● What knowledge do leaders need in order to exercise leadership? Or alternatively, how can different types of knowledge help leaders to learn?
Scholars argue that leader have mental model that guide their actions (Avolio, 2007; Senge, 1990). This raises the question as to how such models are formed. According to Hackman and Wageman (2007), they are abstracted gradually and form over time from observations, experience and trial and error. Consequently they risk over-relying on especially salient features of the actual situations in which leaders operate. Thus leaders tend to learn from observing other leaders-perhaps their former principals – and especially from vivid personal experience of critical events such as crises, or the dispositions of stand-out colleagues such as effective, charismatic (or even difficult) bosses or subordinates. These memories and observations become entrenched in the psyche of leaders and eventually come to dominate their mental models – and hence their actions and behaviours – more than may actually be justified (Sternberg,2007).
● What knowledge do leaders need in order to exercise leadership? Or alternatively, how can different types of knowledge help leaders to learn?
Scholars argue that leader have mental model that guide their actions (Avolio, 2007; Senge, 1990). This raises the question as to how such models are formed. According to Hackman and Wageman (2007), they are abstracted gradually and form over time from observations, experience and trial and error. Consequently they risk over-relying on especially salient features of the actual situations in which leaders operate. Thus leaders tend to learn from observing other leaders-perhaps their former principals – and especially from vivid personal experience of critical events such as crises, or the dispositions of stand-out colleagues such as effective, charismatic (or even difficult) bosses or subordinates. These memories and observations become entrenched in the psyche of leaders and eventually come to dominate their mental models – and hence their actions and behaviours – more than may actually be justified (Sternberg,2007).
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● What knowledge do leaders need in order to exercise leadership? Or alternatively, how can different types of knowledge help leaders to learn?
Scholars argue that leader have mental model that guide their actions (Avolio, 2007; Senge, 1990). This raises the question as to how such models are formed. According to Hackman and Wageman (2007), they are abstracted gradually and form over time from observations, experience and trial and error. Consequently they risk over-relying on especially salient features of the actual situations in which leaders operate. Thus leaders tend to learn from observing other leaders-perhaps their former principals – and especially from vivid personal experience of critical events such as crises, or the dispositions of stand-out colleagues such as effective, charismatic (or even difficult) bosses or subordinates. These memories and observations become entrenched in the psyche of leaders and eventually come to dominate their mental models – and hence their actions and behaviours – more than may actually be justified (Sternberg,2007).
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