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Contents
Acknowledgements
CONTENTS ..................................... 2
The current report was compiled by
ACKNOWLEDGEMENTS ......................... 2
Richard Bolden on behalf of Leadership
LEADERSHIP SOUTH WEST ................... 2
South West. Contributions are included
INTRODUCTION ............................. 3 from Peter Case, Jonathan Gosling, Alan
Hooper, Keith Kinsella, Donna Ladkin,
LEADERSHIP DEVELOPMENT: A NECESSITY OR
A WASTE? ...................................... 3
Robin Ladkin Neville Osrin and John
THE STRUCTURE OF THIS REPORT ........... 4 Potter. Brief biographies are given in
Appendix 1.
PART ONE: THE PURPOSE OF
LEADERSHIP DEVELOPMENT .......... 5 I would like to thank all my colleagues at
the Centre for Leadership Studies and
CHANGING CONCEPTS OF LEADERSHIP AND Leadership South West for their valuable
LEADERSHIP DEVELOPMENT .................. 5 assistance and would also like to thank
THE CONTEMPORARY CONTEXT OF LEADERSHIP
the South West Regional Development
DEVELOPMENT.................................. 7
Agency for their continued support of
LEADERSHIP VERSUS MANAGEMENT
this project.
DEVELOPMENT.................................11
APPROACHES TO LEADERSHIP DEVELOPMENT
.................................................13 Leadership South West
PART TWO: THE PRACTICE OF Based at the University of Exeter’s
LEADERSHIP DEVELOPMENT ........ 16 Centre for Leadership Studies and
supported by the South West Regional
LEADERSHIP COURSES .......................16
Development Agency, Leadership South
FACILITATED WORKSHOPS ..................20
COACHING, COUNSELLING AND MENTORING22 West is a major regional initiative to
REFLECTIVE WRITING, PERSONAL JOURNALS improve the uptake and provision of
AND LEADERSHIP DEVELOPMENT ............24 leadership development in the Southwest
ACTION LEARNING IN LEADERSHIP of England.
DEVELOPMENT.................................27 By working with key partners, agencies
ROLE PLAY AND SIMULATIONS ..............30 and businesses in the Region we aim to
LEADERSHIP EXCHANGE: SOME NOTES ON
enhance awareness of the value of
OBSERVATION .................................32
leadership development and to improve
THE USE AND ABUSE OF PSYCHOMETRICS IN
the availability, relevance and
LEADER DEVELOPMENT .......................35
360 DEGREE APPRAISAL ....................37
effectiveness of all forms of support,
LEADERSHIP CONSULTANCY .................39 education and policy.
E-LEARNING FOR LEADERSHIP DEVELOPMENT For further details please visit our
.................................................42 website.
SUMMARY AND CONCLUSIONS .... 47
BEST PRACTICE IN LEADERSHIP DEVELOPMENT Leadership South West
.................................................47 XFI Building
MAKING LEADERSHIP DEVELOPMENT WORK University of Exeter
FOR YOU .......................................48 Rennes Drive
Exeter EX4 4ST
REFERENCES ................................ 51
United Kingdom
APPENDIX 1: CONTRIBUTORS .... 56
Tel: 01392 262578
APPENDIX 2: THE CLS PATHWAY TO Fax: 01392 262559
MASTERING LEADERSHIP ............ 57 Email: lsw@exeter.ac.uk
www.leadershipsouthwest.com
Copyright © 2005
Leadership South West
All rights reserved.
the development of communication and next, the people hate... When the
inter-personal skills. best leader's work is done, the
people say, ‘We did it ourselves!’”
Whilst we may notice a shift in thinking
(Lao Tzu, 6th Century BC).
over time many of the assumptions and
implications of transformational Perhaps then we are simply seeing a
leadership are not dissimilar to the reawakening to the importance of
earlier trait and behavioural models inclusive and collective leadership.
(Gronn, 1995). They reinforce the Authors now talk of ‘Servant’, ‘Moral’ and
notion of the individual leader, ‘Team’ leadership where the leader takes
influencing and motivating ‘followers’, up his/her role out of a desire to achieve
and their ability to transcend communal goals founded upon shared
organisational and situational values and beliefs, rather than “because
constraints. Indeed, transformational or of the need to assuage an unusual power
‘charismatic’ leaders might even be drive or to acquire material possessions”
accused of being narcissists who (Greenleaf, 1970). From this
engender a culture of dependency perspective the individual leader should
amongst followers (Conger, 1990; know when to step back and relinquish
Maccoby, 2000), but is this really the control dependent on the situation and
best thing for the organisations they nature of the task – indeed, the leader
serve and, if not, what are the should also be a good follower.
implications for leadership development?
“[Followers] have the vision to see
A range of more inclusive models of both the forest and the trees, the
leadership are now emerging (in social capacity to work well with
aspiration if not always in practice) others, the strength of character to
which argue for quieter, less dramatic flourish without heroic status, the
leadership at all levels within the moral and psychological balance to
organisation. pursue personal and corporate goals
at no cost to either, and, above all,
“Quiet management is about
the desire to participate in a team
thoughtfulness rooted in experience.
effort for the accomplishment of
Words like wisdom, trust,
some greater purpose”. (Hughes et
dedication, and judgment apply.
al.,1993, p224).
Leadership works because it is
legitimate, meaning that it is an This definition of followers could equally
integral part of the organization and be applied to leaders and indicates how
so has the respect of everyone the boundaries between leadership and
there. Tomorrow is appreciated followership are becoming blurred: the
because yesterday is honoured. That definition of a good leader need not
makes today a pleasure. differ greatly from the definition of any
good employee or responsible individual.
Indeed, the best managing of all
may well be silent. That way people The concept of ‘distributed’ leadership,
can say, ‘We did it ourselves.’ founded on a shared sense of purpose
Because we did.” (Mintzberg, 1999) and direction at all levels in the
organisation, turns our attention to the
Such concepts are not new, however,
processes of leadership rather than the
and indeed there is an uncanny similarity
properties of individual ‘leaders’ and is
between the definition given by
becoming increasingly popular in sectors
Mintzberg and a quote from the one
such as education and healthcare.
earliest authors on leadership, Lao Tzu
the founder of Taoism, who proposed: “From a distributed perspective,
leadership practice takes shape in
“To lead people, walk beside
the interactions of people and
them... As for the best leaders,
their situation, rather than from
the people do not notice their
the actions of an individual
existence. The next best, the
leader.” (Spillane, 2004)
people honor and praise. The
next, the people fear; and the
and others and how this impacts (Carter, 2001). 360 degree feedback,
upon leadership styles. like many approaches, is found to be
3. Experiential learning and simulation: most powerful when integrated within a
approaches that emphasise the comprehensive development programme
importance of ‘learning by doing’, (Kettley, 1997) and is significantly
such as outward bound courses, affected by the following three factors: a
action learning and role play. work context supportive of skills
4. Top level strategy courses: executive development, the belief of the
development courses designed for participant that people can improve their
senior managers. Often associated skills, and a belief that they themselves
with prestigious business schools and are capable of improving and developing
qualifications. (Maurer et al., 2002).
In addition to these types of Mabey (2002) found that successful
course/programme there is also a whole companies use a variety of formal,
array of less formal leadership informal and external approaches to
development activities conducted within development and Burgoyne et al. (2004,
organisations, including projects and p49) conclude that:
secondments, seminars, career planning
“The evidence on how management
and mentoring.
and leadership works is that it works
Storey also highlights a tension within in different ways in different
most leadership development initiatives: situations. The practical implication
of this is that to get the benefit of
“There is a fundamental dilemma
management and leadership
that haunts many leadership
development requires the design of
development events. Because
appropriate approaches for specific
leadership is perceived as
situations rather than the adoption
fundamentally about ‘doing’ rather
of a universal model of best
than ‘knowing’, there is an inherent
practice.”
bias towards activity-focussed and
indeed briskly paced encounters […] Furthermore, Burgoyne and colleagues
In consequence, there is little time propose that the relative effectiveness of
for reflection or strategic thinking. any development approach will be
These characteristics of leadership strongly influenced by the participants’
development events are self- past experience, personal character and
evidently in tension with the kind of preferred learning style. Other key
clear thinking supposedly required factors include the organisational
of top leaders.” (ibid, p27) context, need for buy-in from
participants, and the ethos of learning
If we now consider the relative
within the organisation.
popularity and use of different
development approaches it remains clear “All indications are that multiple
that, despite the shift towards more methods will produce the most
flexible and tailored provision discussed effective management learning. No
earlier, large companies still use more one method has the sole answer.”
formal than informal training (Mabey and (Burgoyne, et al., 2004, p50)
Thompson, 2000). Furthermore, much
Thus, the choice of development
of this remains in a traditional face-to-
approach is not a simple one. For
face mode rather than via e-learning,
maximum effect, we need to carefully
which tends to be used to support rather
consider what it is that we seek to
than replace traditional methods
develop and how best this can be
(Burgoyne, 2001; CIPD, 2002).
achieved. If, for example, we wish to
With regards to personalised and tailored develop a culture of shared, considerate
provision, coaching is particularly and reflective leadership within our
popular with organisations and managers organisation is it wise just to send
but its extension to large numbers of individual ‘leaders’ on action-packed or
individuals is limited by cost and the highly prescriptive leadership training
availability of high quality coaches courses? Chia (1996) recounts a
because they need to be rooted in the (4) The key to learning is thoughtful
realities of accountability and choices reflection. This means allowing time for
between less-than-perfect options. While it. Look at the programmes that seem
there are many good reasons to educate intent on replicating the high-pressure
young people in the principles of environment of work with late-night
leadership, the politics of power and sessions, over-night preparation of
inequality and their historical massive case-studies and ceaseless team
antecedents, this kind of analytical and competitiveness. Or those modelled on a
abstract knowledge is quite different to bizarre banquet, an endless procession
the moral and aesthetic awareness called of disconnected lectures and exercises
for in real leadership roles. with no time to taste and savour the
distinctive flavours of each, let alone
(2) While the staff of development
absorb and digest the benefits.
programmes should be clear about what
Programmes need to provide for two
they want to teach, participants
aspects of reflection – reflexivity about
should be able to weave their own
one’s own internal thoughts and feelings;
experience into the process. On our
and remembering (literally re-
Advanced Leadership Programme
membering, bringing together scattered
(www.alp-impm.com) each module has
parts of experience). Some of this is best
participants working in a distinct
done privately, and people need both
‘mindset’ (Gosling and Mintzberg, 2003).
time and encouragement to do this –
This guides us in terms of relevant
specific moments for writing reflexive
content (change theories for the catalytic
notes are very helpful. But reflection is
mindset, self awareness in the reflective
also a collective activity, and people
mindset); it also helps us to handle the
often recognise their own thoughts and
tension between the need to bring new
feelings in well-focused discussion. We
ideas and at the same time stay relevant
start each day with structured reflection
to challenges faced by participants. Our
sessions, and practices such as coaching
job is to help them to approach these
and 360 degree feedback are further
challenges in new mindsets, and thus to
examples.
widen their repertoire of appropriate
styles. (5) Development of leaders and
improving leadership should have an
(3) Leadership development should
impact on the organisation.
leverage work and life experience as
Leadership is not something pre-formed
fully as possible. This seems obvious –
and then applied to a context; it
but how often is class time filled up with
“unfolds, emerging through constant
case-studies and PowerPoint
adaptation and invention […] with
presentations, with time only for a few
recurring patterns as in a series of
questions on the agenda set by the
musical refrains” (Gosling and Mintzberg,
presenter? To quote from our paper,
2006). Leaders who are constantly
“theories are like maps of the world,
discovering new things about their work
case-studies like travellers’ tales. Both
can have an immediate impact by
are best appreciated – as are their
bringing these discoveries into the
limitations – by people who already
workplace. But there are more radical
know the territory” (Gosling and
alternatives. On our ALP we reverse the
Mintzberg, 2004, p20). This has
process: leadership teams from several
important implications for the way
companies come together in the
programmes are run: a presenter may
programme, presenting and discussing
want to explain a company’s code of
their key strategic issues. The classroom
ethics, but participants find the crucial
acts as a reflective vessel, each group
question to be about non-executive
acting as ‘friendly consultants’ to the
directors intent only on meeting
others. Because the participants are all
regulatory controls. Leveraging
working on issues for which they are
experience means sharing control of the
responsible, they can take decisions and
agenda, and following the questions that
move forward on the basis of their new
arise from the meeting of theory and
understanding: this is really bringing the
experience.
workplace into the classroom!
students are able to feel confused and formal input (and some techniques).
uncertain about the topic, perhaps even These are especially relevant for
at a loss to make sense of it. This is a experienced, well-qualified middle-
normal and very proper position to be in management – with more senior
as a learner and is equally true for involvement – who have to make the
mature participants on leadership organisation effective within its changing
development programmes. But how can competitive and social context. For
this work in the kind of participative example, many so-called Executive MBAs
learning environment I described above? are designed around thematic modules,
If everyone shares in the learning and the same is probably true of the
journey, who provides containment? majority of in-company leadership
Herein lies one of the strengths of formal programmes.
leadership programmes. The structure,
(c) Realities - In any organisation,
timetables, specified development
large or small, some people find
pathways and scheduled events, along
themselves wondering what the main
with dedicated administrative staff,
themes really are, and what they ought
faculty, programme branding – all these
to be. They are trying to figure out the
serve to create a sense of identity and
emerging patterns in the context, the
stability to the learning process.
energy in the company, the appetite of
Conversely, the current trend for open-
investors and the behaviour of
ended menu-driven optional and
competitors and consumers. One of the
pluralistic development opportunities
most important contributions of a
may offer flexibility, but inadequate
leadership programme for these most
containment. Does this matter? The
senior people is to provide the
answer depends on what is wanted from
opportunity and stimulation for high
the development programme. A simple
quality conversations amongst this
distinction can be drawn as follows:
population. And it is at this level that the
(a) Techniques - Skills and methods for question of containment is most
dealing with relatively well-defined pressing, and most delicate.
problems. At more senior levels these
There are a number of approaches to
range from quite high-level analyses of
work at this level. Most involve a level of
markets, organisational structures etc,
‘discovery’, open-ended exploration into
through to coaching and presentation
situations which might offer useful
skills, but it would be unusual for a
analogies, because one of the key
leadership course to concentrate mainly
challenges at this level is recognise
on technique (as distinct from a
issues which don’t yet have a clearly
management skills training programmes,
packaged identity they are not yet
or standard MBA, for example). These
‘themes’. It is often easier to notice
pose little challenge to the way people
something happening in another
see the world or their place in it, so
industry, or even a different sector or
technique based programmes tend to be
culture altogether, and then to recognise
less anxiety-provoking although the
similar dynamics in one’s own situation.
value should not be underestimated:
especially at more junior levels people This is precisely the level at which we
can discover significant new things about pitch the Advanced Leadership
themselves. Programme, currently running in various
versions in the UK, North America and
(b) Themes - The major issues facing
India. In one company-specific example,
an organisation often deserve
leaders meet on five modules, each in a
concentrated attention informed by
different country in programme designed
experts, models and discussion across
to get them seeing, thinking and talking
the relevant community. Managing a
a distinct mindset (receptive in the UK,
major change, re-focusing on customers,
reflective in India, competitive in the
driving a quality programme or global
USA, collaborative in China, catalytic in
integration – these are the kinds of
Bosnia), More usually we work across
themes around which a programme
three mindsets, (reflective, connected
could be built, with modules, field visits,
and catalytic), and with three to six
traced back to classical times when the Third, and linked with the second,
Greek General Xenophon explored effective facilitators are extremely good
leadership with “the world’s first and at observation, they choose their words
greatest teacher of the subject, carefully (to ensure precise meaning).
Socrates” (Adair, 2003, p.20). They think constantly about the best way
to develop the learning of the group;
The relationship between teacher, pupil
they have a finely-tuned awareness to
and subject matter is explored in detail
the general mood of a group and notice
in Plato’s Symposium (Plato, 360 BC)
subtleties that indicate a change of mood
and in the modern psychological
or unease; and they are very conscious
parlances of Transactional Analysis (TA)
of those individuals who become
such relationships are often
disengaged or isolated. Neuro Linguistic
characterised by ‘parent/child’ dynamics
Programming, described as “the study of
(Wagner, 1996). To be really effective,
what works in thinking, language and
however, the relationship should develop
behaviour” (Knight, 2003, p.1), has had
into one of ‘adult/adult’ over time as the
a significant impact in this field.
pupil grows in confidence and the
However, although NLP has grown in
teacher steps further back. This
popularity since the early 90s only a
movement is the key to good facilitation
minority of good facilitators are formally
and it is the experience that individuals
qualified as NLP practitioners (despite
on development programmes value the
many of them using similar techniques).
most.
The fourth characteristic is associated
So what are the characteristics of good
with the size of the group. In
facilitators? Based on my own
discussions with facilitators about the
experience I believe there are five key
‘ideal group size’, invariably the answer
characteristics.
is: “between 10 and 12”. The range
First, they empathise well with their seems to vary between 8 and 16: it is
group. They have honed the skill of difficult to maintain meaningful dialogue
developing a good relationship with a for an extended period below 8; and the
group, quickly. Most have a warmth that dynamics appear to change significantly
helps the establishment of this rapport, above 162. The ‘ideal group size’ is
but this does not apply to all of them. based less on objective analysis but
They tend to be self-aware and confident more on the intuitive feel of facilitators
in their ability to reach out to a group. about ‘what works’. Indeed, faced with a
Interestingly, there does not appear to group size of more than 16, they will
be a common methodology and many often adopt very different strategies,
different types of personalities can be such as Open Space Technology (Owen,
equally effective. Indeed, some good 1977). In contemporary leadership
facilitators are not really aware of what it development linked to major
is they do that makes them so effective; organisational change it is increasingly
but they are sufficiently self-assured to important to work with very large
know that it works. groups. Some of our colleagues and CLS
Fellows often work with over 600
Second, skilled facilitators are good at
managers together, moving in an out of
emotional intelligence (Goleman, 2000).
various sub-groupings. This format is
This is not surprising since EI is founded
particularly important for international
on a high level of self-awareness and a
organisations that need to achieve a
thorough understanding of how an
common understanding and collective
individual relates with others. Just as
commitment during relatively short (and
significant, they combine EI with their
expensive) face-to-face events for a
own experience to enable them to relate
worldwide population.
to a variety of scenarios which may be
raised by the group. This enables them The final characteristic is the one
to understand, and deal quickly with, referred to at the beginning of this
difficult and delicate situations when
they occur within the group (the ‘test’ of 2
This experience matches Dr Meredith
a good facilitator). Belbin’s assertion that an ideal ‘team size’ is
ten (Belbin, 1981).
conceptualisation and, finally, active the event, which may or may not be
testing of conclusions against how one habitually responds.
experience. The cyclical process may be
Having gathered data using this
represented as follows:
framework, Pedler et al. also set out a
three-step process of reflection aimed at
assisting participants identify problem
areas in their responses to workplace
situations. This process can thus help
one discover strategies for changing
responses that one deems unhelpful or
counterproductive.
Figure 3 - The Experiential Learning Cycle
(Kolb, 1984) (3) Left Hand Column, Off-line reflection
and Learning Pathways Grid
Although it is probably more accurate to
visualise this process as a spiral, the In their long term work on the action
learning cycle can be used to help science approach to research, US
participants organise the way in which professors Chris Argyris and Donald
they record and reflect on workplace Schon have developed a number of
experiences. Ordinarily, we may not be influential theories and tools that can be
aware much of the time that we are used to analyse the kinds of micro
learning. By paying attention to each behaviours one might typically get
stage in the learning cycle, one is recorded in a personal journal. For an
consciously reviewing and evaluating overall introduction to their thinking, for
one’s experiences and performance, example, see Argyris (1986). Argyris
taking decisions and planning action for and Schon (1974) differentiate between
improvement and development. two kinds of theory: (1) theory that
people intend or hope to use – espoused
(2) Personal Journal Activity theory – and; (2) what they actually do
Another model that makes use of in real life situations – theory-in-action.
experiential learning philosophy is that They also suggest that people find it
proffered by Pedler, Burgoyne & Boydell very difficult to alter their habitual
(2001) as part of their useful collection practices and that a different kind of
of developmental resources, A Manager’s learning is needed in order to surface the
Guide to Self Development. Activity 6 of basic assumptions and beliefs that
this book provides a clear and practical underpin organisational behaviour. They
set of guidelines on how to keep and call this 'Model II learning'. A variety of
analyse a ‘Personal journal’ (ibid, pp.78- techniques can be employed to explore
81). The model requires participants to and potentially rectify the ‘gaps’ between
describe an event and then to reflect on espoused theory and theory-in-action,
and evaluate it from a variety of or, in other words, to make our actions
perspectives. In outline, the framework consistent with our prescriptions.
consists in the following elements: Peter Senge (1990), for instance,
• What happened? Offer a description advocates the use of the ‘Left Hand
of the learning event. Column’ (LHC) technique for studying
• Feelings. A description of the feelings micro leadership and management
that accompanied/prompted the interactions. In outline, this entails
event. taking a sheet of paper and drawing a
• Thoughts. An account of the thoughts line down the centre to create a left and
that accompanied/prompted the right hand column. In the right column,
event. one records details of a dialogue relating
• Action tendencies. A description of to a significant workplace event in which
one’s habitual response to this kind one was involved and which left one
of event; one’s predisposition or feeling discontent or dissatisfied in some
preferred style. way. In the left hand column one reflects
• Actual behaviour. A description of systematically on the subtext of the
what one actually did in response to interaction: the motivations of the
half a day and often meet for a full sustained change for participants
day. individually and organisationally.
• Many action learning sets continue
Further Reading
well after the initial contract and may
Marsick, V. and O’Neil, J. (1999) The many
develop their own capability for faces of action learning. Management
facilitation. The facilitator should aim Learning, 30(2) p.159.
to create this independence. Pedler, M. (1996) Action Learning for
• Action learning sets are formed either Managers. London: Lemos & Crane.
within or across organisations. Set Revans, R. (1998) ABC of Action Learning:
members should ideally have some Empowering managers to act and
similarity in terms of the nature of learn from action. London: Lemos &
Crane.
their work. Sets for chief executives,
HR professionals, managers at
roughly similar levels within an Role Play and Simulations
organisation all work well, for (By Keith Kinsella)
instance.
• Action learning sets need to be ‘safe Although there can be many objectives
containers’ for learning, which many for leadership development activity, the
times crosses boundaries between most immediate and practical has to be
the professional and the personal. different more effective behaviour in the
They therefore need to be recognised everyday situations that constitute the
as completely confidential. bulk of management practice. It’s all
very well for a manager to understand in
While action learning has been typically the classroom what ‘situational
practised in face to face encounters, the management’ theory is about and to
pressure of international companies has have a grasp of what might be involved
created a new form, audio action in using a ‘tell’ or ‘sell’ mode of
learning which is now in a state of interaction with staff, and be committed
development at ACL. The demands and to using it. But unless a manager can
possibilities of this new venture attest to convincingly demonstrate e.g.
the abiding power of the basic principles. ‘delegating’ or ‘devolving’ behaviour with
A hint of caution another person in a real and quite
Action Learning, by its nature and if true probably fleeting situation, something
to the principles outlined above, is both like ‘situational management’ theory
an empowering form of development and remains just that – an interesting theory
a potentially challenging one for the – and life continues on as before.
organisation. When working well, action What is often missing from development
learning sets generate a significant workshops and training courses is the
degree of community spirit and common opportunity for managers to actually
purpose. If a number of sets are set up translate any new thinking like this into
within a defined leadership community convincing behaviour with others. In
the impact can be considerable. other words they don’t have the
But the outcome of such a peer based, opportunity to rehearse, practice and
essentially democratic and non-expert polish their abilities to perform such
led development process is not desired behaviours before having to do it
necessarily predictable or controllable, for real in the workplace. Football teams
This is, indeed, its power, to foster and and other sportsmen and women
generate genuine and sustained wouldn’t dream of trying moves out for
development at both individual and the first time in a real game, particularly
group, potentially community levels. if the moves required quite a change in
current behaviour involving, as they do
The executive responsible for introducing with new management practice, not only
such a process should ideally be a leader verbal but non verbal and emotional
open to challenge as well as wishing to changes. Moving from a ‘control and
unleash considerable energy for change. command’ style to a more participative
It is my experience that this form of and influencing style represents a
learning offers great potential for substantial shift in attitudes and skill
patterns, and is not something that most receive as it can be specific, objective
of us can conjure up after a few days in and timely
a classroom training environment.
While many organisations involve
And I’m assuming here that it’s obvious colleague managers in providing the
what the desired new behaviour looks ‘other’ in role plays, these colleagues
like and it’s something that can be often find it difficult to engage openly
delivered in a wholly standard way i.e. and fully in such role plays, and often
no account needs to be taken of the lack the performance skills needed to
individual’s own style and the situations provide a realistic quality of interaction.
that he/she works in. Which of course So we usually find it makes much more
can sometimes be true, but more often sense to use external actor-coaches who
than not the behaviour is complex and can bring their professional experience of
the individual has to create their own the theatre and improvisatory/rehearsal
version of the behaviour to suit techniques to help managers experiment
themselves and the situation. In other and practice new behaviours. When
words the behaviour has to be created, using such people, you can add the
experimented with, and gradually following further activities:
fashioned to satisfy a sophisticated set of
1. provide one-to-one support on site.
criteria if it’s to work with real people in
Here the actor-coach joins the
real situations.
manager on an ad hoc and as
This is where role play and simulations required basis to work on specific
can start to make an important issues that arise in the workplace
contribution. Of course role play is a over time e.g. getting set up for an
simulation of a kind – usually two people important presentation/meeting or
performing an interaction in order to try preparing for a difficult interview.
out a technique or practice a skill – but I 2. use actor-coaches and the ‘forum
tend use the word ‘simulation’ itself for theatre’ approach to simulate
work with larger groups who work on an important interactions. Here the
issue that concerns all of them. How can actor-coaches help an organisation
you use these activities to enrich the set up specific ‘live issue’ situations
learning activity and increase the in the present, which involve groups
possibility of the learning ‘sticking’ and in powerful ‘real time’ experiential
being applied in work situations? Here learning. Here a group of people can
are some ideas: learn to do ‘what works’ by finding
out what ‘doing’ does work in the
• show how current modes of
simulation, and agreeing what
behaviour (e.g. trying to use a more
conditions are needed to support this
participative style of managing) can
in the workplace
lead to misunderstanding/confusion;
• demonstrate what ‘doing’ new Here are a couple of examples
behaviours (e.g. ‘influencing’ vs. illustrating how these methods can be
‘directing’) actually looks like by used:
modelling the behaviour in situations
(a) As part of a major management
that resemble the workplace;
development programme: in this 12
• offer realistic ‘opposition’ in helping
month programme involving some 800
managers develop their own style in
managers in a large public service
interactions by providing relevant
organisation, a half day in each of three
‘others’ (e.g. the boss) in rehearsal
2 day workshops was devoted to helping
mode;
senior managers improve their abilities
• give in-depth, high quality feedback
in giving challenging feedback,
on how to improve and refine skills
influencing colleagues outside their direct
by providing action coaching based
authority, and handling conflict
on how the other role player
situations. Working in groups of 5/6
experiences the manager’s behaviour
supported by an actor-coach/facilitator,
in the present – this is often the most
each individual manager had the
powerful feedback a manager could
opportunity to address specific difficulties
written up later, or even to delay note question really should have known
taking at all until a more appropriate better. But it illustrates one of the many
point in the day. ways in which psychometrics can be
misunderstood and consequently
4. Making sense of what you see
misused by both lay people and
Observation is only one part of the
professionals concerned with the
process. Other key skills include
categorisation and measurement of
analysis, interpretation, feedback and
personality. This paper briefly considers
reflection. There is not time to enter
some of the assumptions informing the
into a discussion of these here, but for
use of psychometric testing4, the ways in
further details please refer to the
which such instruments can beneficially
following reading.
be incorporated into leader development
Further Reading activities, and some of the guidelines
Gosling, J. and Mintzberg, H. (2004), Reflect developers might bear in mind when
Yourself. HR Magazine, 49 (9). deciding whether or not to use
Gosling, J. and Western, S. (2003) Pairing for psychometrics.
Leadership: Anxiety, Containment
and Hope in Leadership Development. What psychometrics are trying to do
University of Exeter Discussion Paper Psychological testing is a burgeoning
03/14. market, with an increasing number of
Western, S. and Gosling, J (2004) Learning instruments being readily available to
from Practice: the management
both human resource professionals and
exchange. Online at:
those engaged in leader development as
[www.impm.org/westerngosling]
well as to lay people (through their
proliferation on the internet). Some of
The Use and Abuse of the key assumptions which underpin
Psychometrics in Leader their existence include:
Development
• ‘Self’, as represented by ‘personality’
(By Donna Ladkin) is conceptualised as being distinct
and to some extent stable over a
Several years ago I received a phone call
range of different situations
from a former MBA student who had
• Aspects of ‘personality’ can be
been offered a job with a Bluechip
identified and categorised.
company. He was thrilled with the
• These aspects of personality can be
appointment, but had rung me for advice
measured.
about a request that the human
resources manager had made when Of course, each of these assumptions is
making the job offer. It seems that the subject to critical debate, thus putting
job interview process had included the entire use of instruments which
candidates taking a number of purport to identify, categorise and
psychometric tests, something he’d done measure into question. Although
directly after the interview. According to personally I hold the view that
the human resources manager, the psychometric instruments can be of
candidate had come out ‘too perfectly’ value in an individuals’ development, it is
on a number of the tests. Because the from the ground of appreciating the
match was TOO good, there was a significant questions surrounding their
concern that the candidate would be validity that I do so. Bearing this ‘health
seen to have been lying when he took warning’ in mind, I’ll consider what
the tests. The manager wanted the psychometrics are purporting to do.
candidate to re-take the tests, giving
Types of Psychometric Instruments
different answers which wouldn’t so
Broadly speaking, psychometric
neatly fit the profile of the perfect
instruments can be divided into two
candidate. My MBA student was asking
me for advice as to how to ‘lie’
4
successfully when he retook the tests. Psychometric instruments can be used to
assess ability as well as personality, this
It’s a true story, and the human paper focuses on instruments used to assess
resources manager of the company in personality attributes in whatever way they
are conceptualised.
different types. There are those which factors have never been replicated by
are trying to establish individuals’ statistical feats modern computers are
personality ‘preferences’, and there are able to perform, the questionnaire is still
those which are attempting to identify used extensively, especially within
and measure personality ‘traits’. selection processes. Other commonly
used trait-based pychometrics include
Preference based psychometrics, such as
Eysenck’s EPQ instrument, used to
the Myers Briggs Type Indicator (MBTI)
measure Extraversion, Neuroticism and
(Myers, 1962), or the Learning Style
Psychoticism, and the Californian
Indicator (Honey and Mumford, 1982)
Psychological Inventory.
are generally based around a view that
individuals have to engage in a range of All of the aforementioned instruments
different ways of being, but that they will rely on self perceptions for their results
have preferences for those ways of and therefore rely on a number of
being. For instance, the MBTI, based on factors for the accuracy of the
the psychological type theory of Carl information they provide, including a
Jung (Jung, 1923) recognises four degree of self awareness on the part of
psychological functions, sensing (S) those taking them! Other
intuition (N) thinking (T) and feeling (F). psychometrics, such as the 360 degree
According to Jung, we all need to use all feedback instrument takes into account
four of these functions, however we will perceptions of others as well as the
generally have a preference to either subject of the test. Although 360 degree
‘sensing’ or ‘intuition’ as a way of feedback is becoming an increasingly
gathering data, and to ‘thinking’ or popular means by which data is collected
‘feeling’ as a way of making decisions.5 concerning a leader’s style, its
Professionals administering the MBTI are interpretation needs to be tempered
charged with stressing that there is no through the organisational context within
‘right’ personality type and that these which it is operating to provide truly
preferences are akin to ‘left and right insightful data.
hand dominance’.
The Benefits of Psychometric Testing
How these preferences arise is a source
Psychometric instruments can be a
of debate within the field of
useful element of leader development in
psychometrics. Jung believed individuals
a number of ways. Firstly, they can
were born with these preferences, that
provide a quick way of ascertaining
they were part of our ‘soul’s DNA’, but
information about people which would be
this view is not shared by all who use
difficult to deduce merely through
preference-based psychometrics.
observation. In particular, they can
Trait-based psychometrics attempt to point to the factors underlying certain
categorise and measure certain behaviours, thereby providing additional
personality traits. One of the most long- insight into how behaviours might be
lived of such psychometrics is the 16 effectively altered or developed.
Personality Factor Inventory (16PF)
Secondly, psychometrics can provide a
which was developed by R B Cattell in
‘neutral’ language for discussing aspects
the 1940s. Based on a dictionary search
of individual personality and behaviour.
of descriptive terms for behaviour,
For instance, a person who is continually
Cattell used factor analysis to establish
chastised for not paying close enough
sixteen core factors, including measures
attention to detail may gain
such as ‘Reserved: Outgoing’ and ‘Shy:
understanding of that ‘shortcoming’
Uninhibted’. Although these sixteen
through understanding their preference
5
of ‘intuition’ or ‘big picture patterns’. In
Jung also believed that individuals had a other words, their lack of attention to
preference for drawing energy from their
detail isn’t necessarily a sign of laziness
inner world, as enacted through introversion,
or from their outer world, which was on their part, but can be an expression
expressed as ‘extraversion’. Jung’s theory of a preferred way of relating to data.
was codified and developed into the MBTI by I’m not suggesting that such insight
Isabelle Briggs and Katherine Briggs Myers should then be used as an excuse for the
during the 1940s.
The ‘other rating’ forms may be 1. 360 degree appraisal should not be
completed anonymously or by named used as a stand-alone event, but
individuals. There are advantages and rather integrated within a
disadvantages to both approaches developmental model of assessment,
although the former is usually challenge and support.
recommended. Anonymous feedback is 2. Support from the participants’ boss is
likely to be more honest and less critical, as is buy-in from the
inhibited but can provide the vehicle for recipient and a commitment to
unsupported criticism. Named addressing development goals arising
contributions, on the other hand, enable from the appraisal.
subsequent discussions and the 3. The 360 degree feedback process
possibility for the recipient to take direct works best when it starts with
action to resolve specific issues. When executives at the top of an
anonymous feedback is sought, organisation and cascades
however, attempts should be made to downwards to other levels.
ensure that responses can not be traced 4. Poor administration and management
back to a particular individual and so of a 360 degree appraisal process
require more careful administration. can be fatal and result in a worse
situation than before.
In one major defence contractor, one of
5. The timing of a 360 degree appraisal
the presents author used a 360 degree
process should be chosen carefully to
process as part of an assignment
minimise the potential impact of
between modules of a leadership and
other factors within and outside the
management development programme.
organisation (e.g. redundancies).
The results were particularly interesting
in that some years previously, an Provided it is administered with a degree
attempt to use 360 degree appraisal had of sensitivity, 360 degree appraisal is a
been totally rejected by the workforce valuable tool in terms of developing
because of the insensitive way it had leadership ability particularly in terms of
been administered. In the author’s case, emotionally intelligent leadership. Once
the concept was introduced as a the initial reluctance to finding out what
challenge by asking the group if they felt people really think about our operation
up to handling the feedback as opposed as leaders is overcome, specific feedback
to telling them they must use the both positive and negative plays an
process. The participants rose to the important part in developing the
challenge and agreed wholeheartedly to individual leader’s ability to develop
undertake the assignment. In hindsight organisational capability and unlock
they all agreed it was useful if human potential on the individual level.
sometimes uncomfortable to find out
Further Reading
what people really think of your ability as
Alimo-Metcalfe, B. (1998). 360 degree
a leader. In most cases, individuals feedback and leadership
under rated their abilities on a variety of development, International Journal of
dimensions compared to the ratings of Selection and Assessment, 6, (1),
the people who reported to them. Peer 35–44.
ratings were very similar to self ratings. Chappelow, C. (2004) 360 degree feedback.
Ratings by the person to whom they In C. McCauley and E. VanVelsor
reported varied but in most cases (eds.) Handbook of Leadership
Development (3rd ed.). San Fransisco,
provided a very useful basis for
CA: Jossey-Bass, 58-84.
discussion. In all cases, the feedback
strengthened the performance and self-
perception of each individual leader. Leadership Consultancy
The Center for Creative Leadership, one (By Neville Osrin and John Potter)
of the main proponents of 360 degree Our thinking about leaders and
appraisal, offers the following guidelines leadership is changing. We used to think
on how to use this technique most that leaders were those who were born
effectively (Chappelow, 2004). to lead and that it was fruitless to even
try to turn ordinary people into leaders.
This was the so-called ‘Great Man suitable candidates for leadership roles,
Theory’ of leadership. For much of the we are now equally concerned with the
early and middle parts of the twentieth early identification of talent, and
century leadership was associated with appropriate development as people pass
inherent traits that predisposed one to through the leadership ‘pipeline.’ This
assume the mantle of leadership and trend has been supported by compelling
exercise it with aplomb. Some of the evidence that ultimately leadership
earliest applications of prevailing effectiveness is strongly influenced by
leadership theory was in officer selection early organisational experiences.
for the armed forces and it is therefore
Another strand relates to the ubiquitous
unsurprising that during the forties and
use of competency frameworks, in effect
fifties leadership was strongly identified
a mix of traits and abilities. Conventional
with the military, predominantly male,
wisdom decrees that as the level of a
and with a strong emphasis on ‘heroic’
particular competency displayed by a
leadership.
person increases, so does the
However, things have moved on and effectiveness of that individual. While
most organisations require people in this may be largely true, there is
positions where effective leadership is an emerging evidence that the
imperative. There are simply not competencies that differentiate between
enough talented ‘born to lead’ individuals average and very good performance are
in our society. We need to be able to not the same as those that differentiate
develop ‘ordinary’ people so that they between very good and truly superior
can become more effective at carrying performance.
out leadership activities and establishing
Increasingly we are starting to pay more
effective leadership processes and
attention to the risks and vulnerabilities
practices. Leadership is not simply
of leadership, and to why leaders fail.
about individual attributes and character,
The research of McCall (McCall, 1998)
important though these may be, it is also
has provided new insights into this area,
about developing organisational
while that of Hogan has led to the
capability and mobilising human
development of a psychometric
potential. It is against this background
instrument able to identify potential
that leadership consultancy has emerged
leadership ‘derailers’ (Hogan et al.,
as an organisational intervention.
1994; Hogan and Hogan, 2001).
Leadership consultancy as applied today Applications resulting from these new
seems to fall into four broad categories: insights are being applied increasingly in
the assessment of leadership capability, leadership development and executive
executive and leadership development, coaching.
leadership and organisational
A further strand relates to the
effectiveness, and facilitating strategic
broadening of the application of
leadership. While closely interrelated,
leadership assessment. The Centre for
the four areas differ in terms of their
Leadership Studies has pioneered the
primary focus. Although it is beyond the
development of an approach for training
scope of this review to explore in depth
analysts and fund managers in the
each of these areas, in the following
financial services industry to enable
sections we attempt to highlight the
them to draw more comprehensive
most recent advances and emerging
conclusions about the capability of
trends within the orbit of leading edge
specific corporate leaders or
leadership consultancy.
management teams effectively to
Assessment of leadership capability implement the company’s stated
While processes for the systematic corporate and competitive strategy.
assessment of leadership talent have a
Executive & leadership development
relatively long history, for example
Over the past decade, the use of a
psychometric evaluation and assessment
combination of multi-source feedback
centres, several new strands have
(also referred to as 360 degree
emerged in recent years. For example,
feedback) and individual coaching has
rather than simply assessing eligible and
emerged as the method of choice for legitimise decisions that have already
leadership and particularly executive, been taken by senior management (such
development. This is not of course to as large scale redundancies) and in this
suggest that other approaches and case the consultant’s independence and
programmes have fallen into disuse! potential to find new solutions is
However, this approach is particularly seriously inhibited.
appropriate to external intervention, and
Leadership and organisational
leadership consultants are often engaged
effectiveness
in preference to the use of internal
Many practitioners, and indeed some
corporate resources in order to ensure
academics, seem perennially engaged in
the necessary confidentiality.
seeking the holy grail of leadership
Experience indicates that where a
effectiveness. While it is quite
combination of 360 plus individual
conceivable that leadership consultants
coaching is desirable, significantly better
may be similarly engaged at a cerebral,
outcomes are likely where the process is
or even fantasy level, the reality of their
externally managed as a confidential
engagement with their client demands a
relationship between leader and coach,
somewhat more systemic approach. The
rather than part of an HR-managed
goal of simplification is both admirable
development route.
and desirable, but as Einstein said: “we
A further enhancement to the process is should make things as simple as
the use of highly customised array of possible, but no simpler”. The reality of
items on which multi-source feedback is organisations today is that they function
obtained, as opposed to generic within a context of greater complexity
systems. Generic approaches have little than ever before. Simplicity is not an
advantage over customised ones other option. Context has become king.
than to provide normative data across a
Perhaps the overriding rationale for
spectrum of companies or sectors.
leadership consultancy is the
However, given the contextual nature of
combination of the systemic and the
360 information, normative data is often
contextual. Consultancy should enable
quite spurious, and its benefits tends to
the integration of an independent,
be offset by the advantages of a
external perspective with a systemic
company-specific, customised array of
mindset. But this is not enough; the
attributes that resonate with those who
integration has to occur within the
are asked to rate behaviours.
realities of the external environment or
Another, often unanticipated benefit of a context within which the organisation
formal multi-source feedback process (as and its constituent parts, operates. And
opposed to conversational feedback), is in the process the leadership consultant
the value of the aggregated data. This further has to balance continuity with
data can often provide an excellent basis change, and to translate ideas into
for an organisational review, illustrating action and into positive outcomes.
as it does the prevalence or absence of
Paradoxically, many leadership
specific organisational behaviours, as
interventions are not initiated at the
well as the relative importance attributed
leadership level. The challenge is to have
by staff to these behaviours. The latter
an understanding of how the
analysis is often a far more valuable
organisation works systemically, thereby
indication of the impact of real versus
allowing the consultant to initiate an
espoused values within the company
intervention at the most appropriate part
than other types of investigation into this
of the system, with a clear view of how
phenomenon. The independent, external
the variable being addressed will
perspective, free of political and
ultimately have an impact on leadership
hierarchical influence, offered by the
effectiveness, and crucially, on the other
leadership consultant is often an
parts of the system as well. Many
especially appropriate intervention.
organisational interventions fail to add
Having said this, however, there are
value because of potential dysfunctional
instances where leadership consultants
pathways within the system that may
are brought into organisations to
study any where, any time, and with tutors on the programme (we call them
greater flexibility and at lower cost. The ‘academic coaches’) can offer feedback
problem, however, is that, apart from a to students as they progress through the
number of notable exceptions, the programme. Academic coaches are
uptake of such programmes is low and expected to comment on learning log
attrition rates high (British Learning entries on a weekly basis thus offering
Association, 2004). It seems that e- considerable support to students.
learning can be successful for Indeed, the level of support is greater
knowledge-based topics and for people than usually offered on a conventionally
with a high degree of interest in delivered classroom-based programme.
computer technology and/or persistence. Our aim is thus to transform what might
More skills and behaviour-based subjects otherwise be perceived as ‘distance
(such as leadership and management), learning’ into ‘close learning’; that is,
however, have tended to fair less well. close to the context in which the learner
is working. We feel this experiential
There is a growing body of research into
‘closeness’ is important in meeting the
e-learning which shows that attrition
needs of part-time postgraduate and
rates are highest on programmes where
post-experience students attracted to
students are simply given access to a
our programmes, most of whom are
large body of online materials and then,
practitioners occupying high status
more less, left to their own devices to
positions in their organisations. Contrast
complete their studies. Such a learning
this with traditional ‘distance learning’,
approach soon becomes dry, isolating
so called because it is bundled in books
and demotivating. Without the
and CDs, to take place at a distance
interaction of other learners and tutors
from the supposed origin of knowledge—
the student might as well be reading a
universities and colleges.
book!
This prompts a question: what
In a review of the evidence Romiszowski
knowledge, skills, awareness, or
(2004) concludes that many e-learning
appreciation do we wish students to
initiatives fail because they place too
develop? Traditional management
much emphasis on the ‘E’ and not
education gives prominence to the kind
enough on the ‘L’. Thus, programme
of knowledge that can be formalized and
designers focus on the technology rather
tested: did the student imbibe the
than the learning processes. Further
lessons, and can he or she reproduce it
problems arise where the provision is not
when asked? Close learning is concerned
matched to the individual learner’s needs
with knowledge that exists primarily in
and where there is insufficient support
the mind-body-relationships of the
for the intervention from management.
learner. It is created and displayed in the
From ‘distance’ to ‘close’ learning way things get done—and in what gets
In order to counteract these problems, done. As thinking changes, these
we have devised programmes7 that practices change, and more aspects
require students to move through a come into focus. It is a process of
sequence of study as a cohort and have discovery and, in essence, mastery,
utilised interactive online facilities, such rather than one of explanation (Batteau,
as discussion forums and chat rooms, to Gosling and Mintzberg, 2005).
promote a sense of their belonging to a
The masters degrees we offer are two-
learning community, rather than working
year part-time programmes structured
in isolation. In addition, we make
around seven 7-week ‘study phases’,
extensive use of an online learning log
followed by a dissertation (also available
facility to enable students to respond to
on a pathway via certificate and
weekly set activities under the guidance
diploma). This arrangement
of a tutor. The students’ learning log is
approximates a term-like structure and
one of the principal means by which
further enhances the students’ sense of
belonging to the university and
7
The MA and MRes in Leadership Studies by participating in a course that follows a
Coached e-learning – see Appendix 2 for conventional academic cycle. The
further details.
pedagogy of each study phase has been insecurities and uncertainties that
carefully designed to satisfy a range of surround embarking on a masters
learning styles and proclivities, mixing degree.
traditional study (reading assigned texts • Developing a learning community.
and note taking) with case studies, For an e-learning based programme
observation activities, consultancy to succeed it is important for
assignments, use of psychometrics, and students to identify with the course,
so forth. The emphasis throughout is on their fellow students and the wider
interrogation of study materials followed University. By using various
by detailed personal reflection and group interactive online facilities, we have
interaction. sought to promote a genuine learning
community amongst the participants.
In addition to the online materials,
Indications thus far derived from
students are encouraged to engage in
monitoring of online activity and
face-to-face workshops and seminars, a
informal student feedback indicates
group consultancy activity and
that these features of the programme
leadership exchanges. Thus, the
are working well.
emphasis moves from pure e-learning to
• Catering to differing learning styles.
‘blended learning’: combining a range of
We have been careful to structure
techniques designed to optimize the
the programme so that various study
learning experience.
phases give differential emphasis to
Lessons learnt from our own various learning styles (e.g. Kolb,
programmes 1984).
There have been a number of generic
Course management lessons refer to the
lessons deriving from the use of our
manner in which the programme is
experiential e-learning model on our
administered and managed.
masters-level programmes. These fall
broadly into two classes: ‘pedagogical’ • Tutor selection and training. The
and ‘course management’. integrity of programmes of this sort
hinge crucially on the calibre and
The pedagogical lessons relate to the
suitability of the tutoring staff. We
learning process and the manner of
have devoted a great deal of time
student engagement. Three key factors
and energy into recruiting and
we have identified so far include:
training tutors, especially focusing on
• ‘Containment’ of the student the unique features of tutoring in an
experience. Many students online environment.
embarking on our programme are • ‘Containment’ of tutor-student
returning to education after a interaction. In order for the
significant break. It is important to experience of tutoring within an e-
take this into account within the learning environment not to become
design of an e-learning programme. overly diffuse and time consuming, it
For example, we have incorporated is necessary for tutors to be
an extensive ‘induction’ process at disciplined in the way they interact
the start of our programmes, which and feedback to students. For
involves: forming a learning contract example, we encourage tutors to
between staff and students post ‘virtual office hours’ – times
(interactive communication over when students know that they can
mutual roles and responsibilities), contact their coach either online or
introducing students to the use of by telephone – and recommend that
online learning resources offered by both tutors and coaches use the
the University library and requiring dedicated web-email system for
students to work through correspondence (rather than their
postgraduate study skills material. personal email accounts).
Weekly study activities are also • Time management. Experience and
relatively highly structured in the feedback from tutors indicates that
early phases of the programme in providing online feedback can be
order to help ‘contain’ the inevitable highly time consuming. It is
This report has drawn together a range 1. Driven from the top with specialist
support
of perspectives on leadership
2. Leadership development supports and
development: we have explored its drives the business
purpose, history, context and practice. 3. Consideration of the leadership concept,
Part One has shown how philosophical cultural differences and different
questions about the nature of leadership, development approaches
purpose of education and the function of
Strategic choice principles:
organisations influence the way in which
we go about developing leaders and 1. Articulated framework for career and
leadership. Part Two has presented a management development
range of approaches to leader and 2. Varied degree of formal vs. informal
development activity
leadership development and what seems
3. Growing your own vs. recruiting senior
to make them most effective in practice. leadership talent
Between them, these sections have 4. Considered use of business schools and
revealed a range of factors at the heart other external resources
of leadership development. In addition 5. Leaders and managers; the value of
to the content of programmes, we have competency framework, capabilities and
seen the importance of practice and performance management
experience; of self-awareness and 6. Retention and reward strategies
critical reflection; of feedback and a Evaluation principle
motivation to change; of facilitation and
1. An explicit and shared approach to
support; of openness and collaborative
evaluation
learning; and of the complex interplay
between individuals, groups, systems, Table 4 – ‘Leadership Development: Best
processes and culture. To neglect the Practice Guide for Organisations’
role of any of these factors within Principles (James and Burgoyne, 2002, p11)
leadership development is to diminish its
likely impact and effectiveness. In order to address each of these
In this final section of the report I will principles, they propose a five step
endeavour to draw together some of the process for the development and
common strands; the evidence of how to implementation of a leadership
get the most out of leadership development strategy.
development; and some best practice 1. Current situation: leadership analysis
principles. (Strategic Imperatives 1 and 3)
2. Future scenario plan: where you
Best Practice in Leadership want to be (Strategic Imperatives 2
Development and 3)
3. Analysing the gap (Strategic Choices
In a review of best practice in leadership 1,2,3,5,6)
development amongst blue chip 4. Closing the gap (Strategic
companies in the UK, James and Imperatives 1 and 2; Strategic
Burgoyne (2002) identified a set of three Choices 1,2,3,4,5,6)
strategic imperatives, six strategic 5. Evaluate (Evaluation Principle)
choices and one evaluation principle,
that should form the foundation of This approach clearly indicates the
effective leadership development in importance of a considered, consistent
medium and large companies (see Table and integrated approach to leadership
4). development based upon a true
awareness of the current situation and
future requirements of the organisation.
Furthermore, it emphasises the
importance of monitoring and evaluating
the impact of leadership development on
Next steps
The content of this report is based on a
review of the literature and draws on the
extensive experience of faculty and
fellows of the Centre for Leadership
Studies. Whilst much is now understood
that can inform the practice of people
and organisations engaging with
leadership development many gaps
remain in fully understanding the myriad
ways in which leadership development
contributes towards improved individual
and organisational performance.
The content and context of leadership
development (i.e. what people actually
study and their work environment) has
as much impact as the development
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