Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
• 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