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Bratton_PPT121.pptxOrganizational Leadership
John Bratton
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Part 4
Contemporary leadership
Leadership development
Chapter 12
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Learning outcomes
After completing this chapter, you should be able to:
Explain various meanings of leader and leadership development.
Understand how leaders learn and the value of critical reflection.
Explain how leaders can be assessed for development.
Understand different approaches to the learning and development of leaders.
Provide a case for connecting leader development to leadership development.
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Leader and leadership development in organisations
Burgoyne et al. (2004) argued for the need to consider specific circumstances in developing leaders, suggesting that development ‘works in different ways in different situations’ (p.49). Examples including:
Large organizations vs SMEs
Advancement in digital technologies used by HQ to organize its multiple branches
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Leader and leadership development in organisations
Gold et al. (2010) offered two definitions of leadership development:
‘A planned and deliberate process to help leaders become more effective’.
‘A process of learning based on informal opportunities to enable [leaders] to perform as leaders’.
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Leader and leadership development in organisations
Figure 13.1 Planned v. Informal Leadership Development
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Learning and reflection for leadership development
How and Where Learning Takes Place?
Transfer learning from formal courses/programmes to everyday work and performance
Models of Experiential Learning – includes emphasis on reflection
With improved understanding, it helps with a leader’s capacity for critique
How to think critically?
to critique rhetoric
to critique tradition
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Learning and reflection for leadership development
to critique authority
to critique knowledge
The critique of simplification
The critique of identity
These types of critical thinking can help leaders to find new ways of taking action and question whether their conduct is appropriate while working
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Assessing leaders for development
The programmes created to develop leadership could be formed by theories and models of leadership explained throughout the other chapters of this book or draw on ideas about specific leadership skills that are assumed to be of value.
Competencies of managers are in question for creation of the appropriate leadership frameworks for training.
In the United States, American Management Association.
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Assessing leaders for development
In the United Kingdom, National Occupational Standards (NOS).
Critiques:
Overly reductionist, encouraging learners (and trainers) to view capabilities atomistically, rather than holistically.
Competencies are not valuable in themselves, but only if they are used at appropriate times.
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Assessing leaders for development
(Often) a lack of good evidence for the value of the competencies within a framework.
A framework may set an impossible standard, listing an array of competencies that no single individual is likely to be able to possess.
Preparing leaders for development
Leaders need to be ready to respond to feedback provided, as it affects their self-awareness – be feedback seekers and have a learning-goal orientation in developing new skills (though still depends on context)
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Approaches to leaders’ development
Training, Courses and Programmes
Executive Coaching
Work-based Learning
Evaluation
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Approaches to the development of leaders
This section covers activities that leaders can undertake to develop leadership abilities in others, and thus enhance leadership throughout their organization, through collaborative learning and its dissemination throughout the organization:
Coaching and mentoring
Action learning
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planned and deliberate leadership development
Informal leadership development
planned and deliberate
leadership development
Informal leadership
development
