Lecture on Leadership

1. JOSEPH FREDRICK MUTUPHA (PhD)

3.  The participants will comprehend the action-observation –
reflection model.
 The participants will comprehend the importance of perception in
the spiral of experience by looking at perception through
observation, reflection, and action.
 The participants will comprehend the importance of reflection in
leadership development .
 The participants will comprehend how experience influences
leadership development
 The participants will comprehend how education and training
fosters leadership development

4.  Discuss the action-observation-reflection model
and how it pertains to a law enforcement
leader
 Discuss what the spiral of experience is and the
key role that perception plays in it by looking
at observation, reflection, and action
 Discuss the importance of reflection in
leadership development by focusing on single
and double-loop learning

5.  Discuss how leadership is developed through
experience by looking at the people you work with
and the actual task at hand. Then discuss how to
use leadership experiences to learn more about
and develop your leadership style.
 Discuss how training and education augments
leadership development by looking at university
courses in leadership and leadership training
programs
 Discuss how to use all the tools in the chapter to
start forging your own personal leadership style

6.  “Leadership and learning are indispensable to
each other.”
 John F. Kennedy

7. The meaning behind the quote is profound - a leader
cannot lead without knowledge and a desire to learn, and
must continue learning in order to maintain a position of
leadership.

8.  Making the most experience is key to developing ones
leadership ability.
 The theory shows that leadership development is
enhanced when the experience involves three different
processes.
 -Action
 -Observation
 Reflection

10.  Experience is not just a matter of what events
happen to you; it also depends on how you
perceive those events.
 Perception affects all the three phases of the
action–observation-reflection model.
 People actively shape and construct their
experiences

11.  Observation and perception both deals with
attending to events around us.
 Perceptual sets can influence any of our
senses:
 - They are the tendency or bias to perceive one
thing and not another.
 - Feelings, needs, prior experience and
expectations can all trigger a perceptual set.
 Stereotypes represent powerful impediments
to learning.
 - awareness of biases occurs upon reflection.

12.  Reflection deals with how we interpret our
observations.
 Perception is inherently an interpretive, or a
meaning making, activity.
 Attribution: explanations we develop for the
behaviors or actions we attend to.
 Fundamental attribution error: tendency to
overestimate the dispositional causes of
behavior and underestimate the environmental
causes when others fail.

13.  Self-serving bias:Tendancy to make external
attributions for one’s own failures, yet make
internal attributions for one’s success.
 Actor/observer difference : Refers to the fact
that people who are observing an action are
much more likely than the actor to make the
fundamental attribution error.
 Reflection also involves higher functions like
evaluation and judgment, not just perception
and attribution.

14.  Research found out that perception and biases
affect supervisors’ action towards poorly
preforming subordinates.
 Self-fulfilling prophecy: Occurs when our
expectations or predictions play a casual role in
bringing about the events we predict.
 Research has shown that having expectations
about others can subtly influence our actions.
 These actions can, in turn, affect the way others
behave.

15.  Reflection provides leaders with insights into
several ways of framing problems, multiple
perspectives, or better understanding.
 Leaders tend to ignore reflection due to lack of
time or lack of awareness of its value.
 International reflection might prompt one to
see potential benefits in experience not initially
considered relevant.

16.  Single-loop learners seek relatively little
feedback that may significantly confront their
fundamental ideas or actions.
 - individuals learn only about subjects within
the “comfort zone” of their belief system.
 Double-loop learning involves a willingness
to confront one’s own views and an invitation
to others to do so
 - mastering double-loop learning can be
thought of as learning how to learn.

17.  Factors that make any given experience potent
in fostering managerial growth:
 - The people you work with
 - The characteristics of the task itself
 Leaders in any field tend to field tend to first
stand out by virtue of their technical
proficiency.
 - Competence or proficiency are factors that
serve as basis for emergence or selection
of a leader.

18.  A boss can be a powerful catalyst for growth.
 People from different background,
perspective, or agendas can impact the growth
experience.
 Working with problem subordinates can
stimulate managerial growth, as can peers.
 Both mentors benefit from having the
relationship.
 Executive coaching: General responsibility of
all executives towards managers who report to
them.

19.  Leadership development can be enhanced in a
changing, dynamic, uncontrollable, and
unpredictable environment.
 - strategic planning and projections allow
them to test themselves provide learning.
 Opportunities that stretch individuals and
allow them to test themselves provide learning.
 The risk of possible failure is a strong
incentive for managers to learn.
 Organizations may not provide the same
development opportunities for all their

20.  The learning events and developmental
experiences that punctuate one’s life are
usually stressful. .
 To be successful, learning must
continue throughout life, beyond the
completion of one’s formal education.

21.  Research has shown that:
 - Education level or academic performance in
college was positively related to future
managerial success.
 - Educational programs generally have a
positive effect on leadership
development.
 - Formal education and training programs can
help one to became better leader.
 The content of different leadership programs
varies considerably, depending on the target

22.  Leadership training programs can include
formal courses or extracurricular leadership
activities.
 The methods used to impart different
leadership concepts vary greatly.
 Many courses use the standard methods, or
provide individualized feedback through:
 - Case studies
 - Role Playing
 - Simulations
 - Games

23.  Programs aimed at industry and public service
leaders and supervisors use :
 - Lectures
 - Case Studies
 - Role Playing exercises
 Programs for midlevel managers often focus
on:
 - individualized feedback, case studies ,
presentations
 - Role playing, simulations
 - In-basket exercises

24.  Leadership development in the 21st century
must occur in more lifelike situations and
contexts.
 Leadership programs for senior executives and
CEOs focus on Strategic planning and
interpersonal skills.
 No matter what program chosen, a systematic
approach guarantees its usefulness

25.  Leadership develops through experience and
formal education.
 Not everyone wants to be a leader or believe
he/she can be.
 Avoid selling yourself short.
 Understand the importance of leadership, keep
an open mind.
 Avoid self-defeating generalizations.
 Experiment and take a few risks with
different leadership roles.

26.  One way to add value to your leadership
courses and experiences is by the action-
observation-reflection model.
 Be aware of the role perception plays in
leadership development.
 Education and experience can contribute to
your development as a leader.
 To become a better leader, one must seek
challenges and try to make the best of any
leadership opportunity.

27.  The fact is if you don’t quickly gain the
experience of what was learned you will
unfortunately quickly forget it. Here is some
information around learners’ retention:
 People forget 40% of what they learned in 20
minutes and 77% of what they learned in six
days.
 People forget 90% after one month.
 People forget 50-80% of what they’ve learned
after one day and 97-98% after a month.

28.  Training is a critical part of any workplace, gone are
the days of sending someone to training in an almost
set and forget manner. Leaders need to ensure that
followers are engaged so that the learning’s are quickly
translated into workplace results.

29. Questions and
Comments