How Can You Lead? If You Don'T Know How To A-S-K?: Performance Assured
How Can You Lead? If You Don'T Know How To A-S-K?: Performance Assured
How Can You Lead? If You Don'T Know How To A-S-K?: Performance Assured
Performance assured
Goal:
INTRODUCTION
Across the nation, leaders embrace
the art of listening as the most
valuable
in
strengthening
partnerships and organizations.
Time after time, we all have
experienced
the
aftermath
of
deficient listening skills.
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I. A S K
The development of Attitudes, Skills, and
Knowledge, has provided many leaders
with a set of useful listening leadership
guidelines.
Outstanding
listeners
should
be
constantly reminded that serving others
as a leader begins and ends by refining
listening Attitudes, Knowledge, and Skills.
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A - Attitudes
What is an attitude?
An attitude is an expression of favor or disfavor
toward a person, place, thing, or event (the attitude
object) in psychology.
and
permeate
all
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ACTIVE LISTENING
Proper Eye Contact
communicate
with interest by facing the speaker and paying attention
to speaker
Avoid Distraction
Respond Actively
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15
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The Definition
Attitude manner,
Aptitude
Altitude
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S = SKILLS
Skills center on a multitude of listening
behaviors, competencies, techniques,
and abilities necessary to thrive as a
leader.
First, as just established, it is critically
important to constantly have positive
listening attitudes.
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S = SKILLS
Second, combined with specialized listening
insights and depth of knowledge, it is
imperative to translate your listening attitudes
into specific skills that can create leadership
value for yourself and others.
The skills only become operative and powerful
when they are coupled with productive and
positive attitudes and are grounded in solid
knowledge.
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K = KNOWLEDGE
Knowledge about the degree,
importance,
costs,
rewards,
purposes,
stages,
process,
strategies, and barriers of listening,
dramatically impacts both listening
and leading attitudes and skills.
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K = KNOWLEDGE
What you dont know about listening will
adversely
color
your
attitudes
and
development of skills.
On the other hand, heightened insight and
understanding of specific facts about listening
and leadership will provide meaningful
substance to the who, what, why, where,
when, and how as you listen and lead.
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26
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Be Aware;
Be Ready;
Take Aim;
Take Action;
Build Positive Habits;
Create Automatic Behaviours.
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factual
and
(propositional
Skill-Based (psychomotor)
o Compilation - routine
procedure linkage
development
and
Affective (attitudes)
o Attitude - attitude about learning, selfefficacy, perception about ability to
perform, and goal setting
o Motivation - motivational disposition
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Attitudes
Bela Banathy (1968, pp 24-26) uses the term attitudes in his book:
verbal information
intellectual skill
cognitive strategy
attitude
motor skill
Abilities
The Department of Energy handbook (1994), uses Knowledge, Skills, and Abilities.
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Abilities
So if we follow this line of reasoning, then rather
than having just three, perhaps we should have
four: knowledge (formal), abilities (informal), and
skills (formal); or for short ASK.
Thus if we take the above one step further, then
perhaps it should be knowledge (formal
cognitive), intelligence (informal cognitive),
abilities (informal psychomotor), skills (formal
psychomotor), attitudes (formal affective), and
motivation (informal affective); or for short
KIASAM.
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40
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Conclusion
From my understanding, it seems that the A
in KSA originally meant attitude. It then
became politically correct to use ability rather
than attitude as it was deemed incorrect to
change someone's attitude if they behaved
correctly.
While our profession was at one time almost
completely dominated with behaviorism, we
now have far greater perspectives to draw
from, thus we need to look beyond just
behavior as a present correct behavior does
not always equal a correct future behavior.
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Conclusion
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Alphabeth
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References
Bloom B. S. (1956).
Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New
York: David McKay Co Inc.
Banathy, B. (1968). Instructional Systems. Palo Alto, California: Fearon Publishers.
Department of Defense Handbook (1988). Instructional System Development/
System Approach to Training and Education (part 2 of 5). MIL-HDBK-29613-2A. 31
Oct 1988.
Department of Energy handbook (1994). A System Approach to Training. DOEHDBK-1078-94, Aug 1994.
DeSimone, R. L., Werner, J. M. (2012). Human Resource Development. Mason,
OH.: South-Western College Pub.
Crawford, M. (1962). Psychological Principles in System Development. Robert M.
Gagne (ed). New York: Holt, Rinehart and Winston, Inc.
Gagne, R. M. (1972). Domains of learning. Interchange, 3(1) 1-8.
Harrow, A. (1972). A Taxonomy of Psychomotor Domain: A Guide for Developing
Behavioral Objectives. New York: David McKay.
Krathwohl, D. R., Bloom, B. S., & Masia, B. B. (1973).
Taxonomy of Educational Objectives, the Classification of Educational Goals. Hand
book II: Affective Domain
. New York: David McKay Co., Inc.
Laird, Dugan (1985). Approaches To Training And Development. Reading, MA:
Addison-Wesley, p107.
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