论从理论到实践构建以价值观为本的可持续发展领导力文化.docx
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论从理论到实践构建以价值观为本的可持续发展领导力文化.docx
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论从理论到实践构建以价值观为本的可持续发展领导力文化
论从理论到实践构建以价值观为本
的可持续发展领导力文化
摘要:
基于多年对领导力开发研究的学术积累,以及在行动导向的研究生教育实践中,致力于推动人才开发、知识迁移和决策经验所带来的智力回报,笔者写就了这篇论文。
本文对我校根基广、跨学科的研究生教程建设的理论支撑进行了阐述,该教程提供了公共部门、私营企业以及非营利组织领导者得以联合学习领导者优秀实践经验的路径。
本文还阐明了这个指引重大研究项目和论文写作的理论如何成功地引导实践,这个过程有助于为组织和个人构筑起可持续发展的学习文化。
笔者认为,为了推进研究生领导力教育,需要杰出的领导者和行业联盟共同为领导力的动态流动和与时俱进指明战略方向。
我们承认,这个观念并不新,但我们相信,我们为提升21世纪的研究生领导力而研制的七阶段模型,以及支撑它的文化模型必定首屈一指。
该学习框架原型,旨在为创造一种智能型设计并成功应用于研究生水平的领导力课程形成有效助推,其基本假设是:
让领导者和追随者在未来得到的解放越大,领导力教育要关注和需要解决的问题就要越多。
共同愿景、价值观、使命和战略实施都是构建这样的研究生课程所需要逾越的障碍。
作为21世纪面向处于职业发展中期真诚希望自我提升的专业人士开展研究生教育,早先的成人学习路径图只能成为一种次优的助推力。
本文对一个历史久远、地理位置优越、倍受尊重的大学如何评估已有的能力从而组建起领导力团队,进而确立其行动学习策略并用于开展研究生教育的过程做出了解释。
目标在于创立一项世界级的研究生领导力课程,运用互联网,尽力满足全球化中世界各地的组织和学习者个人的学习需求。
这项课程建立在我们称之为“心智共同体”的理念之下,集生活文化、个人优势以及三重愿景三位一体。
这项研究生课程的开发需要迈出学校范畴开拓新的疆界,课程力争把研究生领导力教育做到极致。
该课程需要向外扩展寻求合作伙伴并建立战略同盟,从而为推出这项充满创意和魄力的研究生领导力课程编织所必需的社会关系网络。
该项目从初始到推出历时两年,全过程给我们很多宝贵的经验教训。
最终这项研究生领导力课程得以高水准和有活力的推出,有力促进了我们教员的能力开发和面向在职研究生的培训方法创新。
在过去的七年中,为满足供职于公共部门、私营企业和非营利组织的领导人和高潜力个体的学习需求,由资深教员开发出了一项远程/当地的混合课程。
课程的支持哲学是:
领导力是个体化的,是存在于各个层级的。
这种情境下进行领导力研究,培养出来的领导者会生成一种全球共有的关怀,他们看重并计量着诚信回报、智力回报以及投资回报。
关键词:
价值为本的领导力、文化、研究生领导力教育
PARTONE:
INTRODUCTION&VALUEPROPOSITION
Theappliedresearchrepresentedinthesepagesisbasedona20-yearjourneyinleadershipdevelopmentandstrategyimplementationbybothoftheauthors.Inparallelresearch,eachhasfocusedonValues-BasedLeadership(VBL).TheyhaveIndependentlyandcollectivelyidentifiedagapbetweenwhatinstitutionsandindividualsofrankfrequentlysayandwhattheydotoachieveresults.Theresultsofthepresentresearchhavehelpednarrowthe"say-do"gapattheindividualandinstitutionallevels.Itinspirespeopletoenhancetheirperformancetobuildreturnonintegrity,returnonintelligence,andreturnoninvestmentinrelationships,andinspirespeopletoenhancetheirperformance.
TheVBLframeworkisanintegratedprocessthathelpsmanagethecontextbyconnectingthethreeintegralcomponentsofatotalleader–character(EQ,emotionalintelligence),competency(IQ,leadershipintelligence),andcapability(SQ,strategicintelligence)–tobuildROI.Thereferenceto"ROI"canmeanthreethings–returnonintegrity,returnonintelligence,returnoninvestment-movingfromthetoplinetothebottomline.
TheconceptualandempiricalfoundationofleadershipresearchbuildsonpriorworkofTapscott(paradigmshift),Porter(competitivestrategy),Ohmae(strategicthinking),Kanter(smartcommunities),Senge(learningorganization),Covey(principle-centredleadership),Kotter(leadingchange),CollinsandPorras(visionandvalues),LitwinandStringer(organizationalclimate),DeMarco(organizationalcultureandexecutivedevelopment),andCox(leadershipdevelopment).
TheresearchinthispaperdevelopedrigourinpilottestingofcomponentsoftheVBLprocesswithHRDC,NAVCAN,theCityofVaughan,YorkRegion,CIBC,RoyalBank,MutualGroup,Fidelity,andinmentoringinMBAandMA(Leadership)programsinCanada,U.S.,China,Poland,andtheMiddleEast.ItbuildsonparallelworkdonewithGeneralMotors,Nokia,EqiutableLife,andPanasonic.Theappliedresearchprovidesamissingcomponentinthetheoryofleadership.Thiscomponententailsharnessingbothintellectualcapitalandsocialcapitalascollectivewisdomtocreateasuccessculture,whichcanpropelpeopleandperformance.
Researchfindingswerecomparedwithleadingconsultancies'studiesonleadership,team-building,andperformance(Andersen,DeloitteTouche,Ernst&Young,EconomistIntelligenceUnit,AlexanderConsultingGroup,Forum,Gemini,IBM,KPMG),corporateuniversitiesandleadershipinstitutes(CIBC,BankofMontreal,RoyalBank,FidelityInvestments,GMandGE),andgovernmentstudies(TheRoadMaptoProsperity:
AnEconomicPlanforJobsinthe21stCentury).Surprisingly,universitieswithcoursesinleadershiplackedthedepthofcorporatefieldresearchtovalidatethealignmentofspecificcurricula.
TheneedforsuchanapproachtoleadershipeducationisevidentinBand's(1997)studyof438publiclytradedcompanies.ItdistinguishedfourcategoriesofperformanceinCanadiancompanies:
valuemirages190,valueeroders147,valuehidden19,valuebuilders82.ThestudyconductedbytheUniversityofOttawaandAndersenConsultingidentifiedfourkeyvariablesascriticalfactorsforcompaniestogrowandcreatevalue:
leadership,strategy,execution,and,themostimportantvariable,culture.
ThisculturevariablealsoplayedamajorroleinthefindingsofDeMarco’s(1993)studyofleadershiphighperformanceinJapaneseandAmericancompaniesofmorethanfiftyemployeesinbothcountries.Henotonlyidentifiedthethresholdprofileofhighperformingleadership,but,likeDenison(1984;1989)alsoidentifiedthecriticalityofanorganization’sculturaladaptabilityandparticipativemanagementstyletohighperformance.ThisstudywasconductedwiththeJapaneseManagementAssociationandtheAlexanderConsultingGroup,amajorinternationalhumanresourcesconsultingfirm.
Theleadershipdeficitcontinuestohaveaprofoundimpactonorganizationalcultureandthemobilizationofpeopleandperformance.ArecentstudybyAonConsulting,thesuccessortoAlexanderConsultingGroup,surveyedworkplaceissuesidentifiedby2000Canadianmenandwomen.Only47%ofthesamplesaytheywouldrecommendtheircompanyas"oneofthebestplacestoworkinthecommunity,"andonly43%saytheywoulddefinitelyremainwiththeircurrentemployerifanotherorganizationofferedthem"asimilarjobwithslightlyhigherpay."TheAmericansurveyaskingthesamequestionsidentifiedasimilarresultof54%and49%.ThesurveyidentifiedthetopfivefactorsthataffectjobsatisfactionandemployeecommitmentinCanada,inorderofimportance:
1.work-lifebalance
2.opportunitiesforpersonalgrowth
3.beliefthatthecompanysatisfiescustomers'needs
4.paylevelscompetitivewithsimilarorganizations
5.beliefthatco-workersarekeepingpacewiththeskillstheirjobsdemand
Atthemacrolevel,astudybyOECD(OrganizationforEconomicCo-operationandDevelopment)ranksCanadabehindTurkeyandSpainin"outwardorientation."Inotherwords,thisstudymeasurestheleadershipthinkingandstrategicperspectiveatworld-classlevels.InrecentWorldEconomicForumrankingsofcompanyoperationsandstrategies,whichisanationalranking,Canadaiscurrently15th,theU.S.firstandGermanysecond.Asaresponsetothesefindings,500futureleaders–studentsintheBBAprogramatWilfridLaurierUniversityandB.CommandMBAprogramatUniversityofGuelph–havebeentaughthowtoconductresearchtoassesshowleadership,corevalues,andstrategicthinkingcanincreaseordecreaseoverallorganizationalperformancetobuildshareholderandbrandvalue.ThestudentCEOsurvey(Cox,1999)studiedsevenfactorsattheindividualandorganizationallevel.Theseincluded:
vision,values,motive,competence,capability,leadership,andperformance.Thesurveyfindingsagainconfirmedtheimportanceofleadershipcompetencetobuildpeopleandperformance.
Thetraditionalapproachtoleadershiplearningdrawsonthemilitarymodelofmanagingknowledgeandstrategicintelligencebuiltaroundfunctionalspecialistswhoprepareanalysesasabasisofseniorleadershipmanagementdecisionsonmajorissues.Theemergingmodelrequiresleadershipcompetenceinknowledgemanagementasaleader-managerresponsibilitythatshouldbecomepartofalearningcultureandleadershipbehaviourthroughouttheorganization.Thevalueofknowledgecomesfromharnessinghumancapitalandleadershipcompetencewhereverknowledgecreationorstrategicinformationisneededintheorganization.Theleadershipchallengeistoincreasethe“intelligencequotient”ofthehumancapitaloftheorganizationratherthantoassumethatitisthedomainofseniorleaders.Inamilitaryculturebasedoncommandandcontrol,itwillrequireastrategiclearningprocesstomanagetheleadershipparadigmshift.
PARTTWO:
ASOCRATICDIALOGUE
DallaCosta(1998)arguesthatethicalleadershipisbecomingthedefiningissueofourtime.Theethicalimperativeformoralleadershipinthemodernofficercorpsisrequiredtorebuildtrust,integrityandconfidencerequiredforknowledgetransferwithinternalandexternalstakeholders.ThehardlessonsofSomalia,Afghanistan,andIraqhaveforcedtheofficercorpstounderstandtheimportanceofmanaginginformationandrelationshipsbetweenthemilitary,mediaandstakeholderstocreateunderstandingoftherelationshipofthesoldierandthestatetofosteraconstituencythatsupportsamilitaryfoundedondefendingsharedvalues.Themilitaryofficerisincreasinglyinvolvedinoperationswithalliedforcesandattheindividualandunitlevelisrequiredtoself-developleadershiptofitthesituationalcontext.Leadership’sfirstcommandmentisto“KnowThyself.”TheancientGreeksreferredtothisconceptasthefoundationofalllearning.Tennysonreferredtoself-developmentasa“trinityofexcellences”–self-reverenceevidentinleadershipcharacter;self-knowledgeevidentinleadershipcompetencyandself-controlevidentinleadershipcapability.Thesethreefactorscreateauthoritativeleadership.Inpracticeleadershipisaboutlifeitself.
Whenleadersfaceproblems,theyfacelifeincomplexity,notcompartmentalizedpackagesoflife.Militaryleadersneedspecializedknowledge,theyalsoneedwisdom,whichistheabilitytomaketheconnectiontotransferknowledgeandmakethebestuseofit.Thishasimportantimplicationsforleadershipdevelopmentthatrequiresbothtacitandexplicitlearning,whichmeansthatsomeofitcannotbecodedortaughtformally.Lt.GeneralPagonis(2001)wholed40,000me
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- 关 键 词:
- 理论 实践 构建 价值观 可持续发展 领导 文化