Personal Development for Leadership and

Strategic Management

Lecture 8
 Chapter 10
Developing Leaders
Learning Objectives
• Define the elements of leader development
• Explain the factors involved in learning
• Review areas that are addressed in leader
development
• Discuss the methods used in leader
development and the benefits and
disadvantages of each
• Consider the role of culture in leader
development
• Summarize the role of the person and the
organization in effective leader development
 Developing Leaders
Elements and types of leader
01 development
Factors in Learning
02
What is developed?
(Areas/content )
03
Effective training
04 (Elements and conditions)
05 Methods of Leader Development
 Introduction
• Developing leaders so that they are ready to address the changing needs of
organizations and their stakeholders are a priority for many organizations,
and others see it as a cost rather than investment

• On a personal level, it is essential for leaders to plan for their own renewal
and development regardless of what their organization offers.

 Questions such as how do people learn,

 what are key elements of developing leaders,
 and what are the best methods for creating long-term behavioral change
 1- BASIC ELEMENTS OF LEADER DEVELOPMENT

Leader development Leadership development

Expansion of a person’s capacity to be Focused on an organization’s capacity to get
effective in leadership roles and work done through its many leaders
processes

DEVELOPMENT IS AN
ONGOING, DYNAMIC, LONG-
TERM CHANGE OR EVOLUTION
THAT OCCURS BECAUSE OF
VARIOUS LEARNING
EXPERIENCES

www.presentationgo.com
 Types of Development
LEADER DEVELOPMENT
PERSON

• There are some differences between

Leader
Personal managerial, leader, leadership, and
growth and executive development
development
coaching

CUSTOMIZED
GENERIC

• They differ in terms of their focus on

the person or the organization and the
Supervisory
and Executive degree to which they are customized
management development for individual participants
training

LEADERSHIP DEVELOPMENT ORGANIZATION

 Types of Development
LEADER DEVELOPMENT
PERSON • Managerial and supervisory development
primarily focuses on education and teaching
participants the skills to effectively conduct their
day-to-day activities and take care of their
Personal employees
Leader
growth and
development
coaching

CUSTOMIZED
GENERIC

• The focus is on developing skills for the

organization, and the training programs are
generic and often offered in classroom settings
Supervisory with many participants
and Executive
management development
training

ORGANIZATION
LEADERSHIP DEVELOPMENT
 Types of Development
LEADER DEVELOPMENT
• Leader development focuses on
PERSON
developing the individual, taking a more
holistic approach to increase self-
awareness and provide skills.
Personal
Leader
development
growth and • Such training may be either generic or
coaching customized. Leadership development is

CUSTOMIZED
GENERIC

aimed at developing leadership ability

across the organization.
Supervisory
and Executive Finally, executive development targets
management development developing leadership for the
training organization and frequently has a highly
individualized nature, such as in
ORGANIZATION executive coaching.
LEADERSHIP DEVELOPMENT
2- Factors in Learning
• Learning involves a relatively permanent
increase or change in behavior, knowledge,
or skill that comes about as a result of
experience.

• For leaders to develop, they must learn new

skills and behaviors.

• Whereas learning addresses the content of

the change development addresses the
process.
 2- Factors in Learning

Organizational culture support

Formal training and informal systems that value
learning and tolerate experimentation and
failure.

Awarness and Communicating well

motivation
The person must be aware that learning and
change are needed. Must have the willingness
to learn, which requires both motivation and
readiness
the person must have the ability to learn
through the right combination of intelligence
and personality traits.
motivating followers, coaching them in
their developmentare just some of the
complex skills required to lead well.
Opportunity to learn
• leaders must have access to developmental
experiences and have the opportunity to
practice and learn.
• Encourage the development of self- efficacy.

www.presentationgo.com
 2- Factors in Learning
Awareness
• For individuals to learn and develop, they must first
become aware of the need for change and accept it
(unfreezing). Then, after change is implemented, it
Ability and
capacity to
Motivation
and must be supported and sustained to result in the
learn
willingness to
learn adoption and use of new behaviors, skills, or
knowledge (freezing). Lasting change, which is at the
heart of leader development, requires patience and
LEARNING persistence.
• As with any other change, it also is likely to
Self-efficacy
and experience
Opportunity to be faced with resistance as the person may
learn
with success
not be aware of the need to change,
unwilling to make the necessary changes, or
Organizational unable to sustain the newly learned
culture and
support behaviors because of lack of practice or
support. Such potential resistance must be
taken into account by both the person and
the organization.
 2- Factors in Learning
Several elements make up the core of learning.
• First, the person must be aware that learning and
change are needed.
Awareness
• She must have the willingness to learn, which requires
both motivation and readiness
Motivation and
Ability and
capacity to learn
willingness to
learn
• the person must have the ability to learn through the
right combination of intelligence and personality traits

LEARNING • Third, leaders must have access to developmental

experiences and have the opportunity to practice and
learn.
Self-efficacy
Opportunity to
and experience
with success
learn
• closely related to having opportunities is to encourage
the development of self- efficacy, which is an
Organizational individual’s belief and capacity to learn as result of
culture and
support having positive and successful experiences
 2- Factors in Learning
• The organizational culture must support and sustain
learning and development. This support comes not
Awareness only in the form of training programs but also in the
form of informal systems that value learning and
Motivation and
tolerate experimentation and failure
Ability and
capacity to learn
willingness to
learn
• Another factor in organizational support is
supervision. Supervisors who support and
encourage development are key to the development
LEARNING of leaders. Such support can be through formal
assignments and training or through informal
Self-efficacy
Opportunity to
mentoring.
• Communicating well and clearly, motivating
and experience
learn
with success

followers, coaching them in their development, and

Organizational providing feedback are just some of the complex
culture and
support skills required to lead well. Learning any of them
necessitates perseverance, making and learning
from mistakes, and repetition
3- What Is Developed: The Content
 What Is Developed: The Content
• The content depends on the level of leader development such that basic knowledge and skills are
typically aimed at supervisory and middle-level leaders, whereas strategic thinking is aimed at
executives.

• Personal growth and self-awareness are included in most development programs with a more intense
focus in top-level and executive leaders.

• The content areas, although presented in separate and distinct categories, are interrelated and integrated

For example,

 Providing feedback, which is a basic supervisory skill, is related to communication, which is part of social
skills.
 Similarly, strategic issues such as developing a vision rely on conceptual, communication, and
interpersonal skills and require creativity.
 4- Required Elements of Effective Training
Rich and
Opportunity to
challenging
practice
experiences
Individual
Provide
awareness and
assessment
motivation

Support from Feedback and

organization follow-up

Fit and Effectiv

integration Presence of
with e role models
organization
training

• Development programs have different goals, and each program provides a number of
advantages and disadvantages.
• Several key elements are required for a development program to be effective
 Required Elements of Effective Training
1. One of the first principles of an effective development program is that it provides participants
with assessment data about their current strengths, weaknesses, performance, and some
information about where they stand in regard to the goals of the program and their leadership
ability

 The availability of information about the self can encourage participants to improve and be a
guidepost for their progress throughout the program.

 The assessment data can help increase individual awareness, another principle of effective
development programs. To learn, participants must be aware of the need for change and
specific areas they should address so that they are ready to change. The awareness can
result from formal data or from informal discussions with a supervisor, coworkers, a mentor, or
a coach

 An effective development program exposes participants to rich experiences that challenge

them to step outside their zone of comfort, pushes them to experiment with skills, behaviors,
and approaches and allows them to develop self-efficacy
 Required Elements of Effective Training
• leaders must have the opportunity to practice the behaviors or skills they have learned.
Without having the opportunity for practice, leaders cannot receive feedback about their
performance, another criteria for effective development programs.

• As is the case with assessment, the feedback can be formal, for example when one’s
performance is reviewed or a 360-degree feedback is implemented, or informal through
discussions with coworkers or a mentor
• The last two requirements for effective development relate to the culture of the organization and how well it
integrates its development programs with its strategic goals and with the needs of individual leaders.

• Supporting leaders to experiment with their new learning and providing them with training resources,
opportunities for rich experiences, and feedback indicate the level of support from the organization and are a
sign of the extent to which the organization as a whole supports learning
• Finally, a key factor is the fit and integration of the person, the development program, and
organizational goals .At a very basic level, we learn and perform best when we love what we do
and have passion for our work. The passion comes from a good fit between the person and the
organization and the job.
 Conditions for Effective Development

Other specific conditions that help make any method for leader development
more effective include the following:

01 Clear objectives for the training

02
Rewards tied to learning new behaviors based on
organizational goals

03 Using a combination of tools and methods

04 Program assessment and follow-up

 Conditions for Effective Development
•Clear objectives that are tied to organizational goals, the leader’s personal goals, and the current of future
challenges the leader may be facing. Such objectives must be stated ahead, and a means of assessing them
before and after the program must be available.
•Rewards tied to learning and using the new behaviors, skills, and knowledge. Organizations must also allow
for experimentation without punishing mistakes or failures, particularly while leaders are still learning.
•Using a combination of tools and methods that provide parallel learning environments and address different
learning styles or reinforce one another. For example, classroom education may be combined with an
assessment center, coaching, and new assignments.
•Program assessment and follow-up that measure change and support the new learning and ensure that
new behaviors, skills, and styles are not forgotten or not used when the development program is over. Learning
takes practice and persistence, and such opportunities should be present outside the training session.
 What Do You Do?

You have a direct report you know is intelligent and who has an MBA.
You would like to groom him for a management position, but he
seems to lack in some areas such as teamwork, managing conflict,
delegating, and generally “playing well with others.” You have limited
resources for training. What type of developmental experiences or
training do you select for him?
 Leading Change
Elements and types of leader
01 development
Factors in Learning
02 What is developed?
(Areas/content )
03 Effective training
(Elements and conditions)
04
05 Methods of Leader Development
 5- Methods of Leader Development
• There are many different approaches and methods to develop leaders, ranging from highly
structured and formal programs to classroom education, to observation and hands-on
experiences. Using a diversity of approaches can be key to effective development

• Each approach provides advantages and addresses particular aspects of leadership.

1. Self-awareness
2. Experience
3. Coaching
4. Mentoring
5. Feedback intensive programs
6. Classroom education
7. Outdoor challenge
 1- Self-awareness
• is considered the cornerstone of leader developSelf-awarenessment; it is
the starting point and basic building block
• Personal reflection and getting feedback from others are necessary
elements of developing self- awareness, a process labeled double-loop
learning

• Some studies show that a leader’s self-awareness may be related to higher follower
satisfaction and productivity
• Other factors such as self-monitoring may make leaders more perceptive and receptive to
feedback from others and allow them to change their behaviors more easily.
 Guidelines for increasing self-
awareness include the following:
1. Clarify your values and priorities, a process, which is a first step in self-awareness; the person must know what is
important and what factors have priority.

2. Seek new experiences that will challenge the leader to move outside the comfort zone and provide an opportunity
to learn something about oneself; including opportunities to fail.

3. Observe your own behavior and reflect by keeping a journal, reviewing your successes and mistakes, and
reflecting on what works and does not work for you.

4. Seek feedback through formal and informal channels as often as possible from as many diverse sources as
possible.

For example, the feedback from a customer regarding one set of behaviors may be very different, but equally
relevant, as feedback from a supervisor regarding those same behaviors.
 Self-awareness
 Starting point for development and learning
 Clarify values and priorities
 Learn about strengths and weaknesses

• Evaluation
• Assessment and awareness
• Not rich experience; no opportunity to practice
• Although assessment and individual awareness are integral to a development program
based on self-awareness, they do not expose the leader to rich experiences, provide
opportunity for practice, or demonstrate support from the organization

• May have feedback and support, Leaders must also have the tools to change.
• May fit with organizational goals
 2- Experience
• A recent report by the Center for Creative Leadership finds that many leadership skills are primarily learned
through experience in an appropriate context and setting (Core of any development)

• The experience of actually leading others is one of the most effective ways to develop leaders
• For job experiences to be developmental, they need to stretch leaders and broaden their perspective by
placing them in a novel and challenging situation .
• This can be achieved through increasing responsibility on a current job, a new task, working with a different or
a new project team that is unfamiliar, rotating to a dissimilar job, international experiences, or even working
with a difficult employee.

• All these experiences provide an environment in which the leaders have to assess and understand a novel
environment and use unfamiliar styles and behaviors. Learning from practice can further build self-confidence
and a sense of self-efficacy

• Real experience, through any means, satisfies almost all the criteria for effective development (see Table 10-
2). It develops individual awareness, provides a rich experience and opportunity for practice and feedback,
and when used in the context of development, requires support from the organization and integrates
developmental goals with organizational goals.
 3-Developmental Relationships:
Coaching and Mentoring
• Coaching and mentoring are essential components of effective leader development.

• Coaching involves providing individualized and constructive feedback on someone’s behavior and performance
while focusing on future improvement.

• Mentoring provides similar individualized attention with a feedback and future orientation, but tends to be less
task specific.
• Mentoring is a supportive long-term, formal or informal, professional relationship
• Whereas mentoring can be informal, coaching tends to have a more structured and formal nature.
• Many of us have mentors and role models who provide us with advice
and feedback. They are people we admire and with whom we build long-
lasting relationships
• The success of all such relationships depends on establishing trust and
rapport between the leader and the coach or mentor , being role models,
thereby further enhancing learning through observation
 Developmental Relationships:
Coaching and Mentoring
• Individualized and constructive feedback on specific
behaviors and performance
• Aim at future improvement of specific knowledge and
skills
• Evaluation
• Provides assessment, awareness, opportunity to
practice, feedback, and support, as well as fit with
organization
• Not always new and rich experience
 Coaching
• Because of its many potential benefits, coaching is the focus of much of the leadership development practice and is beginning to
become a topic of research

• Coaching can address existing problems in a real-life setting, thereby providing opportunity for feedback and practice, as well as
demonstrating support from supervisors or coworkers.

• Because it is focused on specific behaviors, it narrows the scope of behavior, facilitating learning. Informal coaching is part of most
effective supervisors’ and leaders’ repertoire in supporting their followers in learning new skills.

• Leadership-related coaching programs are most often used in executive development where either external consultants or successful
current or past company executives provide individualized coaching to leaders.

• Executive coaches spend a substantial amount of time observing leaders,

discussing behaviors, exploring options, and providing detailed feedback regarding
all aspects of the leader’s style, behavior, and performance.
• “New elected leaders are expected to run the race but have not been allowed
to train for it” Coaching can close that gap and support them in their success.
 Elements of Effective Coaching
 Individual readiness and willingness to learn

 Consideration of wider organization context

 Consideration of individual goals, values, and needs

 Focus on performance and self-awareness

 Sincere and caring concern

 Advocacy ‫لمناصرة‬..‫ ا‬for self-awareness

 Meaningful feedback

 Supportive climate
 Developmental Relationships: Mentoring

• Informal and formal mentoring is a powerful leader development tool and can lead to life-
long supportive relationships between a mentor and a mentee.
• A more experienced leader provides guidance and advice to a less-experienced one.

• Formal mentors are assigned from within the organization, although many leaders
establish mentoring relationships with individuals inside and outside their organization.

• Formal mentoring may be less effective than informal kind. Because mentoring involves
establishment of a personal professional relationship based on trust, forcing it through
formal bureaucratic selection processes may reduce its effectiveness
 4- Developmental Relationships: Mentoring
Guidelines for establishment of productive mentoring relationships include
the following:

 Find many mentors instead of looking to one person for all guidance.
 Different mentors can support a leader with different perspectives and
expertise.
 Find mentors at different levels; although typically mentors are more
senior, peers, external people, and even followers can be great source
of support and developmental advice.
 Informal relationships that provide casual support can be equally
helpful.
 Add mentors as roles and responsibilities change or as leaders
transition to new jobs.
 3- Developmental Relationships: Mentoring

• Individualized feedback about general issues rather than

specific tasks
• Use many different mentors
• Learn about strengths and weaknesses
• Evaluation
• Assessment and awareness
• Not rich experience, opportunity to practice, or specific feedback
on learning
• May fit with organizational goals if formal
 5- Feedback-Intensive Programs
• Currently one of the most popular methods of leader development at all levels is using intensive
feedback program such as 360-degree feedback or other multisource and multimethod feedback
programs
• Their goal is to assess leaders’ strengths and weaknesses and to identify development needs.

• Assessment is based on a combination of interviews, aptitude ‫ موهبة‬tests, personality tests, role-

plays, simulations, and experiential exercises, as well as many other methods.

• Getting accurate feedback can be a highly developmental event and getting such feedback gets
harder as leaders move up the organizational ladder.
 5- Feedback-Intensive Programs
• In 360-degree and multisource feedback programs, the leaders are
assessed by individuals around them, including direct reports,
supervisors, peers, and in some cases, clients and other stakeholders
who provide detailed feedback regarding their styles, behaviors,
performance, strengths, and weaknesses

• In most situations, the leaders’ self-rating on the same dimensions are

also obtained, and trained facilitators review and analyze the data from
different perspectives and help the leaders interpret the information,
identify areas of strengths, and recognize targets for development

• The formal, official, and objective nature of multisource and multimethod

feedback- intensive programs helps reduce the possible discomfort
leaders may experience when receiving negative feedback and
neutralize some of the anxiety it typically produces
Factors in
Effective
Feedback
 6- Classroom Education
• Even when companies are not providing support for education, however, the demand for executive
education is growing.
• Because of increasing development needs and the desire to integrate such programs better with
organizational goals, organizations are increasingly requesting customized programs such as
MBAs with company-specific focus, and other training programs designed exclusively for the
organization.
• Efficient way of conveying information to groups, It is used extensively in supervisory and mid-level
management and leadership training programs. The primary goal of classroom education is to
transfer knowledge
• The classroom experience typically includes much more than lectures and discussion. Methods
such as case studies, role-playing, exercises, debates, games, and simulations are all used to
enrich the developmental experience
• Evaluation
• May provide awareness and assessment
• Not rich experience, opportunity to practice, or specific feedback on learning are relatively low
• May fit with organizational goals if formal
 7- Outdoor Challenges
• A popular approach for leader and leadership development are outdoor challenge programs that put
participants physically and mentally through increasingly difficult activities, such as obstacle courses,
climbing, sport competitions, and games

• Many of the activities are aimed at personal growth and increasing self-confidence by conquering fears
and challenges, Other activities such as falling backward to be caught by teammates or going through
an obstacle course blindfolded with the help of a partner focus on building trust and cooperation among
members of existing departments, teams, organizations
• Done outside of regular environment
• Evaluation
• Often entertaining
• Does not provide specific assessment
• May increase awareness
• Does not provide rich experience, opportunity to practice, specific feedback on
learning, or clear fit with organizational goals
METHODS OF LEADER DEVELOPMENT
Culture and Development
 Gender and Diversity and
Development
• Lack of access to development may be one cause for lack of representation of women
and minorities in leadership

• Solutions include
• Provide opportunity to participate in single-identity development programs
that reinforce validation, provide role models and networking, and can make
available relevant content to address specific concerns .
• Encourage developmental relationships through formal and informal
organizational pro- grams to ensure that women and minorities have access to
powerful coaches and mentors who are both similar to and different from them .
• Support development of networks that can help women and minorities in their
career development process .
THANK YOU