Leadership Development System:

A Management Strategy for the

Effectiveness of Leaders

Module 5
Program Design
Module 1: Introduction to
Leadership Development Systems
• Defining leadership
development
• Models and frameworks in
leadership development
• Exploring the impact of
effective leadership on
organizational success
• Linking leadership development
to Learning and Development
(L&D) plans
• Importance of aligning
leadership development with
organizational goals
Module 2: The Role of
Leadership Development in
Organizational Growth
• Demonstrating the
connection between
leadership development and
employee engagement
• Identifying the
contribution of leadership
development to talent
retention and succession
planning
• Developing DOST’s
Leadership
Framework/Philosophy
Program Design
Module 3: Linking Leadership
Development to Organizational
Strategy and Culture
• Aligning the LDP with
DOST’s mandate, vision,
and mission
• Incorporating strategic
goals into LDP objectives
• Adapting the LDP to DOST’s
organizational culture
• Addressing potential
challenges
Module 4: Elements and Tools of a
Robust Leadership Development
Plan
• The ADDIE Framework in Curriculum
Development
• Defining DOST’s
Leadership/Management Competencies
and Skills
• Discussion of the relevance of the
assessment reports to the LDP
• Mapping leadership levels and
corresponding development needs
based on the assessment
• Incorporating the Coaching Model in
Performance Feedback and
Performance Management System
• Creating personalized development
plans
Program Design
Module 5: Conducting Competency Module 6: Implementation and
Assessments for Learning Needs Evaluation of Leadership
Development Initiatives
• Understanding different
assessment methods and tools • Designing effective learning
• Appreciating the value of interventions and programs
triangulation by making use of • Developing a timeline and
various tools for evaluation resource allocation plan
(e.g., tests, FGD, Leaderless • Defining success metrics and
group exercise, etc) evaluation methods
• Incorporating assessment
results into personalized
development plans
• Identifying cut-off scores and
other criterion for evaluation
to determine eligibility
Program Design
Module 7: Stakeholder Roles Module 8: Building a Cross-
in Leadership Development Functional Leadership
Development Team
• Identifying key
stakeholders (senior • Forming a multidisciplinary
management, HR, line team for plan formulation
managers, employees) and execution
• Assigning responsibilities • Allocating roles based on
for planning, expertise
implementation and • Ensuring diversity and
monitoring inclusion within the team
for comprehensive
perspectives
Module 5 : Conducting Competency
Assessments for Learning Needs
1. Understanding different assessment
methods and tools
2. Appreciating the value of
triangulation by making use of
various tools for evaluation
3. Incorporating assessment results into
personalized development plans
4. Identifying cut-off scores and other
criterion for evaluation to determine
Expected Outcomes
• Objective: Analyze the learning needs based
on the result of the competency assessment as
elements in formulating the leadership
development plan

• Activities and instructions:

Demonstration of various leadership
assessments/tools

• Activity: Participants develop their own

Individual Leadership Development Plan
 “Leadership is something
that all organizations care about.
But what most interests them is not
which leadership theory or model is ‘right’,
but how to develop leaders and
leadership as effectively and efficiently as possible.”
Day et.al (2014)
Best Practices for LDP
Linked to the organization’s
mission, strategy , and
corporate values
Leaders have the chance to
Incorporated with other
practice implementing
business functions, including
desired behaviors in
recruitment and selection
assignments or experiences
process, promotions, and
that are connected to their
succession planning
jobs

Self-assessment
The connection between
opportunities and feedback
certain behaviors and the
from multiple sources help
ability to achieve business
identify strengths and areas
results is clear
for development
Best Practices for LDP

Developmental plans are

The process includes one-
tailored to the individual,
on-one coaching
who helps create them

Fosters continuous learning

and development
opportunities specifically
targeted for that employee
Essential Components
of Leadership
Development Programs
(Holt, Hall, and Gilley,
2018)
Elements of the LDP so far..

LDP Philosophy
Assessments,
Workplace Leadership
LDP Monitoring,
Development Development
Curriculum and
Objectives Activities
Evaluation

Stakeholders and Persons Responsible

Activity 7: A Quick Check of
DOST’s LDP Rationale
5 attributes of Sustainable
Institution Capacity

• PARODHF Guidebook to Capacity

Development
Workplace Development Objectives
Attribute Guide Question
Competency What are the learners expected to do?
Output What are the learners expected to produce to be
considered competent?
Standards What criteria must be met to consider the
output acceptable?
Condition What support is needed for the learners to
produce the outputs?
What enabling mechanism will help achieve
outcomes?
Institution What improvements in institution processes will
Outcomes result from the learner’s application of
competency?
Impact What long term objectives will result from the
Elements of the LDP so far..

LDP Philosophy
Assessments,
Workplace Leadership
LDP Monitoring,
Development Development
Curriculum and
Objectives Activities
Evaluation

Stakeholders and Persons Responsible

DOST LDP Curriculum Framework
COMPETENCY-BASED LEARNING
• Focuses on developing identified
workplace behaviors essential to
achieve organizational strategic
goals
• The competency framework should
provide clarity on what behaviors
are needed in the current and future
roles
Key For the organization – aligned with
Benefi mission, vision, and goal
ts
For teams – identified behaviors to
increase performance

L&D Plans – training programs become

more relevant; better identification
of training participants

Staff – focused learning and promotes

engagement
Determining the Competencies You
Need

• What should the candidate be knowledgeable

about?
• What attributes must the individual possess to
succeed on the job?
• What skills are required on the job which
would be difficult to train and acquire within six
months?
CHECKPOINT: COMPETENCY IDENTIFICATION

• Could you please give a specific set of

behavioral indicators for each of the
leadership competencies?

Reproduced under license by People Dynamics, Inc.

Success Profiling is crucial to getting the
most from investments on talent
management.
EVALUATION TOOLS
PRO
• Allows accumulation of a
large amount of
information
Questionnaire
• Cost-efficient
• Time-efficient
• Covers a large group of
participants

CON
• Low response rate
• Some unreliable
responses
• Cannot clarify vague
answers
• Subjective interpretation
of questions by
employees
PRO
• A better understanding
of employees’
perspectives
Interviews
• Allows asking clarifying
questions
• Flexible

CON
• Time-consuming
• Doesn’t cover a lot of
learners – one at a
time
TRADITIONAL VS. BEHAVIORAL INTERVIEWS
 Traditional Interviews

In traditional interviews, we ask questions like:

Where do you want to be in 5 years?
•

What kind of supervisor do you like?

•

What are your strengths?

•

What are your weaknesses?

•

•Tell me something about yourself.

•What are your talents?
How do you work under pressure?
•

•What 2 or 3 things are most important to you in your job?

•Why should we hire you?
✔ Leading Questions Questions to Avoid
“You would agree with me
that…would you?”

✔ Multi-choice Questions
“Would you prefer to
do…or…?”

✔ Multiple Questions
Asking several questions
without waiting for an
answer
 Questions to Ask
✔ Elaboration Questions
“Tell me about…” ; “Describe…”
✔ Specific Questions
“When did this happen?”
✔ Feelings Questions
“How did you feel when…?”
✔ Behavioral Questions
“ What did you do when…?”
✔ Opinion Questions
“What do you think about…?”
 2. Describe the last time you experienced a
big change in the workplace, like a new set of
regulations, for example. How did you feel
about those changes?
1. Tell me about a high
stress situation when you 3. Describe a situation when you had to work
had to display a positive with someone you did not want to work with.
attitude. What happened? How did you manage to collaborate with
him/her?

4. What strategies did you employ during

times when your team was unmotivated and
disappointed?
 Other Types of Questions
Achievement-Oriented Questions
How did you meet your productivity goals?
•

What was the biggest innovation that you had

•

to implement in an organization?
Holistic Questions
In your previous role, what aspects of your job
•

do you consider most crucial?

In hindsight, how could you have improved your
•

performance?
What areas of your skills do you want to
•

improve upon in the next year?

PRO
• Receive detailed feedback
from many people at the
same time
FGD
• Ability to ask determining
questions

CON
• Time-consuming
• Several people are required to
manage (moderator and
assistant)
• Comfortable environment
required for people to speak
freely and honestly
PRO
•
•
Cost-saving
Gives a more realistic view, not
being based on opinions
Observation
• Gathers valuable non-verbal
information
• Can be conducted while a person
is completing the course

CON
• Time-consuming (one person at a time)
• May provide unreliable information, as
people tend to behave better when
someone’s watching
• An observer may misinterpret what
they see
• Doesn’t lead to better understanding
reasons for an employee’s attitude or
behavior
 Leaderless exercise
In leaderless exercises, participants are
typically given a problem, challenge, or task to
solve or complete as a team, and they must
work together to achieve the desired outcome
without someone assuming the role of a
formal leader.
Explanation of the
DISC Model

45
 The Iceberg Theory
Tone of Voice
Observable Words Body Language
Behaviour

Skills & knowledge

Emotional intelligence
Attitudes
Core Traits Values
Hidden Needs
Upbringing
Experiences
Demographics
Culture
Principles of DISC – p.4
All styles are equally valuable
There are no ‘good’ or ‘bad’ styles
There is no ‘best’ style
All styles have strengths and limitations
People are a blend of all four styles but most lean
towards one or two styles
Your work style is influenced by other factors beyond
DISC, such as life experiences, education, and maturity
Behaviour is an expression of your personality

4
7
48
What we covered so far:
• LDP Best Practices
• Reiteration of the LDP Elements
• Assessment methods
• DISC Flow EI report
Elements of the LDP so far..
Subsumed in the
LDP Philosophy Rationale of the LDP

Objectives Curriculum Framework

Mode/Phases of
Delivery
Analysis of
Workplace Assessments, Leadership
Organization-
Development LDP Curriculum Monitoring, Development
wide
Objectives and Evaluation Activities
implementation
Screening Analysis of
Outcome

Stakeholders and Persons Responsible

Workplace Development Objectives
Attribute Guide Question
Competency What are the learners expected to do?
Output What are the learners expected to produce to be
considered competent?
Standards What criteria must be met to consider the
output acceptable?
Condition What support is needed for the learners to
produce the outputs?
What enabling mechanism will help achieve
outcomes?
Institution What improvements in institution processes will
Outcomes result from the learner’s application of
competency?
Impact What long term objectives will result from the
GUIDELINES OR POLICIES TO BE
DEVELOPED:
• What assessment methods are you going
to employ? What data are you going to
use?
• Who gets to nominate and what are the
criteria for nomination?
• What cut-off scores are you going to
agree on?
• What weights are you going to assign
for the scores in each assessment
method?
• Who gets to decide on who will be
dropped or who will continue in the
Reproduced under license by People Dynamics, Inc.
 Rating the Interview Using
Competency-Based Interview
Rating Form
Reproduced under license by People Dynamics, Inc.
STEP 1: Begin with the End in Mind

• Know what you are looking

for. Familiarize yourself with
the behavioral indicators for
the competencies required for
each position.

Reproduced under license by People Dynamics, Inc.

 STEP 2: Visualize the Competencies

• Identify
critical incidents. Develop scenarios on how these
competencies are applied on the ground.
Reproduced under license by People Dynamics, Inc.
 STEP 3: Picture How Success Looks Like

• Determine how competence looks like.

Anticipate answers to the scenarios on
how these competencies are to be
successfully applied on the ground.

Reproduced under license by People Dynamics, Inc.

Evaluation Scale

5 Excellent: The candidate identified a meaningful situation that

provided strong and consistent demonstration of the competency
and/or technical skill through excellent evidence of meaningful
behaviours
4 Good: The candidate provided solid positive evidence of having
demonstrated the competency and/or technical skill through a wide
range of effective behaviours.

3 Average: The candidate provided adequate evidence of having

demonstrated the competency and/or technical skill through several
effective behaviours.
2 Poor: The candidate provided poor positive evidence of having
demonstrated the competency and/or technical skill through limited
effective behaviours.
1 No evidence: The candidate did not provide any positive evidence of
having demonstrated the competency and/or technical skill.
Determining Cut off Scores

Norm-referenced

Criterion-referenced

Policy-based
Elements of the LDP so far..

LDP Philosophy
Assessments,
Workplace Leadership
LDP Monitoring,
Development Development
Curriculum and
Objectives Activities
Evaluation

Stakeholders and Persons Responsible