to choose the best and worst answers, or to place the answers in order from best to worst.
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Assessment centers
* Give candidates a wide range of leadership situations and problem-solving exercises.
* Can include in-basket tests, financial or business data analysis, leaderless group discussions, interview simulations, role plays, and psychological inventories.
* Exercises are observed by multiple raters who provide judgments on each of the targeted performance dimensions. Then, assessors come together to integrate the ratings and provide an overall assessment score.
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70-20-10 rule to developing leaders
* 70%developmental relationships
* 20% coursework
* 10% training
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Having bad bosses can help
* Teach one how not to lead
* What not to do
* How to survive bad situations
* Learn compassion and integrity more
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Leadership development methods
* More challenging assignments
* Risk management
* Hardship testing
* Real-life problem solving in "controlled" environment
* Training
* Action learning leadership
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Action Learning
* Learning and building skills while working to solve real business issues
* Mimics the process of continuous learning and integrates new ideas with actual business challenges, it has direct applicability for leadership development.
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Action Learning Values
* Continuous learning as part of the “real work” of organization members.
* Continuous improvement in behaviors and processes.
* The central importance of reflection in action.
* Feedback and open and honest communication.
* The need to learn how to learn.
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Factors that can Inhibit Leadership Program Success
* “Born” versus “made” perceptions
* Local acceptance and support
* Organizational culture
* Leadership models
* Localization requirements
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How to develop global leaders
* Understand the role and characteristics of leaders in the organization’s headquarters culture.
* Leadership model should not be directly applied from one culture to another.
* Analyze the host country's value dimensions and other key characteristics.
* Balance centralized organizational leadership requirements with local differentiation.
* Solicit feedback and get sign-off on leadership criteria from international locations.
* Develop a systematic leadership development and training program and process.
* Develop the competencies proposed by global leadership models.
