Basic Leadership Skill Training (Ken Kanaidi)
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Kanaidi, SE., M.Si (Penulis “Buku PERIKLANAN”, Service Quality and Motivation Trainer, Dosen Marketing Management, Praktisi Bisnis) e-mail :kana_ati@yahoo.com atau kanaidi@yahoo.com atau kanaidi@poltekpos.ac.id HP. 08122353284 ==========================
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Basic Leadership Skill Training (Ken Kanaidi)
- 1. Learning from Experience By : Kanaidi, SE., M.Si kana_ati@yahoo.com
- 2. Adapted from Kolb (1984)
- 3. Adapted from Honey and Mumford (1982).
- 6. Have an experience Observe and Decide on reflect on best option experience Develop new ideas and principles Bernice McCarthy http://www.aboutlearning.com/
- 7. By : Kanaidi, SE., M.Si kana_ati@yahoo.com
- 8. 8
- 9. Bandung, 17 - 18 Maret 2010 By : Kanaidi, SE., M.Si
- 10. Active Listening Skill Ω Mapping Ω Problem Statement Ω Strategic Direction ►►► Conclusion Intensity Intensity Empathy Empathy Active Active Listening Skills Listening Skills Responsibility Responsibility Acceptance Acceptance 10 Fundamentals of Management: 12-10 Gao Junshan, UST Beijing
- 11. Ω Mapping Ω Problem Statement Ω Strategic Direction ►►► Conclusion Active listening is paying attention to other people in a manner where they feel that you hear their message and that you fully understand them. At the core of active listening is the ability to be empathic with people, meaning that while you may not necessarily agree with them, you do understand their experience. 11
- 12. Active Listening Behaviors Ω Mapping Ω Problem Statement Ω Strategic Direction ►►► Conclusion • Prepare to Listen • Focus on the Speaker • Screen Out Distractions • Concentrate on the Message • Listen to tapes while you commute
- 13. ASSERTIVE COMMUNICATION SKILL “ UNDERSTANDING YOUR RIGHTS ” By : Kanaidi, SE., M.Si kana_ati@yahoo.com HM MBT OKTOBER 2009 13 13
- 14. ASSERTIVE COMMUNICATION SKILL Apakah Anda Asertif? Ken_MBT, Febr 201314 14
- 15. Assertiveness Classes Ps don’t be afraid to knock…
- 16. Assertiveness is about self confidence which means having a positive attitude towards yourself and others.
- 17. ASSERTIVE COMMUNICATION SKILL GAYA KOMUNIKASI PASIF ASERTIF AGRESIF ESENSINYA Mendahulukan hak orang Mengupayakan hak anda Mengutamakan hak anda lain tanpa menyepelekan tanpa mempedulikan hak orang lain org lain IMPLIKASI Perasaan saya tidaklah Kita sama-sama penting, Perasaan anda tdk penting, kita sejajar penting. ketika saya ‘inferior’ Saya ‘superior’ berkomunikasi dg (rendah diri) (lebih hebat) or. lain GAYA VERBAL Cenderung meminta Pernyataan ‘saya’; Pernyataan ‘anda’; maaf; berkata halus tegas nada suara tinggi GAYA NON Menghindari tatapan Menatap langsung; Menatap tajam; tegang; VERBAL langsung; tak bisa diam, postur rileks; gerakan postur kaku; menunjuk2 mengangguk2 teratur KONSEKUENSI Kepercayaan diri Kepercayaan diri Dibenci; harga diri berkurang, marah pd diri bertambah; dihargai & berkurang; tdk dihargai; sendiri, dikasihani m’hargai org lain ditakuti ; 17 17
- 18. “ Understanding between stress and assertiveness” By : Kanaidi, SE., M.Si kana_ati@yahoo.com 18
- 19. ASSERTIVE COMMUNICATION SKILL Understanding between stress and assertiveness keringat Jam 4 sore pending wajah kopi rokok stres Ken_MBT, Febr 2013 19 19
- 20. ASSERTIVE COMMUNICATION SKILL Understanding between stress and assertiveness Tidak Pekerjaan Asertif “Over-load” stres Ken_MBT, Febr 2013 20 20
- 21. ASSERTIVE COMMUNICATION SKILL Training “HANDLING CONFLICT AND AGGRESSIVE BEHAVIOR” By : Kanaidi, SE., M.Si kana_ati@yahoo.com HM MBT OKTOBER 2009 Ken_MBT, Sept 2011 21 21
- 22. One party perceives its interests are being opposed or set back by another party Ken_MBT, Febr 2013 22
- 23. TINGKAT KONFLIK ANTAR ORGANISASI DI DALAM ORGANISASI ANTAR KELOMPOK DI DALAM KELOMPOK ANTAR PRIBADI DI DALAM DIRI SENDIRI Ken_MBT, Febr 2013 23
- 24. DIMENSI DARI KONFLIK & ORIENTASI PEMECAHANNYA T S I A N N KOMPETISI KOLABORASI G G A K T A T T E G A K E S KOMPROMI T E K G U R A A N S A G HINDAR AKOMODASI T N E G A S TIDAK ADA KERJASAMA KERJASAMA SANGAT ERAT TINGKATAN KERJASAMA 24
- 25. “BASIC LEADERSHIP SKILL Training” 360 Degree Feedback App By : Kanaidi, SE., M.Si kana_ati@yahoo.com HM MBT OKTOBER 2009 25 25
- 26. also known as 'multi-rater feedback', 'multisource feedback', or 'multisource assessment', is employee development feedback that comes from all around the employee. "360" refers to the 360 degrees in a circle . 360o
- 27. Performance Evaluator’s overlooked by situational evaluator factors Unreliability Disagreement True Assessment Deficiency Employee’s Invalidity temporary personal factors Actual Performance Measured Performance Poorly defined task performance
- 28. Criterion contamination: Reliability: Elements that affect the appraisal measures that Performance measures Measures that are are not part of the actual consistent across performance raters and over time Zone of valid assessment Strategic relevance: Criterion deficiency: Performance standards Actual linked to organizational performance Aspects of actual goals and performance that are competencies not measured
- 29. Sesi I Effective Managing Stress By : Kanaidi, SE., M.Si 29 HM MBT OKTOBER 2009 29 kana_ati@yahoo.com
- 30. Hans Selye "stres tidak selalu sesuatu yang buruk - itu semua tergantung pada bagaimana Anda menerimanya. Stres karena menggembirakan, kerja yang sukses kreatif bermanfaat, sedangkan kegagalan, penghinaan atau infeksi adalah merugikan. “ Selye percaya efek biokimia dari stres akan dialami terlepas dari apakah situasi itu positif atau negatif
- 31. Kombinasi respon fisiologis dan emosional untuk suatu peristiwa atau situasi Keadaan ketegangan mental atau emosional atau kegentingan mekanisme pertahanan yang digunakan untuk merespon bahaya yang dirasakan stres adalah komunikasi internal yang kuat untuk meningkatkan sumber energi karena pelepasan hormon yang dikeluarkan selama respon stres
- 32. Respon Fisiologis Kognitif dan Emosional meliputi : tanggapan termasuk : Peningkatan denyut Suka bicara sendiri jantung Kegelisahan Peningkatan tekanan Ketidakmampuan untuk darah berkonsentrasi Berkeringat Mulut kering Sakit kepala
- 33. Akademik tekanan Frustrasi Persepsi kurangnya waktu untuk menyelesaikan pekerjaan Kesulitan membuat keputusan Tekanan sosial
- 35. By : Kanaidi, SE., M.Si 35 35 kana_ati@yahoo.com HM MBT OKTOBER 2009 35
- 36. What Makes a Good Employee? 1. Integrity 2. Ability to work with people 3. Responsibility 4. Judgment 5. Motivation to succeed 6. Work ethic 7. Intelligence 8. Creativity/enthusiasm 9. Communications skills 10. Technical competence 36
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- 41. Membangun Hubungan Efektif dengan Rekan Kerja dan Pimpinan By : Kanaidi, SE., M.Si 41 HM MBT OKTOBER 2009 41 kana_ati@yahoo.com
- 42. Kemampuan Beradaptasi Kemampuan melayani klien Komunikasi Kemampuan memecahkan masalah dengan kreatif Kemampuan untuk bekerja dalam team dan berkolaborasi Bisa dipercaya Bertanggung jawab Dorongan untuk berprestasi
- 43. Membangun Hubungan Melalui Komunikasi yang Effektif dengan Rekan kerja dan Pimpinan 1. The art of Looking (memandang) 2. The art of Smiling (tersenyum) 3. The art of Listening (mendengar) 4. The art of Questioning (bertanya) 5. The art of Answering (menjawab) 6. The art of Surprising (kejutan positif) 7. The art of Admitting Mistake (mengakui kesalahan) 8. The art of Asking Apology (meminta maaf) 9. The art of Stating Empathy (pernyataan empati) 10.The art of Closing Conversation (menutup pembicaraan)
- 44. 1. Sense of direction (kecakapan menetapkan tujuan) 2. Understanding (kemampuan memahami dengan memanfaatkan pengalaman atau pengetahuan) 3. Courage ( keberanian untuk berbuat sesuatu) 4. Charity ( bersikap murah hati /ramah ) 5. Esteem(mempunyai jati diri/kepribadian ) 6. Self confidence (mempunyai kepercayaan diri) 7. Self acceptence (dapat menerima dan menyadari keadaan dirinya )
- 45. You are You Sikap Anda adalah penentu segalanya Hargai diri Anda dan orang lain Percaya pada diri sendiri Percaya Anda bisa membuat sesuatu yang berbeda Niatkan untuk memberikan dan melakukan yang terbaik dalam segala hal sejak awal
- 46. Setting your By : Kanaidi, SE., M.Si 46 HM MBT OKTOBER 2009 46 kana_ati@yahoo.com
- 47. Goal Setting Ω Mapping Ω Problem Statement Ω Strategic Direction ►►► Conclusion WHY SHOULD YOU SET GOALS • Establish your ultimate destination • Identify the roads you can take to get there “The person who starts out going nowhere, • Know when you have arrived at your goal generally gets there” -Dale Carnegie
- 48. Ω Mapping Ω Problem Statement Ω Strategic Direction ►►► Conclusion Do not understand the importance of goals. Do not know how to set goals. Fear of rejection. Fear of failure.
- 49. Ω Mapping Ω Problem Statement Ω Strategic Direction ►►► Conclusion Family/home Social Educational Religious Achievement/recognition Career Physical/health
- 50. Ω Mapping Ω Problem Statement Ω Strategic Direction ►►► Conclusion 1. Ones that make things happen 2. Those that let it happen 3. And the ones that don’t know what happened. What one are you going to be?
- 51. How does it work, and how can we use it ef fectively? By : Kanaidi, SE., M.Si kana_ati@yahoo.com HM MBT OKTOBER 2009 51 51
- 52. Positive punishment is the type where you add an unpleasant stimulus as a consequence of a response (and the response is weakened) Negative punishment is the type where you remove a pleasant stimulus as a consequence of a response (and the response is weakened)
- 53. Although it should not be overused, in some cases punishment can have positive side effects: ◦ It can sometimes lead to an increase in social behavior (especially after negative punishment like time out) ◦ It can sometimes lead to an unexpected improvement in mood ◦ It can lead to an increase in attention to the environment
- 54. Immediate vs. delayed Consistently applied Negative Punishment instead of Positive Punishment when possible Sufficient (but not too much) intensity Explanation Combined with positive reinforcement!
- 55. Ω Mapping Ω Problem Statement Ω Strategic Direction ►►► Conclusion Kanaidi, SE., M.Si (Trainer & Dosen, Penulis, Peneliti, dan PeBisnis) e-mail : kana_ati@yahoo.com atau kanaidi@yahoo.com Telp : 022-2009570 ext.118 Fax : 022-2009568 HP. 0812 2353 284 www.ken-kanaidi.blogspot.com www.ken-sukses.blogspot.com www.pemimpin.unggul.com www.google.com “Sukses kanaidi” www.formulabisnis.com/?id=ken_kanaidi 55
Hinweis der Redaktion
- Much of mentoring is about helping your client learn from experiences that they have, but what impact does this have on the way you mentor, how can you find out how they like to learn the best, and how can you put over information in a way that helps someone learn in a more effective way? These are the concepts we will be looking at in this session
- So lets start off by looking at a model that explains how we learn from experience. This is often known as Kolb’s Learning Cycle. All the time we are learning from our experiences and how do we do that? If you think about any thing you have learned from experience, firstly you experience something and then you reflect on the experience. You think about what things went well, what didn’t go so well. If there were things that didn’t go as well as you wanted then you will look for new ideas or principles and come up with a new approach and then have a go at that and then keep going round the cycle. Your job as a mentor is to help your client got through this cycle time and time again. This experiential learning cycle is one that is useful to use with clients to help them understand the role of the mentor.
- Honey and Mumford used Kolb’s Learning Cycle to come up with a way of identifying people’s preferred learning styles. It is useful to be able to identify someone you are mentoring’s learning style because then you can adapt the way you communicate with them to fit in with their style and so they learn in the most easy way for them. Activists, as the name implies, are people who prefer to learn by doing. They like to just get in there and have a go and see what happens. They like to experiment, take risks, try things out. They will enjoy things that they can be fully involved with, like brain storming, problem solving, role playing, and just having a go. A reflector is someone who learns by watching and thinking about things. They like to take their time and look at things from several different perspectives before they do something different. A theorist is someone who likes to understand the theory and concepts behind things. They like to analyse and to think logically through things. They like models, concepts, statistics, and theories. Once they have these then things make sense to them. And finally there is pragmatists. For pragmatists to learn they need to see how the learning is going to be put into practice. They will be keen to know how they can use the learning and what are the most practical ways of doing that. They tend not to like lengthy discussions. Each of these learning styles relates to one of the stages of Kolb’s learning cycle. To learn well for all our experiences we will want to enhance our skills in each of these areas. So in mentoring you may want to use their learning style to help them learn more easily and also, if the situation demands, help them acquire skills in other learning styles.
- This exercise is to help you think about the learning styles and the impact they will have on the way you mentor
- Here are some thoughts to add and to compare to the ones you have already thought of.
- This model was developed by Bernice McCarthy, once again based on Kolb’s learning cycle. It is useful to help people think about putting together presentations, meetings, lectures, training sessions, etc in such a way as to ensure all the learning styles are catered for. In giving information you will want to start by making sure that people know about why it is that they would want the information and get them in the best frame of mind for taking in the information. So you will want to make sure they understand why it will be useful for them, what it will do for them, what they will get out of it. And in this way to create meaning for them and to motivate them. Then is the what section. This is part where you will want to give the information, concepts etc so that they understand the theory and can reflect on the ideas behind them. This is the teaching part of the model. After that then is the How section, and this is the part for the person or people to acquire and try out the skills that will allow them to put the ideas into practice. So here you may want to coach the person, or facilitate ways in which they can try out new skills, doing exercises and so on. And finally there is the What if… section. This is where you will want to open it up to the audience so that they can ask questions, and think about what might happen if they were to do this or that, so that they are fully set up for putting it all into practice and using the new knowledge.
- Taking listening skills for granted, many people confuse listening with hearing. Hearing is merely picking up sound vibrations. Listening, in contrast, is making sense of what we hear. Passive listening requires a listener to absorb and remember the words being spoken. Active listening requires a listener to understand the communication from the sender’s point of view. There are four requirements for active listening. Concentrate on what the speaker is saying, and tune out miscellaneous thoughts that create distractions. Empathize with the speaker and try to understand what the speaker wants to communicate rather than what you want to hear. Accept what the speaker is saying; listen objectively without judging. Take the responsibility for completeness, that is for getting the full intended meaning from the speaker’s communication.