Facilitating Conditions for Leadership Development

It is only as we develop others that we permanently succeed. – Harvey S. Firestone

As with any learning or development, the surrounding supports and conditions can play a crucial role in the acquisition of the leadership skills. Yukl (2002) stipulated three general areas where the support and conditions have been shown to be important (p. 393). The training methods applied can be useless unless there is the support from supervisors and organizations, appropriate learning environment or “climate,” and there are clear and concise guidelines or opportunity given for individuals to experience leadership growth.

For example, Orr (2007) discussed one pilot program from training in leadership where each of these concerns had been discussed. Orr discussed how individuals had been shown to be interested in their own development through self growth and attainment of more education, but that the support for adequate resources had not been commensurately applied. Additionally, a similar element expressed by supervisors involved in the pilot program was their frustration with the support and resources that were given from the organizations/districts in which they worked.

Understanding these elements and linking them to the needs of the organization, return on investment, and learning techniques used, is beneficial in the preparation and strategy of any leadership development program (Martineau & Johnson, 2001). While Martineau & Johnson give primary advice on preparing an individual for involvement in leadership development programs, they also give some detailed advice on preparing the workplace (pp. 20-26).

In looking at developmental trends and the preparations and strategies to include support, learning climate, and job placement criteria, Hernez-Broome & Hughes (2007) described some elements of importance to keep in mind while considering future development:

• Leadership competencies will still matter;
• Globalization/internationalization of leadership concepts, constructs, and development methods;
• The role of technology;
• Increasing interest in the integrity and character of leaders;
• Pressure to demonstrate return on investment;
• New ways of thinking about the nature of leadership and leadership development. (Hernez-Broome & Hughes, 2007, p. 29)

Management support

Appropriate planning and understanding by management of leadership development is imperative for a successful developmental program (Hernez-Broome & Hughes, 2007). More specifically, Lewellen (1990) stated the following, “…the strategic planning process compels management to identify and to address its major decisions analytically and systematically. Also, goals and objectives are determined and communicated throughout the organization” (p. 6).  This requires key supervisors and management to be actively supportive and involved in the entire process of leadership development.

Nonetheless, there are other key elements in support that have been found to be effective (Hernez-Broome & Hughes, 2007; Yukl, 2002). These are as follows:

• Coaching & Mentoring – practical & goal focused.
• 360 feedback – must not just be assessment, but use for developmental planning and follow-up.
• Importance of leading by example
• Giving balanced feedback that enhances a developing leader’s self awareness in behaviors and emotional competence.
• Support in areas of preparation, work schedules, and follow-up on what was learned.

Climate

Beyond the supportive climate elements that are inclusive in the previous mentioned points, Van Velsor & Musselwhite (1986) stated that climate was the “most frequently identified” (p. 58) aspect in their research. They listed these elements as being most important for a climate of support:

• “Human resource development”
• “Top management support for change and new ideas”
• “Atmosphere of open communication & job security” (p. 58)

Establish criteria for decision

Placement criteria can be extremely important for successful application of any leadership development program. Yukl (2002) presented some organizations concerns over placement of individuals in positions in which they have not already shown the experience in. However, Hernez-Broome & Hughes (2007) stated that, “…utilizing job assignments for developmental purposes provides benefits that go beyond getting the job done” (p. 25). In this they described the importance of “action learning” and listed three factors that are hoped for through this:

• The delivery of “measurable organizational results.”
• Discussing learning objectives specific to context
• Developing more “skills and capabilities” (p. 25)

References:

Hernez-Broome, G. & Hughes, R.L. (2007). Leadership development: Past, present, and future. Human Resource Planning.

Lewell, J.R. (1990). Effective leadership development: Key components. NASSP Bulletin, 3- 74: pp. 6 – 19.

Martineau, J., & Johnson, E. (2001). Preparing for Development: Making the Most of Formal Leadership Programs. Greensboro, NC: CCL Press.

Orr, M.T. (2007). Learning advanced leadership: Findings from a leadership development programme for new superintendents. Educational Management Administration & Leadership, 7-35: pp. 327 – 347.

Van Velsor, E., & Musselwhite, W. (1986). The timing of training, learning, and transfer. Training & Development Journal, 40(8), 58-59.