The Leadership Development Interface: Aligning Leaders And Organizations Toward More Effective Leadership Learning Tola Petgrave

Leadership Development? Why do the leadership development interventions work for some and not for others? Do participants cultivate and apply the knowledge beyond leadership development programs? How can leadership programs become more effective?

The Problem How do individual leaders navigate their leadership development journey? How do organizations work with individual leaders to provide effective development opportunities and practice? To what extent are leaders and their organizations connected and aligned?

Trend in Leadership Theories Traditional leadership focused on traits, behaviors and competencies Contingency theories includes the view of the situation and the context in which leadership occurs (Leader-Follower dyad) An interconnected approach of a “whole system” where leaders and organizations can engage, plan, and evaluate development efforts.

Leader Development Leader development suggests that leading starts with an intrapersonal perspective A leader is the sum of his or her life experiences and comes into a leadership role with a conscious or unconscious philosophy of life and leading authentically. The internal drivers of leaders focus on their values, beliefs, and well-being

Leadership Development Proposes that leadership can be broken down into teachable aspects and learned through formal and informal interventions. Leadership development is approached in organizations using: -Traditional leadership development programs in classroom setting -Action learning through working on real projects to practice leadership competencies -Leadership development through experience in development positions to stretch leadership roles -360 degree feedback from peers, subordinates, and supervisors

The Leadership Development Interface Model Leadership development is a connected and multidimensional frame and not simply the linear process of leader-follower The model is divided into 4 quadrants Q1- Leader reflection and discovery Q2- Leader multi-level feedback Q3-Leadership context, practice and fit Q4- Leadership learning and development

The Leadership Development Interface Model Quadrant 1 consists of the individual’s fundamental values and beliefs, personality, vision and goals Quadrant 2 provides feedback through formal assessment, coaching, measured ability and multi- stakeholder perceptions Quadrant 3 specifies the learning space and applicable context Quadrant 4 involves interventions and processes where leadership development can be mapped and captured

The Case for Alignment It provides an opportunity toward more meaningful, measured, and successful leadership improvement for both individuals and organizations. Leadership development becomes a shared experience through learning conversations between leaders and their stakeholders around all areas of development It creates connectivity and interrelationships between the four elements that make up the leadership development interface.

Implication for Individual Leader Helps to understand the essential parts of the leadership development process they own and need to direct Provides a picture of how their leadership development connects to the organization and directs their interaction with other key stakeholders

Implication for Direct Managers The model could be used as a tool to determine what is appropriate for leadership development Clarifies their role in developing leadership in others and ensuring there is agreement with direct report on initiatives to develop leadership

Implication for HR & Development Specialists Tool for leadership development audit to determine where there is over-emphasis or under-emphasis Serves as a framework to handle conflicts and misalignment for individual leaders who are confused or dissatisfied with the leadership development

Case Study

References Hanson, B. (2013). The leadership development interface: aligning leaders toward more effective leadership learning. Advances in Developing Human Resources, 15 (1),

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