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... portant is the ability to analyze each business task and the staff who are perform it. Sometimes, a leader can delegate the work without supervision, but more often leaders need to coach, to facilitate or to direct so that the task is accomplished well and the worker learns eventually how to become more independent. Group exercises help participants experience these different levels of situational management. But leaders also have to lead. They are expected to know problem situations and how handle them appropriately.
Using multiple options thinking and intelligent risk-taking are two ways to move beyond traditional management techniques that focus on single solutions and avoidance of any risk. Multiple Options Thinking Exceptional leaders don't stop at the obvious. They know that the first answer they get may not always be the best answer, and even the 'right' answer may not be appropriate for a particular situation. There should always be at least four options to any given situation and when this way of thinking becomes habitual, new solutions appear. The skill of exploring multiple options is demonstrated in an easy exercise. Participants take a 3 x 5 card and write on the card at least five problems they are currently facing with their employees such as reprimanding a difficult employee or asking someone to take a pay cut.
The cards are shuffled and someone picks three or four of them. Ask the person whose problem is selected what he or she believes is the best answer to that specific problem. Then ask the rest of the group to brainstorm a number of other answers to the problem. Even if the first answer seems to be the best one or even the only one insist that they generate at least four more alternatives.
Taking the time to discuss the various answers with them usually offers the seed of an innovative response, and this response is often one of the answers most people ignore. Or two answers may be combined into a third option that would work better. Multiple option thinking should be the first approach of exceptional leaders. Intelligent Risk Taking Good leaders know how to analyze the risks inherent in a particular course of action. They know when an action is high-risk or low-risk. Even more importantly, they know how to gain consensus from their staff about the level of risk for particular actions, so that their people do not treat high-risk activities as low-risk or vice versa.
In the training, you can start to deal with this issue by making the participants more aware of the criteria they use for analyzing risks. Put together small groups of people who work with each other on a regular basis. Ask them to come up with the criteria they normally use when they " re deciding how risky a particular action is. Have them report back to you with a number of specific criteria, such as time factors, cost resources, and acceptability to upper management. Next, ask each group to look at three or four current actions they " re exploring and analyze the level of risk Ironically, even when they all use the same criteria, almost invariably there will be differences of opinion about the level of risk. Some people will habitually view most actions as high-risk, while others will normally do the opposite, regardless of the actual action they " re analyzing.
It is important for them to discuss the nature of the risk until they come to consensus about the various actions. Personal resources are equally important to the development of an exceptional leader. And having a Passion for the Work as well as a strong, clear Vision are most often noted when people are asked to describe leaders they admire. The leader's ability to inspire and project into the future help others feel worthwhile in their own work and have a sense of purpose. For some the vision is very specific; for others it is simple and direct. But more important is the combination of words that work with actions so that others trust the vision and feel confident about its possibility.
Small group exercises, including videotaping, help develop these concepts experientially. Stretching One's Personal Creativity When a leader is able to stretch personal creativity continually, it pulls together all the other behaviors. They are willing to stretch out into new arenas and discover things they didn't know before. In the training, participants are asked to write down a few work-related areas that they " ve wanted to know more about but haven't taken the time to explore. They then pick one of these areas and devote a certain amount of time each week (ten minutes a day, for example) to learning about it.
By taking the time to expand their own horizons, they will also be demonstrating to their people that the process of discovery matters. Being a role model in this area will encourage their people to do the same. After reviewing the nine behaviors, the experiential exercises, and participants' own definitions, each person should write out a contract in which he or she agrees to work on one or two of the nine behaviors on a daily basis. This is, in effect, an action plan that is as specific as possible. Training that results in negative or zero transfer is either detrimental or of no value to an organization from a cost/ benefit viewpoint. It has been estimated that only 10 % of the money spent on training results in an actual and lasting behavioral change on the job.
Fortunately there are a number of strategies that will enhance the transfer of these new found skills to the work setting. Maximizing the similarity of the training situation and the job situation and providing as much experience and practice with the job being taught. Follow-ups for at least a year will allow them to review basic concepts and ensure that the training has not gone to waste. There are many programs that teach aspects of leadership and team growth.
Companies that specialize in this field can be found everywhere hosting workshops and seminars. This type of hands on education has, in my experience, been the best tool for anyone who wants to grow and succeed. References Corporate Quality Universities, lessons in building a world-class work force (Richard D Irwin, INC. , 1994) Conceptualizing Reflection in Teacher development (J. Calderhead and P. Gates, 1993) Training and Development Yearbook, 1995 / 1996 (Prentice Hall, INC. , 1995) Experienced based Training and Development, a professional group within The association of experiential Education 2885 Aurora Ave. , Suite 28 Boulder, CO. 80303 - 2252 (303) 440 - 8844
Free research essays on topics related to: three or four, risk taking, high risk, training and development, low risk
Research essay sample on Three Or Four Training And Development
