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Acquiring and, by extension, passing knowledge represents the single most crucial ability of human beings; thousands of years ago, the duration of human beings’ life span depended predominantly on that capability. Even in a modern context, where unexpected fatal events are limited to occasional situations, learning and teaching remain crucial to determine our hierarchical position in any social context. Your ability to develop your team members increases the group’s perception of your leadership effectiveness, and it has a profound impact on several crucial business aspects of your organization, such as but not limited to the discretionary effort and the intention to leave. In this chapter, you will learn how to develop your team. You will explore the three fundamental approaches to development and learn how to establish the social and cognitive preconditions for learning and use the investigational tools of coaching. You will explore how to connect with the team to develop trustworthy, respectful, and psychologically safe relationships, discover their superpowers, and mitigate their shadow side. You will examine how to communicate about performance promoting social exchanges where feedback can be leveraged to initiate candid and productive conversations without generating psychological strain and being perceived as a social threat. You will also analyze the two dimensions of coaching and how to use this tool to support and improve both results and relationships.
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Superpowers are not innate or unique talents and are developed using dedication, deliberate practice, and commitment at the intersection of needs, passions, and requirements.
Collective intelligence is defined as a function of the mental abilities necessary for adaptation to, as well as shaping and selection of, any environmental context.
As introduced in Chapter 1, the social and analytical networks tend to operate at cross-purposes: resembling the two ends of a neural seesaw.
A desired or undesired behavior must be identified using an objective observation that identifies a cause-effect relationship that promotes or hampers the performance and development of a given individual.
Deliberate practice is a form of experimentation based on the intentional repetitions of small, related tasks with immediate feedback and revision.
A prompt is a stimulus that serves as a retrieval cue used to guide memory recall.
Predominantly based on the interplay of roles and their underlying sources of power: role, expertise, and relationship, as introduced in Chapter 5.
A cognitive frame is a set of parameters defining either a particular mental schema or the more comprehensive cognitive structure by which an individual perceives and evaluates the world.
As defined at the Hasso Plattner Institute of Design at Stanford University: focus on human values, embrace experimentation, bias toward action, show don’t tell, craft clarity, be mindful of the process, radical collaboration.
Revisit Chapter 3 to review the different types of activities and their diverse information retention rates.
Hierarchy in this context is intended as a proxy for a person’s expertise and level of development of the five clusters of capabilities composing the Leadership Tent model.
- Develop the Team
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