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BYU Engineering Leadership. Leadership: A Sample of Theory, Style and Methods by Val Hawks. Trait (born) Height Intelligence Extroversion Fluency Communication Self-confidence Insight. Process (made) Influence Development Concern for others Concern for task Learning Persistence

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Byu engineering leadership
BYU Engineering Leadership

Leadership: A Sample of Theory, Style and Methods

by

Val Hawks


Trait versus process

Trait (born)

Height

Intelligence

Extroversion

Fluency

Communication

Self-confidence

Insight

Process (made)

Influence

Development

Concern for others

Concern for task

Learning

Persistence

Interaction with followers

Trait Versus Process


Integrative nature of leadership
Integrative Nature of Leadership

  • A leader must:

    • Be competent (technically):

  • But as important they must also:

    • Be humble

    • Be of high moral character

    • Live by a demanding ethic

    • Be mindful of individuals and broadly aware of the world condition

    • Have the ability to think innovatively about opportunities and solutions

    • Constantly learning and renewing

    • Have faith

  • Leadership is a broadly described, but integrated application of character, innovation, integrity, competence and other characteristics and skills.


Assumptions of leadership

Incorrect

Management is leadership

The greatest characteristic is vision

Thrives on stability and structure

Leaders are born not made

Focus on metrics as the outcome

Correct

The primary work of leadership is building people (my work and glory)

Leadership is comprehensive (learn of kingdoms, countries, principalities and powers)

It is evidenced in many different ways (diversity of administration)

Can be learned

Focus on people as the outcome

Assumptions of Leadership


Management versus leadership
Management versus Leadership

  • Managers focus on accomplishing things using people

  • Leaders focus on building people who then accomplish great things

  • For managers the task is the end, for leaders the task is the vehicle

  • Mindset “I’m not fixing a tractor, I am raising a son.”

    • It is all about building people. (Moses 1:39)


Elements of the basic theory
Elements of the Basic Theory

  • Leadership occurs only in a context

    • Must be practiced somewhere and somehow

    • Domains = home, church, work, society, class, project, etc.

    • Fundamentals are common

    • Simulations and analysis are interesting but of little value without practice or application


Good to great theory
Good to Great theory

Source: jimcollins.com



Directive task behavior
Directive/Task Behavior

Involves:

  • Clearly Telling People

    • What to Do

    • How to Do It

    • Where to Do It

    • When to Do It

  • And Then Closely Supervising Their Performance


Supportive relationship behavior
Supportive/Relationship Behavior

Involves:

  • Listening to People

  • Providing Support and Encouraging Their Efforts

  • Facilitating Their Involvement in

    Problem Solving and Decision Making


Byu engineering leadership

THE FOUR LEADERSHIP STYLES

(High)

High Directive and

S

U

P

P

O

R

T

I

V

E

B

E

H

A

V

I

O

R

High Supportive and

High Supportive

Low Directive

Behavior

Behavior

S3

S2

S4

S1

High Directive and

Low Supportive and

Low Supportive

Low Directive

Behavior

Behavior

(High)

(Low)

DIRECTIVE BEHAVIOR

MODERATE

HIGH

LOW

D3

D1

D4

D2

DEVELOPED

DEVELOPING

DEVELOPMENT LEVEL OF FOLLOWER(S)

8


Subordinate s development level
Subordinate’s Development Level

  • Competence: Task, Knowledge and Skills

  • Commitment: Motivation and Confidence

9


Levels of development
Levels of Development

  • D1 - “Enthusiastic Beginner”

  • D2 - “Disillusioned Learner”

  • D3 - “Reluctant Contributor”

  • D4 - “Peak Performer”

10


Levels of development1
Levels of Development

D1

Low Competence, High Commitment

“Enthusiastic Beginner”

11


Levels of development2
Levels of Development

D2

Some Competence, Low Commitment

“Disillusioned Learner”

12


Levels of development3
Levels of Development

D3

Moderate to High Competence

Variable Commitment

“Reluctant Contributor”

13


Levels of development4
Levels of Development

D4

High Competence, High Commitment

“Peak Performer”

14


Levels of development5
Levels of Development

  • D1 - Low Competence, High Commitment “Enthusiastic Beginner”

  • D2 - Some Competence, Low Commitment “Disillusioned Learner”

  • D3 - Moderate to High Competence, Variable Commitment “Reluctant Contributor”

  • D4 - High Competence, High Commitment “Peak Performer”

15


Byu engineering leadership

Development Level is Task Specific!


Byu engineering leadership

THE FOUR LEADERSHIP STYLES

(High)

High Directive and

S

U

P

P

O

R

T

I

V

E

B

E

H

A

V

I

O

R

High Supportive and

High Supportive

Low Directive

Behavior

Behavior

S3

S2

S4

S1

High Directive and

Low Supportive and

Low Supportive

Low Directive

Behavior

Behavior

(High)

(Low)

DIRECTIVE BEHAVIOR

MODERATE

HIGH

LOW

D3

D1

D4

D2

DEVELOPED

DEVELOPING

DEVELOPMENT LEVEL OF FOLLOWER(S)

18


Directing
Directing

  • High Directive, Low Supportive

  • Leader Defines Roles of Followers

  • Problem Solving and Decision Making Initiated by the Leader

  • One-way Communication

19


Byu engineering leadership

THE FOUR LEADERSHIP STYLES

(High)

High Directive and

S

U

P

P

O

R

T

I

V

E

B

E

H

A

V

I

O

R

High Supportive and

High Supportive

Low Directive

Behavior

Behavior

S3

S2

S4

S1

High Directive and

Low Supportive and

Low Supportive

Low Directive

Behavior

Behavior

(High)

(Low)

DIRECTIVE BEHAVIOR

MODERATE

HIGH

LOW

D3

D1

D4

D2

DEVELOPED

DEVELOPING

DEVELOPMENT LEVEL OF FOLLOWER(S)

20


Coaching
Coaching

  • High Directive, High Supportive

  • Leader Now Attempts to Hear Followers Suggestions, Ideas, and Opinions

  • Two-way Communication

  • Control Over Decision Making Remains With the Leader

21


Byu engineering leadership

THE FOUR LEADERSHIP STYLES

(High)

High Directive and

S

U

P

P

O

R

T

I

V

E

B

E

H

A

V

I

O

R

High Supportive and

High Supportive

Low Directive

Behavior

Behavior

S3

S2

S4

S1

High Directive and

Low Supportive and

Low Supportive

Low Directive

Behavior

Behavior

(High)

(Low)

DIRECTIVE BEHAVIOR

MODERATE

HIGH

LOW

D3

D1

D4

D2

DEVELOPED

DEVELOPING

DEVELOPMENT LEVEL OF FOLLOWER(S)

22


Supporting
Supporting

  • High Supportive, Low Directive

  • Focus of Control Shifts to Follower

  • Leader Actively Listens

  • Follower Has Ability and Knowledge to Do the Task

23


Byu engineering leadership

THE FOUR LEADERSHIP STYLES

(High)

High Directive and

S

U

P

P

O

R

T

I

V

E

B

E

H

A

V

I

O

R

High Supportive and

High Supportive

Low Directive

Behavior

Behavior

S3

S2

S4

S1

High Directive and

Low Supportive and

Low Supportive

Low Directive

Behavior

Behavior

(High)

(Low)

DIRECTIVE BEHAVIOR

MODERATE

HIGH

LOW

D3

D1

D4

D2

DEVELOPED

DEVELOPING

DEVELOPMENT LEVEL OF FOLLOWER(S)

24


Delegating
Delegating

  • Low Supportive, Low Directive

  • Leader Discusses Problems With Followers

  • Seeks Joint Agreement on Problem Definitions

  • Decision Making Is Handled by the Subordinate

  • They “Run Their Own Show”

25


Byu engineering leadership

THE FOUR LEADERSHIP STYLES

(High)

High Directive and

S

U

P

P

O

R

T

I

V

E

B

E

H

A

V

I

O

R

High Supportive and

High Supportive

Low Directive

Behavior

Behavior

S3

S2

S4

S1

High Directive and

Low Supportive and

Low Supportive

Low Directive

Behavior

Behavior

(High)

(Low)

DIRECTIVE BEHAVIOR

MODERATE

HIGH

LOW

D3

D1

D4

D2

DEVELOPED

DEVELOPING

DEVELOPMENT LEVEL OF FOLLOWER(S)

26



What about you
What About You? Development Level?

  • What type of follower do you want to be?

  • What type of leader will you become?

  • How will that happen?


What about you1
What about you? Development Level?

  • What are your God-given characteristics?

  • How much do you really know about yourself?

  • What are your blind spots?

  • Use 360 instruments, honest self-evaluation, etc.

  • Read, ponder, observe, practice, then . . .

  • Read more, ponder more, observe more and practice more.