Leadership lessons you can learn

AUG 19, 2019

Select any one of the following starter bullet point sections. Review the important themes within the sub questions of each bullet point. The sub questions are designed to get you thinking about some

Select any one of the following starter bullet point sections. Review the important themes within the sub questions of each bullet point. The sub questions are designed to get you thinking about some of the important issues. Your response should provide a succinct synthesis of the key themes in a way that articulates a clear point, position, or conclusion supported by research. Select a different bullet point section than what your classmates have already posted so that we can engage several discussions on relevant topics. If all of the bullet points have been addressed, then you may begin to re-use the bullet points with the expectation that varied responses continue.

  • If people are an organization’s most valuable resource, then a major role of a leader is to attract smart and talented people as well as raise the intellectual level in the organization. Based on your experiences and research, do most leaders approach human resources in this way? What are examples of organizational or leadership practices that support humans as the most valuable resource? What are examples of organizational or leadership practices that suggest humans are not the most valuable resource? Leadership lessons you can learn?
  • Development-minded organizations engage people and allow them to contribute to a winning team. In contrast, command-and-control hierarchies are typically misaligned, with one-way communication downward through the organization. Drawing from your experience and research, discuss specific examples of each approach (developmental versus command/control) to leadership. What are the possible outcomes of the different approaches? How does each impact the climate and culture of the organization?
  • One reason that leaders resist the idea of coaching is feelings of inadequacy. In other words, they don’t feel qualified to be a coach, usually because they aren’t sure they have enough subject matter expertise to provide the necessary answers. Does a coach need to be a subject expert (an expert in each function, process, or topic)? What advantages and disadvantages for coaching might be associated with being a subject expert? Instead of subject expert, what other term(s) might be a better description of a coach?
  • Consider any coaching that you have received that has been helpful to you in your career. What difference did it make? How would you describe both the results (actual changes to habits, roles, etc.) and the impact (psychological/emotional transformations)? Can you identify any missed opportunities because you did not receive coaching at a critical time? Leadership lessons you can learn?

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