How to Implement Leadership Development in the Workplace

Learn to decide on the most suitable learning activity to develop leaders in a Startup

Market change, growth objectives, and workforce diversity has led to many challenges for today’s leaders, creating a need to enhance Leadership competencies and development activities.

According to Yukl (2013), there are three ways to develop leadership competencies:

• Formal training — Structured over a defined period of time. Training usually takes place away from the workplace, facilitated by training professionals. Examples include workshops or 3rd level courses.
• Development activities — Either embedded in current operational duties or conducted in parallel with duties. Examples include coaching, mentoring or special assignments.
• Self-help activities — This is undertaken by individuals, on their own initiative. Examples include reading, College courses or online tutorials.

Successful outcomes of learning intervention depend on facilitation conditions:

• Support for skill development
• Reward systems for skill development
• Cultural values for continuous learning

So how do companies decide the most suitable learning activity to develop their leaders?

Firstly, it's important to understand the different types of programs and on-the-job learning, to make the right choice.

1. Leadership Training Programs

Leadership training programs are designed to improve skills and behaviors for managerial effectiveness and advancement.

Although the programs tend to be designed for lower to middle management rather than top executives.

Content typically focuses on skills required by managers in their current position, rather than on future skills — those that prepare for promotion.

Types of Leadership Training

Learning intervention is often conducted by external consultants, or lecturers, the cost of which is largely sponsored by the company:

• External Management Training
• In-house University e.g. McDonald's or Toyota
• MBA

Leadership programs tend to be based on theory, chosen by facilitators, on one of the following or a mix between various models:

• Contingency theory (Fiedler & Chemers)
• Normative decision model (Vroom & Jago)
• Situational leadership (Hersey & Blanchard)
• Transformational leadership (Bass)

Performance measurement application of learned theory in practice is the primary objective.

Design of Leadership Training

The design of leadership training is key as the success of learning intervention depends on it.

Before designing a program, learning objectives, characteristics of trainees and cost versus benefits should be considered.

According to Yukl (2013), there are 7 desirable features for a training program and these are:

1. Specific learning objective — Important that the learning outcomes are identified to convey the value in participation.
2. Clear and meaningful content — Should be built around trainees' prior knowledge with relevant messages.
3. Appropriate sequencing of content — From simple information moving towards more complex. Complex elements are broken into components that are easier to absorb.
4. An appropriate mix of training methods — Mix training methods include a lecture, discussion, role-playing, behavioral role modeling, case studies, and simulations. Selection methods are based on current skills, motivation, and capacity.
5. Opportunity for active practice — Active practices post-training to facilitate knowledge transfer.
6. Relevant, timely feedback — Self-reflection and feedback on learning.
7. Build trainee’s self-confidence — Trainers must communicate confidence. A facilitator should be patient and supportive of individuals who experience learning difficulties.

Effects of leadership training

The effectiveness of formal training aims to deliver on the following:

• Skill learning
• Behavior change, and
• Performance improvement

Success depends on the ability of each cohort, the training design and execution, and supporting conditions in the organization.

2. Learning from Experience

Research claims that effective leadership skills are learned from on the job experience rather than formal training programs.

Therefore, it’s recommended to incorporate special assignments alongside formal learning.

On the job training, coaching and mentoring, help managers interpret their experiences by learning and applying new skills.

Also, managers can emulate effective behaviors modeled by competent leaders, learned from observation.

Studies conducted by CCL

Centre for Creative Leadership (CCL) indicates that learning to form experience is influenced by the amount of challenge in assignments, the variety of tasks and assignments and the quality of feedback.

The Challenge

Challenge occurs when a person is working on a solution for an unusual problem, overcoming difficult obstacles, and making risky decisions.

Examples include a merger, reorganization, leading a cross-functional team, implementing change, coping with unfavorable business conditions, turning around a weak business unit, making a transition to a different type of managerial position, managing a country with a different culture.

CCL Research concluded that experiencing success in handling difficult situations, like conflict, is essential for leadership development — learning new skills and gaining self-confidence (Ziogas, 2019).

However, learning from experience also involves learning from failure.

Those who experienced adversity and failure earlier in career are more likely to develop and advance to a higher level than those that experienced only a series of successes in early career.

Failure can include poor business decisions, mistakes in dealing with important people, career setbacks, and personal trauma.

Failure is considered to have a positive effect, if a trainee accepts responsibility, acknowledges limitations, and finds ways to overcome.

Variety of Tasks

A variety of task assignments results in more effective learning, as well as increasing adaptability to new situations, with new problems.

Quality of Feedback

Post-training, accurate and relevant feedback should be gathered and shared with trainees reflecting on what they learned.

Results of training are dependent on the extent to which a person is willing to accept feedback.

For instance, people who are defensive and insecure tend to avoid or ignore information about their weaknesses.

People with a low internal locus of control are less likely to accept responsibility for failure.

3. Developmental activities

Multisource Feedback

Also known as 360-degree feedback. This is used to asses the strengths and developmental needs of individuals.

The basic assumption of feedback is that the majority of managers lack accurate knowledge about their skills and behavior. Feedback is just one way to improve it.

Feedback is conducted in the form of confidential rating and open-ended questionnaires. Information is gathered from an array of sources: peers, superiors, subordinates, outsiders and the learner.

Results of self-evaluation are compared to ratings awarded by others.

Yukl (2013) defined three types of feedback:

1. The manager receives and interprets a feedback report alone
2. The manager receives a feedback report followed by a one-2-one meeting with the facilitator
3. Managers attend a group workshop with a facilitator to help interpret their feedback collectively

Meta-analysis research for all types of feedback found a weak impact on improved performance, this can be partially explained by the fact that people tend to reject negative feedback or distort its meaning.

Furthermore, feedback results do not conclude how to develop the required skills.

Development Assessment Centers

These centers assess managerial traits and skills: interviews, aptitude tests, personality tests, situational tests, a short autobiographical essay, a speaking or writing exercise.

From there data is gathered, analyzed and used to develop an evaluation of each participants’ potential.

Information about behavior and skills is integrated with motives, background, experience, and career aspirations, to complete a better picture of strengths, weaknesses, and potential.

This method is more comprehensive than even the 360-degree feedback.

While the effectiveness of such centers is linked to improvement in self- awareness, it remains unclear if it was achieved partially; because of other developmental activities like coaching or special assignments.

Also, the facilitator can benefit too and improve his/her skills.

Development Assignments

These are special assignments carried in addition to regular job duties.

Examples of development assignments include:

• Managing a new project or startup spin-out
• Serving as department’s representative on a cross-functional team
• Chairing a special task force to plan a major change
• Secondment — Temporary leave from a regular job and working a staff member in another department
• Owning superior’s administrative duties — preparing a budget, developing a strategic plan, etc.

One example is Citibank.

Citibank undertook an assignment development plan in 1990. High potential managers were given two types of special assignments each lasting 3–4 years.

Research conducted by DeRue &Wellman (2009) suggests that:

“Setting challenges, increased learning outcome only to the specific point, after which adding more challenges, created obstacles that were preventing from further learning, until the obstacles were overcome.”

Effectiveness and benefits of this activity do require more research, but there are some observations of note:

• Difficult assignments are more effective when given in early career
• It is more likely to benefit managers with strong leadership orientation who willingly take advantage of such opportunities
• One assignment is unlikely to cover all skills

The Importance of assignment duration is important, here’s why:

If too short, the person may not see the results of decisions made, or reflect on experience gained.

If too long, it can result in boredom and loss of opportunity learning from other assignments.

As such, it’s recommended to learn basic skills/knowledge from an array of smaller assignments.

Mentoring

This occurs when a more experienced manager supports a less experienced member — a protégé.

Mentors are mostly Senior-level, although not an immediate superior.

Examples of mentoring activities include: presenting ideas clearly, active listening, empathy, shared experience, act as a role model, networking.

According to research conducted by Kram (1985) and Noe (1988), there are two main functions performed by mentors:

1. A career facilitator function — sponsorship, protection, challenging assignments, exposure, visibility
2. A psychosocial function — acceptance, encouragement, challenging assignments, coaching, and counseling

The NCAA women’s basketball coaches study suggests that mentors benefit from learning, deemed successful when mentors excelled in their career and when relationships lasted longer.

Mentoring is proven to be more successful than formal training, as the learning content is driven by the trainee. Benefits include:

• Career advancement
• Adjusting to change and job satisfaction

Although little is known about specific skills, value, and behavior acquired from this activity.

Mentoring is also impacted by demographics:

• Age
• Gender
• Race

According to research, Women and minorities have more difficulty finding successful mentoring relationships (Yukl, 2013).

This can be due to stereotypes about appropriate behavior, concern about intimacy with men, awkwardness about discussing some subjects, lack of appropriate role models, resentment by peers, and exclusion from male networks.

While these are valid difficulties, there is no evidence that they have an impact on learning effectiveness.

Mentoring is effective in facilitating career advancement but can influence lower staff turnover.

Executive Coaching

This involves one-to-one guidance for executive personnel. Sessions usually take place on a weekly or biweekly basis.

The Coach is normally a successful executive or a behavioral scientist with management consultancy experience and employed for a defined period.

The purpose of coaching is to facilitate the development of specific skills at current and future career advancement. Coaches also provide:

• Advice on how to handle specific challenges
• Relevant development opportunities
• Regular and objective feedback
• Advice on new ideas with strict confidentiality

A coach can be external. The benefits of this include wider experience, greater objectivity, and trust.

Or internal, the benefits include availability, a better understanding of culture, organizational politics, strategic challenges, and core competencies.

Coaching is considered to be more beneficial than formal training due to its convenience, confidentiality, flexibility and more personal attention.

Coaches too benefit from skill development i.e. influencing people, building relationships and communication to name a few

Disadvantages include high cost and shortage of competent coaches.

Like mentoring, there is no conclusive evidence to assess the effectiveness of this technique.

Simulations

This involves a real-world interactive activity, like analyzing the complex problem and making strategic decisions based on the information given in advance

Used to practice analytical and decision skills taught in formal training.

Participants work in groups or individually to make decisions on product pricing, advertising, production, product development or investment.

In large scale simulations, participants can be assigned to different roles for two days, once familiarised with background information in advance.

After the simulation is concluded, feedback is given by the observers who track the behavior of individuals. The facilitator helps them understand how well they performed their functions.

There are some limitations (Yukl, 2013):

• Cost
• Time — an insufficient window to develop a network or team building. It’s therefore recommended to break it down to a few sessions
• If participants are from the same department, behavior tends to reflect the prevailing culture and relationships in that organization

Results remain limited but generally accepted to be beneficial.

Personal Growth Programs

This is designed to improve emotional intelligence, self-awareness and overcome inner barriers for psychological growth and development of leadership competencies.

PGPs are typically conducted at a conference center for two days to a week. Participants tend to be mangers from within different departments.

Two key assumptions are:

1. People have lost touch with their inner feelings and values, so may limit creativity and risk-taking
2. Successful leadership requires a high level of emotional and moral development

At PGPs, facilitators present theoretical models, underpinned by exercises whereby participants share their experience with each other.

The process of developing self-understanding starts by explaining the reasons for participating in the program, followed by abstract thinking exercises:

• Trainees develop a personal vision where they see themselves at the end of their lives, achieving something important … and:
• What they did to get there/achieve the goals above

In terms of effectiveness:

There are insufficient studies to determine effectiveness of this methodology, although people tend to become more work-life balance orientated.

4. Facilitating conditions for Leadership Development

The success of learning intervention can be influenced by two conditions:

1. Support by the Boss
2. Learning climate

Support by the Boss

Mentoring and coaching are highly dependent on support by a direct superior, or if not understood/accepted by the boss.

If not appreciated at all it can lead to ineffective learning.

Superiors who are preoccupied with their own problems do not have sufficient time to focus on the developmental needs of subordinates.

Learning intervention is ineffective if a superior treat trainee failure as a personal failure, rather than learning from the experience.

In order to reduce the impact of adverse learning outcomes, Yukl (2013) lists activities and behavior that should be performed by a superior:

Prior to training:

• Explain why training is important
• Explain the benefits
• Change the work schedule to make it easy to attend training
• Support preparation activities
• Establish and monitor regular reporting

Post-training:

• Discuss what was learned and possible applications
• Set SMART objectives and action plan together
• Create opportunities to apply new skills e.g. special assignment
• Offer praise and encouragement

Learning Climate

This relates to Management training and development that occurs in a given organization

• Does the organization have a supportive learning culture?
• Is training offered to all employees?

Yukl (2013) recommends ways to implement a learning climate:

• Make job assignments interesting
• Dedicate time
• Provide financial support
• Arrange guest speakers
• Establish a skill assessment and feedback program
• Make pay increases in-part dependent on skill development
• Awards innovation and improvement
• Use symbols and slogans that embody values

In short, the extent to which leadership competencies are acquired depends on:

1. Type of activity — training, experimental learning, self-learning,
2. Facilitating conditions — support, learning environment
3. Qualities of individual managers — flexible, pragmatic, learning orientated

Learning intervention is more effective when supported by a strong learning culture, consistent and integrated with other HR activities.

5. Systems Perspective on Leadership Development

We tend to have sufficient information to decide which developmental activity to choose and what learning approach to take.

That said, it’s important to appreciate approach relationships to integrate developmental activities with culture and strategic plan in mind.

• The relationship among approaches — This can influence the outcome of other activities.
• Integrating Developmental Activities — Performance appraisal, career counseling, and succession planning. Research proved that promotion decisions are influenced by past performance as opposed to competences.
• Integration of Developmental Activities with Strategy — Observations suggest that in many organizations, development needs are not driven by Strategy.

Also, it’s difficult to predict the extent to which specific competencies will continue to be relevant in the future

Final Thoughts

Theories tend to be more suitable for large organizations as opposed to Startups, constrained by resource availability.

With that in mind I have two recommendations for Startups:

Recommendation № 1—People are different. There is no one size fits all learning style. So this should take precedence when choosing the appropriate learning method.

Therefore, development selection should align with Honey and Mumford’s four learning styles:

1. Activist: open-minded, actively involved, bored with implementation
2. Reflector: ponder experiences, cautious, ‘back-seat’, ‘bigger picture’
3. Theorist: adapt & integrate observations, vertical, logical, hierarchical
4. Pragmatist: try out new ideas to see if they work in practice

While developmental activities are not conclusive, collaborative learning through virtual communities is becoming more popular.

Recommendation № 2— In the current environment, as time is scarce and globalization is growing, virtual community learning is a perfect fit for Startups, plus its cost-effective and available on-demand.

So invest in this channel (online) with Honey and Mumford as a guide.

Oh, have some fun too!

References

• CIPD. (2007). Research Insight: Leadership transitions. Maximizing HR’s contribution. Available at http://www.cipd.co.uk [Accessed 18 Dec. 2019]
• Denison. (2012). Denison Advantage: Research Base Model. Available at http://former.denisonconsulting.com [Accessed 18 Oct. 2019]
• Garavan,T., Hogan, C., Cahir-O’Donnell, A.(2003). Making Training and Development Work: A Best Practice Guide. England: Oak Tree Press
• Women’s Basketball Coaches Association. (2020). Coach to Coach Mentoring Program. [online] Available at: https://wbca.org [Accessed 11 Feb. 2020].
• Yukl, G. (2012). Leadership in Organizations. (8th ed.). Essex: Pearson Education Limited
• Ziogas, G. (2019). How To Resolve Personality Conflicts In The Workplace. [online] Medium. Available at: https://medium.com [Accessed 11 Feb. 2020].