Self-Management and Leadership Development
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Self-Management and Leadership Development

Edited by Mitchell G. Rothstein and Ronald J. Burke

Self-Management and Leadership Development offers a unique perspective on how leaders and aspiring leaders can and should take personal responsibility for their own development. This distinguished book is differentiated from other books on this topic with its view on the instrumental role played by individuals in managing their own development, rather than depending on others, such as their organization, to guide them. Expert scholars in the area of leadership emphasize the importance of self-awareness as the critical starting point in the process. Explicit recommendations are provided on how individuals can manage their own self-assessment as a starting point to their development. The contributors present insights and practical recommendations on how individuals can actively self-manage through a number of typical leadership challenges.
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Chapter 10: Self-directed Work Teams: Best Practices for Leadership Development

Wendy L. Bedwell, Marissa L. Shuffler, Jessica L. Wildman and Eduardo Salas


Wendy L. Bedwell, Marissa L. Shuffler, Jessica L. Wildman and Eduardo Salas Human resource departments are increasingly interested in developing effective employees (Garavan and McGuire, 2001) for future leadership positions. This effort is largely driven by the desire for greater productivity and flexibility, as well as a reduction in operating costs (Garavan et al., 1999; Hodgetts et al., 1999; Losey, 1999). To achieve this goal, organizations are turning toward a competency-based approach to learning which provides solid linkages and alignment between organizational strategy and leader development efforts. By focusing on the competencies required in complex, dynamic conditions, employees are more flexible, mobile and employable (Garavan and McGuire, 2001). Furthermore, this competency approach assists organizations in meeting the training demands of emerging leaders who expect continuous individual learning opportunities designed to develop their skills, especially those working in dynamic and less rigid team environments such as self-directed work teams. While the competency approach to developing leader skills can provide the content for effective self-development, it is important to also consider the context in which such development can occur. Much is known about individual learning, which can occur socially through observation and interaction with others, and leads directly to the development of new behaviors (Anderson, 2000; London et al., 2005; Vygotsky, 1978). Wilson and colleagues (2007) suggest that individuals can learn in the context of groups or teams, which can improve team performance and, ultimately, organizational performance. Marsick and Watkins (1990) propose three specific types of individual-level learning that can occur within...

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