Transcript SLD01_Intro_to_Leadership

AS300 Leadership Studies
INTRODUCTION
TO LEADERSHIP
1
Overview
 Leadership Basics
• Course Definition
• Leadership is both an art & science
 Leadership vs Management
 Model – Interactional Framework for
Analyzing Leadership
 Course Overview
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Leadership Basics
 Definition
“Leadership is the art and science
of influencing and directing people
to accomplish the mission.”
 Fundamental elements of leadership
• People
• Mission
 Leadership as an ART
 Leadership as a SCIENCE
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Leadership as a Science
 Myth #1: Leaders are born, not made.
Truth: Innate factors interact with experience
 Myth #2: Good leadership is all common sense.
Truth: What seems obvious after you know the results and
what you would’ve predicted are not the same thing.
Hindsight is always 20/20.
 Myth #3: The only school you learn leadership
from is the School of Hard Knocks.
Truth: Formal study provides a variety of ways of examining
a leadership situation. Examining leadership from multiple
perspectives is a skill in becoming a better leader.
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Leadership vs Management
 LEADERSHIP
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Risk taking
Dynamic
Creative
Change
Visionary
Value laden
 MANAGEMENT
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Efficiency
Planning
Paperwork
Procedures
Regulations
Consistency
Two overlapping functions…although some functions
performed by leaders and managers may be unique, there
is an area of overlap…organizations need both to be
successful. (Hughes, Curphy, & Ginnett, 2002)
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Interactional Framework for
Analyzing Leadership
Leader
Followers
Situation
 Leadership is a process, not a person or position
 Leadership…a complex interaction; not easy to make
broad generalizations about leadership
 Useful heuristic to analyze situations
 Use heuristic to organize leadership theories and
research
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Course Overview
 Leadership Overview
Leadership basics, AF Leadership, the Profession of Arms
 Basic Skills in Leadership
Self assessment, effective communication skills, critical
thinking, problem solving, management skills, follower role,
team building, motivation, managing conflict, choosing best
behaviors for given situations)
 Military Relationships
Civilians, professional/unprofessional, case study
 Advanced Skills in Leadership
Power & influence, effective supervision, counseling,
authority, responsibility, accountability
 Ethics in Leadership
Applying core values, ethics, law, joint ethics, supervision,
putting it all together (capstone case study)
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Summary
 Leadership Basics
• Course Definition
• Leadership is both an art & science
 Leadership vs Management
 Model – Interactional Framework for
Analyzing Leadership
 Course Overview
8
“Freedom to do your best
means nothing unless you’re
willing to do your best.”
Colin Powell
9
Case Study
Col Pete Novak commanded an Air Force squadron that airlifted supplies to combat units during the Korean
War. The squadron had more than 200 men and several cargo planes. When Novak assumed command, the
situation was bleak. The squadron was short of supplies, personnel, and replacements. Organization and
coordination were poor, and little cooperation and teamwork existed among sections. Morale was low because
of a grinding workload, constant bickering, and the stress of flying into combat zones.
Novak met with the squadron. He introduced himself and emphasized how important the group’s mission was
to the success of the war. He talked about how men on the front lines depended on the squadron to bring
them supplies and ammunition. He reminded them that every Airman had a vital function in the operation of
the squadron.
Then Novak set out to learn more about the personnel in his unit, beginning with the officers. He held frequent
staff meetings with the section heads and NCOs to discuss the methods used to carry out the squadron’s
mission. He visited the enlisted men at work and off duty, talking with them and showing a personal interest in
them. He listened to their complaints and did his best to respond to their concerns. He flew along with the
crews on some of the supply missions. On one occasion, when the front lines desperately needed supplies yet
the squadron was shorthanded, he pitched in and worked beside the Airmen all during the night to load the
planes.
Before long, Novak had learned each person’s name, what his job was, and something about his background.
As he found out more about his subordinates’ abilities, he reorganized the squadron to place people where
their skills and experience would-be of most use. In staff meetings, Novak and his personnel worked out
disagreements, and he assigned responsibilities when all concerned were present. He clearly delegated
authority to reduce confusion and duplication of orders. He held NCOs accountable for the actions of their
personnel and, within limits, enforced their decisions without question.
Within two months, improvements were evident. The officers and enlisted men learned what was expected of
them and began to see themselves as essential parts of the organization. They began to take pride in their
ability to accomplish their mission despite the hardships. Morale and teamwork improved. Before long,10the
squadron was one of the most efficient in Korea.