Thnh qu t vic n lc khng ngng ca mt nh lnh o l hon thin mt

k nng ring bit. Ging nh ngh s dng cm luyn tp nhiu gi lin nh

mt khc nhc, ngi lnh o lm vic cn c pht trin k nng ni v k
nng qun l. Tng t, trong quan nim ca Dirks v Ferrin (2002) v pht trin
nim tin v s gn b vi nh lnh o (vd thuyt v s gn b; keller, 2003;
popper & Amit, 2009) l mt phn cu thnh nn nim tin c nn trn v
thc v s gn b s tng ln dn theo thi gian thng qua s tng tc qua li
gia nh lnh o v lnh( ).
S tc ng ca nh lnh o
S din t lm th no m cc s kin nh hng n k nng ca nh lnh o
c th p dng cho nhiu i tng. bi v nh lnh o l tm gng quan trng
v h mang n nhiu gc nhn v s vic, h c th p dng trc tip n p
dng kinh nghim dy dn vo nhng trng hp khc nhau. V d nh, ngi
lnh o thng khuyn khch tnh tch cc hc tp thng qua vic cho php
nhn vin mc li v hc t li lm hn l vic nghim cm phm li. Nh th
s to iu kin pht trin s tinh t v phc ca nhn thc ( Keith & Frese,
2005). Tuy nhin, chng ta cn dng qu trnh cu thnh din t s pht trin
k nng nh l tng thnh phn ring to nn nhiu tc phm ring bit. ( nu->
quy inh), c th hin trong bng 2.1.
Nhng chng ti ngh, bng vic hc cch my mc s vic c th cha
trong dng mi . V d, xu hng phn x li mt tnh hung c th vi positive
response c th c pht trin bi vic tri nghim nhiu s vic vi good
outcome. Tuy nhin, lnh o c th tc ng n qu trnh ny bng cch
affective priming hoc sensemaking () . Kt qu, hot leader sensemaking c th
tc ng n vic lm th no s vic c gii thch v c cha ng trong
high person-level constructs. cho thy iu , lnh o c th cho feedback
h tr cch hc m s so snh gia c nhn l quan trng, bng cch ; vic
xc nh performance goal s c th hn; hoc h c th tp trung phn hi v
v task skills; lm cho xc nh performance goal tr nn ni bt. Nu lnh o
chuyn mc tiu nh hng c nhn t khuyn hng chronic( ko di), s to
nn s thay i khng lin tc in person-level learning hoc performance phn
nh cc dng khc nhau ca bottom-up combinations of event.