Optimising the effects of leadership development programmes

Abstract

PurposeThis paper aims to discuss a framework for analysing the learning and transfer of conflict handling skills via leadership development programmes. The framework links the role of knowledge in skill acquisition to the process of learning transfer to suggest how different methodologies may influence learning outcomes.Design/methodology/approachIn order to explore the veracity of the framework, content analysis was conducted on 22 UK leadership development programmes. In addition, semi‐structured interviews were conducted with 18 managers acting in leadership roles and ten leadership development providers.FindingsResults confirmed the model to be tenable insofar as providers reportedly utilised both design paths represented in the framework and as managers used the approaches in handling business conflicts.Research limitations/implicationsThe framework remains to be tested longitudinally with a large sample of managers and providers. Given the lack of empirical work to support an expressed link between design and outcome to maximise effect, a mixed methodology examining both approach and rationale would be essential.Practical implicationsIt is suggested that clients question the training provider about the philosophy underlying skills learning and transfer. Due consideration should also be given to the circumstances under which learning transfer may be optimised.Originality/valueIt is proposed that the framework may offer clients an evaluation tool in respect of particular methodologies or course designs and that this may help to maximise the chances of focused learning and subsequent skills transfer.

Leadership development and leadership effectiveness

“…In addition to covering technical job skills, such programs should focus on self-awareness, changing attitudes, building teams and improving interpersonal interactions. These competencies are believed to be instrumental keys to organizational performance and productivity (Burke and Collins, 2005). Popper and Lipshitz (1993) indicate three components to a successful leadership development program.…”

“…Organizations should consider the circumstances under which skills and knowledge transfer may be optimized. Relevant issues include the degree of post-course follow-up needed to reinforce skills transfer, the competence of the program to provide relevant and focused learning, and the congruence between what was learnt and the skills requirements of the work environment (Burke and Collins, 2005).…”

Age, gender and work experience as predictors of success

“…As the increasing need for transferable skills in graduates becomes more evident (Thomas and Grimes, 2003;Velo and Mittaz, 2006), traditional business programmes have added personal development (Kumar, 2005) and LPs Gregoire, 2005, 2008;Eich, 2008;Kouzes and Posner, 2006) to their portfolios. Recognising the need to develop these skills, which are crucial for career progression ( Ladkin, 2000), the LP was instigated to develop transferable skills and leadership attributes such as those suggested by Burke and Collins (2005) and Elmuti et al (2005).…”

“…Taking account of the importance of developing both cognitive and behavioural transferable skills and leadership attributes (cf. Amagoh, 2009;Burke and Collins, 2005) in HM students, the LP under study was established in 2006. Its development focused on three areas (academic; social/personal; and professional), reinforcing the link between theoretical knowledge and practical experience.…”

Why process improvement training fails

“…For some it is down to the individual having the motivation, satisfaction with their job and taking personal responsibility (Elsey and Fujiwara, 1996; Nikandrou et al , 2009; Al‐Eisa, 2009; Velada and Caetano, 2007). Others identify the post course follow up as vital for learning transfer (Burke and Collins, 2005; Ford, 2009; Cheng and Hampson, 2008).…”