Transcript LECTURE Leadership 2 - World-Wide-Sail

• Admin: Candid camera elevator video
http://vimeo.com/61349466
• Big Bang
https://www.youtube.com/watch?v=qy_mIEnnlF4
0
United States Naval Academy
Offshore Sail Training Squadron
Leadership Colloquium
“Pre Sail”
05 February 2015
Module #2
OSTS Leader Roadmap
• Module One – “Preparing to Lead”
–
–
–
–
–
–
120 minutes including 15 minute break
Understanding the role of the OSTS leader (10 min)
Critical Thinking (15 min)
The Art of Reflection (30 min)
Feedback (20 min)
Ownership (15 min: Read “Damn Exec” on break)
– Date: 3 Feb
2
OSTS Leader Roadmap
• Module Two – “Pre Sail”
–
–
–
–
–
120 minutes including 10 minute break
Group Dynamics (30 min)
Social Influence (15 min)
Goal Setting (20 min)
Motivation (30 min)
– Date: 5 Feb
3
Group Dynamics
Leadership Colloquium
Module 2
4
Stages of Group Development
• Forming
– Determining acceptable behavior and what is expected of each
member, “feeling people out”
• Storming
– Power struggle, inter-group conflict.
• Norming
– Cohesiveness develops as do standards and roles. Group
strengthens.
• Performing
– Energies devoted towards ensuring success.
What will you witness on your cruise?
5
Factors that Affect Group Performance
•
The mere presence of others can have one of two effects
– Social Facilitation. As group size increase, the presence of others helps to
enhance performance. Example...simple tasks like jogging in a group or
being in the gym.
– Social Inhibition Effect. As group size increase, the presence of others
has detrimental effects. Example...doing complex tasks such as calculus.
•
As group size increases, Social Loafing may occur
– The process by which a members rely on other members to do the work and
they do nothing at all. Does everyone help put away the mainsail?
•
Role conflict
– When the individual receives conflicting messages about appropriate role
behavior.
•
Role ambiguity
– When an individual is uncertain about how to behave in that given role. How
to act as Helmsman? Can I tell other
What causes these problems?
Poor leadership and lack of communication
6
Factors that Induce and Sustain
Group Cohesiveness…
•
Similarity of attitudes and goals
– When people have similar attitudes often they find each other’s company pleasurable
which in turn attracts more members with similar attitudes
•
Threats
– Sharing in a mutual fate
– Competition with other groups
•
Unit size
– Smaller groups offer more opportunity to interact
– Can also be less diverse
•
Reward system
– Common goal can bring a group together.
•
Work unit assignments
– Groups that picked members experience higher satisfaction that randomly assigned
groups
•
Isolation
– Generally when isolated from others groups may view themselves as unique and
therefore more cohesive. Isolation helps group members feel a common sense of fate
and need for defense against outside threats
7
Practical Experience
• Provision the Boat for the 48 hour sail
M
8
Debrief
• Quality, innovation, and service are vital to teams
• Paying attention is important in group performance
– Individuals must pay attention to how they throw the ball to
others and how others throw it to them.
– Relationship to the team rather than to self
• Assisting others who need help
– Adjusting how you throw
• When active and busy, it is important to focus on the
task at hand
• Dealing with unexpected events
• Focusing on individual task, not big picture
9
Facilitator Coaching
• Appreciative Inquiry
– Identify an aspect of student or group performance to
focus on (e.g., group’s ability to work together)
– Appreciate- when did the group feel they were doing well
with the issue? Ask them to describe days or experiences
when the group did a great job with the issue at hand
– Inquire- what are some common themes or elements that
were happening? How were individuals behaving? What
were they doing?
– Develop goals based on themes– use themes that came
up to develop goals for the group. How do students want it
to function in the future
M
10
Takeaways
As leaders, what is your responsibility with respect
to the team?
• Communicate the mission clearly (avoid role ambiguity)
• Assess the skills of the team
• Provide the necessary training and equipment. Set the
team up to avoid interpersonal conflict.
• Provide adequate time to meet the quality and quantity
demands or be prepared to sacrifice one of the two.
Adapt and overcome.
11
Social Influence
Leadership Colloquium
Module 2
12
Social Influence … 3 Categories
• Social Influence
– A change in overt behavior caused by real or imagined
pressure from others.
– Important factor in military life and facilitates the effective
functioning of most military orgs. There are benefits and
dangers in social influence on our people.
Conformity (Solomon Asch)
- Changing ones behavior to match the responses or actions of others
Compliance
- Changing one’s behavior in response to a direct request
Obedience (Stanley Milgram)
- Changing one’s behavior in response to a directive from an authority figure
13
Captainitis
Obvious error by captain
goes uncorrected by
crew members.
Because of Captain’s
authority position, crew
fails to challenge
mistake.
Report: Pilot in crash behind on training
14
What Role does Uncertainty
Play in Conformity?
• When people don’t trust their own judgment, they
look to others for evidence of how to choose
correctly.
• People also feel unsure of themselves when the
task they face is difficult. Studies have shown
people are more likely to conform when the difficulty
level is high.
• So, if a Midshipman doesn’t know what to do (e.g.,
how do I plot this?), what climate have you
established? Will the Midshipman just copy previous
work, ask for help, do it wrong and not say
anything?
15
So What?
• Midshipmen will follow your lead.
• Have you established an environment where
they can think and act for themselves or do they
need to conform, comply or obey to reach the
team’s goals?
• You have a power surplus! Share it by
delegating leadership tasks, then provide
feedback – you are teaching leadership too!
16
Class Demonstration
• Tangrams
– Create groups of 6 participants
– Each group receives one set of Tangram puzzle
pieces
– Groups must exactly replicate the patterns found on
the image sheets using the puzzle pieces
– No overlapping pieces
– All pieces must be used
17
10 Minute Break
18
Goal Setting
Leadership Colloquium
Module 2
19
Why Set Goals?
•
•
•
•
Goals direct attention
Goals regulate effort
Goals increase persistence
Goals foster development and application of task
strategies and action plans
• Goals drive counseling
20
Aspects of Goal Setting
•
•
•
•
Difficult goals lead to high performance
Specific goals lead to higher effort
Feedback is crucial
A leader’s expectations regarding goal
accomplishment affects performance
– Pygmalion effect
– Golem effect
21
SMART Goals
•
•
•
•
•
Specific – precise, quantified when possible
Measurable – measurement device
Attainable – realistic
Results oriented – end results
Time bound – target dates
22
SMART Goals
Goal
I want to sail from Annapolis
to Newport and back.
M
SMART Goal
I will get underway from
Annapolis on the morning of
11 July, and arrive in
Newport safely on the
morning of 15 July using sail
as the primary means of
travel.
23
Group Exercise
• OSTS Block Cruise Midshipmen Goals
– As individuals, complete the “Midshipmen Goals”
handout (page 4-2 of OSTS Experiential Leadership
Guide)
• Respond with your own personal goals for your upcoming
role as an Skipper/XO/Coach
– In groups, review and discuss your goals with one
another
– Share with the class your assessments
10 Minute Break
24
Lessons Learned …
• Participative, self set, or assigned goals are
equally effective
• Goal commitment and incentives affect goal
setting outcomes
• Leader’s tasks: Explain, coach, provide
resources, relate personal goals to group goals.
25
Motivation
Leadership Colloquium
Module 4
26
Motivation Preview:
Maslow’s Hierarchy of Needs
27
Achievement Orientation
• Need to achieve socially acceptable goals
• Difficult but Achievable
28
Operant Approach
• Reward
-
Behavior ↑
• Punishment
-
Behavior ↓
29
Empowerment
(Train & Delegate)
Top Down
• Leader delegates
• Clear goals & guidance
• Clear definition of failure
Bottom Up
• Leader assigns role
• Minimal guidance
• Tolerate failure
30
Expectancy Theory
• Two fundamental assumptions:
– Motivated performance is the result of conscious
choice
– People will do what they believe will provide them the
highest (or surest) rewards
Expectancy Theory
• People will be motivated to do a task if…
– They can perform the task if they put forth the effort
– They will be rewarded if they do it
– They value the reward
Expectancy Theory
Effort
Performance
Effort-to-performance
expectancy
Perceived likelihood of
performing the desired
behavior adequately,
assuming they put in
the effort
Self Efficacy
Goal Difficulty
Perceived Control
Performance-to-outcome
expectancy
Perceived likelihood of
receiving a reward, given
that they achieve the
desired level of
performance
Trust
Control
Policies
Outcomes
Valence
The valued of the
expected reward to
the individual
Needs
Values
Goals
Preferences
Expectancy Theory
Examples
Effort
Performance
Effort-to-performance
expectancy
Performance-to-outcome
expectancy
Outcomes
Valence
Group Exercise
• Collision with a Buoy Case Study
– As individuals read and analyze the case study
paying special attention to course concepts we have
discussed. What concepts are evident?
• Critical thinking, reflection, feedback, group dynamics, goals
setting, leading teams, conflict resolution,, interpersonal
communications, motivation, social influence, ownership
– In groups of 4, share your critiques with one another
– Share with the class your assessments
35
End of Session Debrief
• Feedback
– How did this session go?
• Review key concepts
• Practical applications onboard N44
– Examples and ideas
– Driving decision making to crew
• Roles of Skipper and XO (coaches)
M
36
Backup slides
37
Class Demonstration
• Chaos Toss
– The group and facilitator stand in a circle facing each
other
– The facilitator tosses the ball to someone in the circle.
Each person then tosses the ball to another person
until all individuals have received the ball
– Remember your sequence and practice until it is
smooth and the ball is not dropped
38