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Leader Development Across the Life Span
The document presents a session by Eric Kaufman on leader development across the lifespan, emphasizing the role of critical reflection and community involvement in fostering leadership skills. It discusses the challenges of current leadership perceptions in America, the influence of life experiences on leadership development, and various theoretical frameworks associated with leadership. Additionally, it highlights the importance of ongoing feedback and reflection in personal leadership growth.
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Leader Development Across the Life Span
- 1. Innovation Through Leader DevelopmentAcross the Life Span Presented by Eric Kaufman, Extension Specialist
- 2. Who is EricKaufman? • Associate Professor & Extension Specialist @ Virginia Tech • Coordinator of VT’s Graduate Certificate in Collaborative Community Leadership • Former H.S. AgriScience Teacher • Father & Husband
- 3. Session Overview • Extensionis uniquely qualified to provide programming for leader development across the life span • Critical reflection is a key tool for developing self and others • Each of us has an important role in facilitating critical reflection and rational dialogue to facilitate leader development
- 4. AGREE/DISAGREE: WE HAVEA LEADERSHIP CRISIS IN THE COUNTRY TODAY (Rosenthal, 2012) Agree 69% Disagree 20% Not Sure 2%
- 5. (Rosenthal, 2012) AGREE/DISAGREE: UNLESSWE GET BETTER LEADERS, U.S. WILL DECLINE AS A NATION Agree 70% Disagree 16% Not Sure 4%
- 6. (Rosenthal, 2012) AGREE/DISAGREE: OVERALL,OUR COUNTRY’S LEADERS ARE EFFECTIVE AND DO A GOOD JOB Agree 30% Disagree 76% Not Sure 2%
- 9. Across the Decades HarrisInteractive Confidence in Leadership Index Gallup Poll: Confidence in Institutions
- 11. Critical Perspective onLeadership
- 12. Americans Remain Optimistic More than80% of Americans believe the nations problems can be solved with effective leadership. That figure has remained the same, statistically, over time.
- 13. Americans Remain Optimistic 61% ofAmericans believe that ordinary citizens have a great deal or a moderate amount of power to help make America’s leadership more effective. 88% of Americans feel they have a great deal or a moderate amount of personal responsibility to participate in making America’s leadership more effective.
- 14. Leader Development isa Family Affair
- 15. 500 Years ofLeadership Theory (Garrick, 2006) Control of Information Regard for informers & informants Trait Theories Courage, Physical Strength, Charisma, Heroism Behavioral Theories Leader & Subordinate Influence; Decision-Making; Emotional Behavior Open Systems Event Management; Situations, Role Making Inter-Personal Leadership Values, Integrity, Mentoring, Role Models, Empowerment
- 16. Leadership Defined “Leadership isthe art of mobilizing others to want to struggle for shared aspirations.” – James Kouzes & Barry Posner, researchers and authors of The Leadership Challenge
- 17. Leadership Defined “If youractions inspire others to dream more, learn more, do more and become more, you are a leader.” - John Quincy Adams
- 18. Are leaders bornor made? Avolio’s study on identical twins suggests that leadership effectiveness is 30% ‘born’ and 70% ‘made’
- 19. The Leadership DevelopmentEquation MADE BORN • Made: Experiences, learning, and skills that contribute to effective and efficient leadership • Born: One’s genetic composition that contributes the foundation for leadership development
- 20. Born vs. MADE •Inflate your perceptions • Explore possibilities through leadership development Example: 72 58
- 21. Qualities for Confidence(Rosenthal et al., 2009) • Trust • Competence • Working for the Greater Good • Shared Values • Results • Being in Touch with People’s Needs and Concerns
- 22. The Life Stream “Thelife stream represents events you accumulate from birth to the present that shape how you choose to influence others and yourself.” (Avolio, 2005, p. 12)
- 23. Multi-Level View ofLeadership Development (Avolio, 2005) Life Experiences Talents & Capacities Self Aware Self-Regulate Self-Develop Triggers Culture Vision How am I Supported? What am I Experiencing? How do I develop and behave? Where do I come from? Who am I? What am I becoming?
- 24. How does thispicture represent leadership?
- 25. Social Change Modelfor Leadership Development Some Assumptions: • Leadership is a process, not a position. • Leadership is socially responsible, it impacts change on behalf of others. • Leadership is inclusive and accessible to all people. • Leadership is values-based. • Community involvement/service is a powerful vehicle for leadership.
- 26. Erikson’s Stages ofPsychosocial Development Table 1. Major Stages in Psychosocial Development Name of Stage Age Opposing Forces Positive Outcomes Infancy 0-18 months Trust vs. Mistrust Hope & Drive Early Childhood 2-3 years Autonomy vs. Shame & Doubt Willpower & Self-Control Preschool 3-5 years Initiative vs. Guilt Purpose & Direction School Age 6-11 years Industry vs. Inferiority Competence & Method Adolescence 12-18 years Identity vs. Role Confusion Fidelity & Devotion Young Adulthood 19-40 years Intimacy vs. Isolation Love & Affiliation Middle Adulthood 40-65 years Generativity vs. Stagnation Care & Production Maturity 65+ years Integrity vs. Despair Wisdom & Renunciation Note. Adapted from The Lifecycle Completed, by E. H. Erikson and J. M. Erikson, New York: W.W. Norton & Company. Copyright 1997 by Joan M. Erikson.
- 27. A Model forLeader Development Across the Lifespan
- 28. Leader Development Acrossthe Lifespan Continuing to Develop: • Get Ongoing Feedback • Reflect on Your Progress • Use Reinforcement
- 29. Application: Morgan A.Leader • 6 to 11 years old - 4-H Member: – Triggers = approval of peers and adults – Resolution = self-disciplined, motivated, autonomous • 12 to 18 years old – 4-H and FFA Member: – Trigger = Who am I? – Resolution = Sense of achievement and development of values • 19 to 40 years old – College organizations, work & social groups – Triggers = Positive relationships – Resolution = network of close relationships • 40 to 65 years old – VALOR – Triggers = Contributing to Society – Resolution = sense of fulfillment and integrity • 65+ years old – Volunteering – Triggers = reflections on lived life – Unity with self and connectedness to others
- 30. START Technique forReflection S Situation/ Scenario • Give example(s) • Provide background& context • When & What? T Task / Target • Provide detail about the problem or challenges. • What happened? • How happened? A Activity/ Action • Describe what you did • How didyou do it? R Result • Describe what happenedin the end- the benefits, results, recognition, savings etc THESTART TECHNIQUE T Taught • Describe what you learnt from the Situation / Scenario • Explain why
- 31. Cue Questions forDevelopment (Borton, 1970) • What happened? • Description, factsWhat? • What did the experience mean? • Interpretation, lessons learned So What? • What are the next steps? • Planning future action Now What?
- 32. Leader Development Acrossthe Lifespan Continuing to Develop: • Get Ongoing Feedback • Reflect on Your Progress • Use Reinforcement
- 33. Implications for Youand Others?
- 34. Extension’s Role inLeader Development
- 35. A Model forLeader Development Across the Lifespan
- 36. Caveat on StudyingLeadership “The distinctive feature of leadership is that it would appear the more we learn about leadership, the more we realize we have to and want to learn.” (Jackson & Parry, 2008, p. 9)
- 37. What questions and insightsdo you have to share? Eric Kaufman: EKK@VT.Edu
Editor's Notes
- #2 https://pubs.ext.vt.edu/ALCE/ALCE-104/ALCE-104.html Summary of PILD Session Abstract: Leadership development is a vested interest of Extension, which provides a multitude of programs for individuals of all ages. To properly position each program and meet the needs of participants, we must understand the progression of leader development across a leader’s entire life experiences. With a foundation that builds on three established frameworks, the proposed model of leader development across the life span suggests that when a leader encounters triggers, resulting from interactions and engagement with society, they initiate an inward-focused, meaning-making process that results in action. With this, a leader exerts a greater influence within the environment as he or she develops. This session further explores the implications of a life span model of leader development for leadership programs in a variety of contexts and provides an overview of possible applications for Extension professionals.
- #4 PILD Prompt: Enter three takeaway message (limit 1200 characters, approximately 150 words): As a result of the session, participants will recognize and be able to apply the following concepts in their work with Extension: The Extension Service is uniquely qualified to provide leadership education that is transformative and facilitates a leader’s development across their life span. Critical reflection is a key tool for personal development as well as the development of others. We must consider our role in facilitating critical reflection and rational dialogue by developing and delivering programs, or leadership opportunities, that support youth as they develop life skills and engage volunteers in meaningful activities that contribute to leader development.
- #5 The Center for Public Leadership has been tracking Americans’ confidence in their leaders for 8 years, and these first three questions have been asked each year.
- #6 Why do you agree or disagree?
- #7 Why do you agree or disagree?
- #10 http://online.wsj.com/public/resources/documents/info-harris050316.html http://www.treesandforest.com/2011_11_01_archive.html
- #11 According to Harvard’s research, the leadership crisis appears to span all sectors of society. Military and medical are the only sectors that were rated with above average confidence.
- #12 Share audio of Leadership Atheist perspective. “Leadership is the answer to everything.” - Jim Collins, recovering leadership atheist and author of Good to Great (2001)
- #19 Born = an efficient answer; not backed by empirical research
- #20 Use of mental models Born = an efficient answer; not backed by empirical research INFLATE your estimate of what you feel you are capable of doing… flexibility to explore possibilities of development starting point.
- #21 INFLATE your estimate of what you feel you are capable of doing… flexibility to explore possibilities of development starting point.
- #23 “Not knowing a person’s life stream and its impact on leadership development is one of the reasons why people simply say, ‘ah, leadership… it’s born’” (Avolio, 2005, p. 13). “Helps us to understanding leadership development in a state of becoming, until all our streams, so to speak, run dry” (Avolio, 2005, p. 13) Engaging the life stream approach is ACTIVE – try it on, feel it out, question ideas
- #24 Avolio, B. J. (2005). Leadership development in balance: made/born. Mahwah, N.J.: L. Erlbaum. Page 192, Figure 11.1
- #25 The iceberg represents your leadership. The 10% above the water is your skill. The 90% below the water is your self leadership. It’s what’s below the surface that sinks the ship. An iceberg is an interesting picture of the first rule of leadership. There’s more to it than meets the eye. Most of an iceberg is below the surface of the water. The iceberg is a great picture of leadership because so much of our influence comes from qualities we can’t see on the outside. It’s stuff below the surface. Some folks estimate that 90% of our leadership is made up from our self leadership.
- #27 http://www.simplypsychology.org/Erik-Erikson.html http://www.businessballs.com/erik_erikson_psychosocial_theory.htm http://psychology.about.com/library/bl_psychosocial_summary.htm http://www.learning-theories.com/eriksons-stages-of-development.html
- #31 http://www.interviewexpertacademy.com/the-missing-t-in-the-star-technique/ http://www.interviewexpertacademy.com/wp-content/uploads/2015/07/IEA-Start-Technique.pdf
- #32 Borton's (1970) cue questions: What? So what? Now what?
- #37 Eric Leadership Cartoon by Mark Hill and Russ Volckmann, published in Integral Leadership Review, October 2009