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Andros
Joshua Levin
ANTH 101-1201-1202-1203-1205
4-13-16
Extra Credit Service Learning
Traditionally, leadership development has focused on developing the leadership abilities
and attitudes of individuals.
Just like people aren't all born with the ability to, say, play football (soccer) like Zinedine
Zidane or sing like Luciano Pavarotti, people aren't all born with the ability to lead. Different
personal characteristics can help or hinder a person's leadership effectiveness[1] and require
formalized programs for developing leadership competencies [2] Yet, everyone can develop their
leadership effectiveness. Achieving such development takes focus, practice and persistence more
akin to learning a musical instrument than reading a book.[3]
Classroom-style training and associated reading is effective in helping leaders to know
more about what is involved in leading well. However, knowing what to do and doing what you
know are two very different outcomes; management expert Henry Mintzberg is one person to
highlight this dilemma. It is estimated that as little as 15% of learning from traditional classroom
style training results in sustained behavioral change within the workplace.[4]
The success of leadership development efforts has been linked to three variables

Individual learner characteristics

The quality and nature of the leadership development program

Genuine support for behavioural change from the leader's supervisor

Military officer training academies, such as the Royal Military Academy Sandhurst, go to
great lengths to only accept candidates who show the highest potential to lead well. [6] Personal
characteristics that associated with successful leadership development include leader motivation
to learn, a high achievement drive and personality traits such as openness to experience, an
internal focus of control, and self-monitoring.
Development is also more likely to occur when the design of the development program:

Integrates a range of developmental experiences over a set period of time (e.g. 612
months). These experiences may include 360 degree feedback, experiential classroom

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style programs, business school style coursework, executive coaching, reflective
journaling, mentoring and more.

Involve goal setting, following an assessment of key developmental needs and then
evaluate the achievement of goals after a given time period.

Among
key
concepts
in
leadership
development
one
may
find:
- Experiential learning: positioning the individual in the focus of the learning process, going
through the four stages of experiential learning as formulated by David A. Kolb: 1. concrete
experience 2. observation and reflection 3. forming abstract concept 4. testing in new situations.
- Self efficacy: The right training and coaching should bring about 'Self efficacy' in the trainee,
as Albert Bandura formulated: A person's belief about his capabilities to produce effects
- Visioning: Developing the ability to formulate a clear image of the aspired future of an
organization unit.
A good personal leadership development program should enable you to develop a plan
that helps you gain essential leadership skills required for roles across a wide spectrum from a
youth environment to the corporate world. These characteristics include:

Taking responsibility

Gaining focus

Developing life purpose

Starting action immediately

Developing effective and achievable goals and dreams.

More recently, organizations have come to understand that leadership can also be
developed by strengthening the connection between, and alignment of, the efforts of individual
leaders and the systems through which they influence organizational operations. This has led to a
differentiation between leader development and leadership development.[7] Leader
development focuses on the development of the leader, such as the personal attributes desired in
a leader, desired ways of behaving, ways of thinking or feeling. In contrast, leadership
development focuses on the development of leadership as a process. This will include the
interpersonal relationships, social influence process, and the team dynamics between the leader
and his/her team at the dyad level, the contextual factors surrounding the team such as the
perception of the organizational climate and the social network linkages between the team and
other groups in the organization.
One practical example of developing leadership specifically so as to influence an
organization's safety culture is described by Burman & Evans.[8]
Both forms of development may mutually influence each other, as exemplified in the
concept of "Deep Change" in Robert E. Quinn [1]'s 1996 book of the same title.

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Leadership development can build on the development of individuals (including
followers) to become leaders. In addition, it also needs to focus on the interpersonal linkages
between the individuals in the team.
In the belief that the most important resource that an organization possesses is the people
that comprise the organization, some organizations address the development of these resources
(even including the leadership).
In contrast, the concept of "Employee ship" recognizes that what it takes to be a good
leader is not too dissimilar to what it takes to be a good employee. Therefore, bringing the
notional leader together with the team to explore these similarities (rather than focusing on the
differences) brings positive results. This approach has been particularly successful in Sweden
where the power distance between manager and team is small.

Succession planning
The development of "high potentials" to effectively take over the current leadership when
their time comes to exit their positions is known as succession planning. This type of leadership
development usually requires the extensive transfer of an individual between departments. In
many multinationals, it usually requires international transfer and experience to build a future
leader. Succession planning requires a sharp focus on organization's future and vision, in order to
align leadership development with the future the firm aspires to create. Thus successive
leadership development is based not only on knowledge and history but also on a dream. For
such a plan to be successful, a screening of future leadership should be based not only on "what
we know and have" but also on "what we aspire to become". Persons involved in succession
planning should be current leadership representing the vision and HR executives having to
translate it all into a program. According to Meir Jacob and Amit Cohen (1995) three critical
dimensions should be considered: 1. Skills and knowledge 2. Role perception and degree of
acceptance of leading role 3. Self-efficacy (Albert Bandura). These three dimensions should be a
basis of any leadership succession programmed.

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References
1. ^ See for example The Leadership Development Handbook, Center for Creative
Leadership and Organisational Behaviour, 4th ed, by Stephen Robbins, Bruce Millet &
Terry Waters-Marsh, published by Prentice Hall
2. ^ see for example, Best Practices in Leadership Development and Organization Change,
Best Practice Institute, by Louis L. Carter, Marshall Goldsmith, and David Ulrich by
Jossey Bass Pfeiffer.
3. ^ See for example The Leadership Development Guide Australian Leadership
Development Centre
4. ^ See S. Cromwell & J. Kolb 2004, An examination of work-environment support
factors affecting transfer of supervisory skills training to the work place, Human
Resource Development Quarterly, Vol. 15 No. 4, pp. 449-71.
5. ^ See Baldwin, T. & Ford, K. (1988), "Transfer Of Training: A Review And Directions
For Future Research', Personnel Psychology, Spring, Vol. 41 Issue 1, p63-105
6. ^ Organizational Behavior, 4th ed, by Stephen Robbins, Bruce Millet & Terry WatersMarsh, published by Prentice Hall
7. ^ See for example The Leadership Development Handbook, Center for Creative
Leadership; and David V. Day (2000) Leadership development: A review in context. The
Leadership Quarterly, 11, 581-614.
8. ^ See Burman, R. & Evans, A.J. (2008) Target Zero: A Culture of safety, Defence
Aviation
Safety
Centre
Journal
2008,
22-27.
http://www.mod.uk/NR/rdonlyres/849892B2-D6D2-4DFD-B5BD9A4F288A9B18/0/DASCJournal2008.pdf

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