Maori Leadership in Governance - Unitec

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Leadership development within organisations has tended to take two major approaches: (1) formal intervention (2) informal activities. 3.3.1 Formal interventions Formal leadership development strategies take two approaches. 1. Behavioural skills and awareness training that often incorporates behavioural psychology and includes developing effective communication, interpersonal behaviour, decision-making and attitude. 2. Management development education that includes courses such as MBAs, executive programmes, short courses, coaching, mentoring, 360-degree appraisal mentoring, experiential development, action learning and organisational development. It’s important to recognize that you cannot train leaders. You can, however, help to develop certain behaviours and skills that can assist individuals in leading others. Training in interpersonal communication skills, presentations skills, decision-making skills and facilitation skills can be very helpful. But these are merely means to an end. Many leaders have got by without fully (or even partially!) developing these skills. What’s really important is the ability to continually learn from ones experiences. Education can play a part here in that it can provide us with new and challenging ways of looking and conceptualising our and other’s experiences. But, like training, it’s better treated as a means not an end to leadership development. It also needs to be situated in a planned and integrated model of leadership development (Cacioppe, 1998). There has been a move towards leadership development that focuses on interpersonal development within organisations, particularly that which fosters frequent activity and interaction (Day, 2000). Such development emphasises an ‘anywhere-any time’ approach (James & Burgoyne, 2001), and includes processes that ensure that learning is organisationally focused and aligned with corporate strategy (Fulmer & Wagner, 1999; Fulmer et al. 2000) such as: action learning, coaching and mentoring. __________________________________________________________________ Hui Taumata Leadership in Governance Scoping Paper 18
Key formal leadership development interventions Mentoring Mentoring involves leaders receiving support, either formally or informally, from someone who has more experience or knowledge within the organisation or community. Research indicates that those who are mentored subsequently gain in competency (Wales, 2003) and get more promotions (Darwin, 2000). Ways that mentors pave the way for their protégés’ success include: providing them with opportunities, suggesting strategies to achieve work objectives, helping them avoid situations that might be risky for their careers, offering emotional support and building their confidence. Coaching Coaching involves custom-tailored one-on-one leadership development. This may be aimed at addressing a specific issue or as an on-going continuous process. It usually involves an assessment of the leader’s strengths and weaknesses along with a comprehensive plan for improvement. Research suggests that following up a standardised training programme with customised one-on-one coaching is highly beneficial (Olivero, Bane & Chapman, Best). Action Action learning is a continuous process of learning and reflection that is Learning supported by organisational stakeholders. Its emphasis is on getting things done by focusing leadership learning on real organisational scenarios (Marquardt). Its underlying assumption is that leaders develop most effectively when they are working on real organisational problems. Action learning involves a leader coming together with a group of colleagues and working on a real problem facing the organisation. After a solution is agreed upon, the leader puts it into action. A coach often facilitates this process. 3.3.2 Informal activities Much of the skills essential for effective leadership are learned from experience rather than formal training programes (McCall et al, 1988). This on-the-job leadership learning may be through experiences encountered due to leadership roles, responsibilities and tasks, or naturalist learning through emergent or unintended events. Several studies have shown that learning from experience is affected by the amount of challenge, variety of task or assignments, and the quality of feedback that is received by the participants. Organisations that facilitate diverse experiences, people to observe, and roles to enact excel provide a good backdrop for informal leadership learning (Conger, 2004). Three major activities that facilitate leadership learning experiences have been identified by McCall, Morrison and Lombardo (1988): job assignments (60% of lessons), notable people (20% of lessons) and hardship (20% of lessons). Contextualising informal leadership learning with formal interventions such as mentoring or coaching is likely to result in effective leadership development and to enhance learning (James & Burgoyne, 2001). __________________________________________________________________ Hui Taumata Leadership in Governance Scoping Paper 19
Page 1 and 2: Scoping Paper: Maori Leadership in
Page 3 and 4: 1.0 Background and setting the scen
Page 5 and 6: You were my heart, my solitary rata
Page 7 and 8: d) able to handle difficult situati
Page 9 and 10: His third and fourth talents relate
Page 11 and 12: health of a leader fails. During th
Page 13 and 14: 3.2 Leadership and strategic leader
Page 15 and 16: 3.2.3 Traditional principles in con
Page 17: way, the leadership practices of th
Page 21 and 22: structure that encourages open and
Page 23 and 24: 3.5 Strategies to integrate leaders
Page 25 and 26: (ii) Small cohorts Almost by defini
Page 27 and 28: Much of the discussion with the pre
Page 29 and 30: Programmes offering Maori leadershi
Page 31 and 32: studies and mentoring. Taking part
Page 33 and 34: This review thoroughly examines all
Page 35 and 36: 2) The Hui Taumata Taskforce should
Page 37: Grint, K. (2005). Leadership; Limit

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