LEADERSHIP TRAINING RESOURCES GUIDE - HR

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LEADERSHIP TRAINING RESOURCES GUIDEAuthor: Karen Elmhirst, Senior Research Analyst, Leadership & Learning, HR.comTable of ContentsSection I: Introduction3Section II: Transfer and Maintenance of Skills and BehaviorsSection III: Program FilesAchieveGlobalAmerican Management Association (AMA)Balance Learning LLCBerkeley Center for Executive DevelopmentCenter for Creative Leadership (CCL)Darden Executive Education, University of VirginiaDevelopment Dimensions International, Inc. (DDI)Duke Corporate EducationExecutive Development Associates, Inc. (EDA)Franklin Covey Co.The Gallup OrganizationGordon Training InternationalHarvard Business School Publishing (HBSP)Interaction Associates, Inc.Ken Blanchard CompaniesKenan-Flagler Business School Executive Education, UNCLearning Technologies, Inc. (LTI)Lee Hecht Harrison Leadership Consulting (LHH)Mercer Delta Consulting, LLCNinth House, Inc.Results-Based Leadership (RBL)Senn-Delaney Leadership Consulting GroupStanford Graduate School of Business Executive EducationThunderbird, The Garvin School of International Management ExecutiveEducationTuck Executive Education at DartmouthUCLA Anderson School Office of Executive Education ProgramsUniversity of Chicago Graduate School of Business Executive EducationZenger Folkman CompanySection IV: Competency TablesAssessing/Developing your Personal Leadership Skills and StyleBuilding Partnerships and AlliancesBuilding Positive RelationshipsBusiness AcumenCoaching SkillsCommunication Skills: a.) Conflict Resolution; b.) Negotiation SkillsCreativity and 7330335338344

Table of Contents continued High Performing TeamsLeading/Sponsoring ChangeMotivating and Inspiring/Engaging OthersPerformance ManagementProblem Analysis/Solving Strategic Thinking/Decision Making Strategic PlanningSetting and Achieving GoalsTalent Management (recruiting/retaining/developing others)Thinking GloballyTime/Project .com is in business to help build great companies by connecting them to theknowledge and resources they need to effectively manage the people side of business.2

Section I- IntroductionINTRODUCTIONWelcome to HR.com’s Leadership Training Resources Guide. This guide will help youassess your leadership training needs and inform you of leadership training programsthat are available to help build great leaders at all levels in your organization.This resources guide is divided into four distinct sections. Section I takes a brief look atleadership philosophies and some principles for success. It examines how and whyleadership training is an important part of the leadership development process. Wemake some recommendations on how to structure the leadership training process,beginning with needs assessment and ending with evaluation of results. The leadershiptraining vendors who participated in this Resources Guide have been segmented to helpyou make some sense of the industry. Also, there are suggestions on criteria you canuse in evaluating vendors and their offerings. An introduction is provided to thecategories and terms used in Sections III and IV. Along the way you will find questionsin italics that you can use to launch discussions to clarify your organization’s perspectiveon leadership training and development.If leadership training doesn’t lead to improved performance, it is a waste of time andresources. Reinforcement and follow-through are essential if learning is to betransferred to the job. In Section II, we provide brief information on three electronicperformance support systems that focus on providing “just in time” learning andreinforcement on leadership topics. In the area of follow-through, we provide profiles oftwo online follow-through management tools that can help learners focus on and tracktheir progress as they apply their new knowledge, skills and behaviors back on the job.Section III contains organizational profiles from 28 leadership-training vendors. Thevendors include top business school Executive Education departments, large corporatetraining vendors and some small leadership training boutiques. These 28 vendors haveprovided 187 leadership training program summaries, all of which are included in thissection. This Guide includes leadership training delivered via live classroom instruction,e-Learning and through a blended approach. A few stand-alone leadership-trainingproducts are profiled as well.Section IV provides a series of 16 tables to help you easily identify leadership-trainingsolutions for your organization based on the primary leadership competency theyaddress, and the primary management level(s) for which each program is designed.In addition, there are profiles of several organizations that exclusively custom-designleadership training to address specific client needs. We focused only on vendorsheadquartered in the United States; however, we have identified the languages andcountries in which each solution is offered.While this guide is not exhaustive in its review of leadership programs, it does offervaluable information on resources available to assist you in building stronger leadersthroughout your organization. We encourage you to pass it around to other individualswho are involved in leadership development, in addition to the leaders themselves.3

Section I- IntroductionWHAT THIS RESOURCES GUIDE DOES NOT DOThere are many ways to develop leaders. The scope of this report does not allow us toexplore all avenues. We have focused on formal leadership training provided throughvendors. We have not included adventure-based programs or formal degree-grantingbusiness programs such as MBAs. One-on-one coaching is also excluded, unless itsupports a specific training intervention and is therefore part of a blended learningsolution. Also, there have been no attempts to rate the vendors or programs; we dohowever provide general information on what contributes to leadership training’ssuccess in building great leaders.Section I – Introduction to Leadership Resources GuideTo begin, we will highlight some important leadership principles and leadershipphilosophies currently operating in business today. This is a chance for you to clarifyand confirm your organization’s orientation to leadership and leadership development,which will impact the ways in which you provide learning opportunities to your leaders.What makes an effective leader? Ask 100 people this question and you are likely to getat least 50 different answers. It is a complex issue at best. There is no universallyaccepted model of great leadership or of leadership development. Based on ourresearch and our discussions with thought leaders on this subject, a few things do seemto be clear, in the midst of all the uncertainty.OBSERVATIONS OF LEADERSHIP EFFECTIVENESS1. Great Leaders Make A BIG DifferenceThis has been statistically demonstrated in countless studies. Jack Zenger and JoeFolkman in their book The Extraordinary Leader, do a nice job of summarizing theirfindings, based on analyses of thousands of feedback instruments and correlating themto business metrics. A very clear relationship was demonstrated between managerswho were perceived as “great” and the associated employee commitment rates, turnoverrates, customer satisfaction scores, and profitability of their divisions. What thisresearch also demonstrated was that managers who scored in the middle (30th to 70thpercentile) compared to their peers had little to no impact on the business metrics. The‘mediocre middle’ did little to affect business performance.1What’s the learning here? One of the clear indications of this research finding is thestrategic value of moving managers who currently rank as average or good into the“great” zone. And, the good news, based on this research, is that it doesn’t takebecoming great at everything. Just being perceived as “great” in three leadershipcompetencies was enough for good managers to move into the zone of perceived“greatness”. 2 The resulting impact on business metrics is dramatic.Question: What percent of your leaders are ‘great’ relative to their peers? What impactdo these leaders have on your business, compared to your other leaders?2. Leaders Need To Build On Their Strengths And Shore Up Critical DeficienciesThe Positive Psychology Movement, The Appreciative Inquiry Movement, The GallupOrganization and Zenger Folkman, among others, have long engaged in the discussionabout whether learning should be focused on addressing weaknesses or building onstrengths. In discussions with several senior Leadership Development executives,coaches, and vendors who have done research in this area, there was consistent4

Section I- Introductionsupport of the idea that building on what a leader already does well can generatetremendous return.People are easily motivated to pay attention to what is already working for them andmake it even better. Finding increased opportunities to use one’s strengths is a veryeffective place to start in the design of a leader’s development plan.In the research that Zenger Folkman did on ‘great’ managers, lack of weaknesses wasnot what distinguished the great from the good or low-performers. It was the presence ofa few profound strengths.3 So often, we look to raise our low scores on ourassessments, instead of looking at what we excel in naturally, and leveraging thatcapacity further.On this topic of leveraging what one already does well, Zenger Folkman have comeacross one of the truly ‘new’ insights on leadership development that we haveencountered recently. What they discovered was that once a person is alreadyreasonably proficient in a competency area, a different approach to development isrequired, a non-linear approach. They identified statistically significant correlationsamong their 16 differentiating leadership competencies and a number of supportingbehaviors.4 They call these “competency companions”. An example of this would be aleader who is already rated as ‘good’ at relationship building. If she wants to move thiscompetency from good to great, she will have more success by focusing on one of theseven competency companions associated with relationship-building than by trying tosimply do more of a good thing. The competency companions for relationship buildinginclude: providing recognition and praise, career development, teamwork andcollaboration, personal integrity, inclusion and managing diversity, listening andoptimism. In this instance, this manager may achieve success through increasing thefrequency with which she provides recognition and specific praise to her employees andpeers.5We’ve heard the argument that strengths - when overused - can become weaknesses.Jack Zenger has this to say about that argument. “We saw no evidence of overusedstrengths in our data. Rather, we saw numerous examples of imbalanced strengths:strengths, that, by themselves, could only take the leader so far.”6This is not to say that no attention needs to be paid to areas of weakness ordevelopment opportunities. Much has been written on the subject of leadership“derailers,” behavioral tendencies that can limit a leader’s ability to be successful and areoften viewed as the “dark side” of one’s personality.In fact, Zenger and Folkman have isolated from their data on least effective leaders whatthey term “fatal flaws”. The five they identified include: Inability to learn from mistakes,interpersonal incompetence, lack of openness to new ideas, tendency to blame othersfor problems, and lack of initiative.7DDI identifies 11 derailer behaviors in its literature. Described as “fatal personality flaws,which may knock [leaders] off the track to success,” these behaviors include being:impulsive, risk adverse, imperceptive, arrogant, approval dependent, self-promoting,eccentric, defensive, and volatile. Low tolerance for ambiguity and micromanagingcomplete their list.85

Section I- IntroductionThese behaviors may be uncovered through multi-rater feedback, or through anassessment such as the Hogan Development Survey (HDS)9, which was created for thisspecific purpose. Given that these behaviors can easily prevent a leader from reachinghis or her leadership potential, they need to first be identified, and then acknowledged bythe leader. Once they have been acknowledged, the leader will need coaching andmentoring to help work through, and skillfully manage derailers.Question: How much emphasis does your organization place on leveraging strengthsversus raising low scores? What types of development do you make available to leaderswho demonstrate the presence of derailer behaviors?3. Leaders Need To Be Developed At All Levels“If your actions inspire others to dream more,learn more, do more and become more, you are aleader.” John Quincy Adams, 6th U.S. PresidentIn the past, leadership development was often reserved for those in the executive ranks,or on the fast track. The term “leader” is being carefully examined by many thoughtleaders to expand its meaning to include people at all levels of organizations. This quoteby John Quincy Adams summarizes much of the recent discussion about the importanceof cultivating leadership qualities in everyone. Amongst other things, leadership is amindset or perspective, and providing some form of leadership development toindividuals at all levels sends a clear message that leadership is valued andencouraged. Many vendors have launched, or are in the process of developing,programs for individual contributors to help them build the skills typically reserved forleaders. DDI, for instance, has developed a framework and training programs targetedto: informal and emerging leaders, people leaders, operational leaders and strategicleaders – all with varying needs for the skills typically assigned to leadership.10Many companies have made increasing their leadership bench strength a strategicpriority. Providing leadership development at all levels of an organization increases thepipeline of qualified candidates for the leadership talent pool. Another strong businesscase for offering front-line leaders training and development is the direct link that hasbeen proven between the effectiveness of a manager and their employees’ jobsatisfaction, productivity, commitment levels and tenure.Organizations of the future are predicted to become much flatter, leaner and dependentupon relationships with an extended enterprise of contract workers, suppliers andchannel partners. This new structure will require that individuals outside the traditional“manager” title have effective skills for managing groups, projects and effectivelyinfluencing action toward a successful outcome. In fact, many futurists go so far as tosay that the highly agile organizations of the future will be “leaderless” in the traditionaluse of the term.11 Some anticipate that future organizations will operate primarily fromself-managing teams and possibly, rotational leadership councils.12Question: What is your organization doing to cultivate leadership at all levels? Whatimpact does your current choice have on developing your leader talent pool?6

Section I- Introduction4. Leaders Are Born and MadeDo some individuals have a natural inclination to lead others? Yes. Can leaders benefitfrom developing their leadership skills and abilities? Absolutely! Can a person who hasno natural inclination to lead others become an effective leader? We suppose anythingis possible. However, we support the notion that an individual who is not born with adesire and aptitude toward leading others will not likely enjoy the job. Therefore, wesupport the philosophy that leaders tend to be individuals with some natural ability, whothrough a process of self-selection and personal and professional development, canbecome highly effective. The great debate seems to center more on how a leaderacquires what he or she needs to improve.THE GREAT DEBATE – IMITATION VERSUS TRANSFORMATIONThere is a continuum of opinions on what works to develop effective leaders. On theone end, we have a complete and total dedication to imitation of skills and behaviors ofother great leaders. On the other end, we have a pure commitment to internaltransformation as the only door through which leaders can pass in order to attaingreatness.On the imitation side, we read about the successes of leaders from companies like GEand Southwest Airlines and we are told to emulate their thinking, processes andbehaviors. On the transformation side, we are told to engage in extensive reflection andput ourselves in “uncomfortable” situations that stretch us to acquire the wisdom, selfknowledge and strength of character needed to be a great leader. Robert Quinn, in hisbook, Building the Bridge As You Walk On It, states, “To develop leaders is not aboutgetting them to imitate the thinking and behavior of other people who have beensuccessful. It is about attracting people to the decision of entering the unique state fromwhich their own great thinking and behaviors emanate.”13David Dotlich and his colleagues recently wrote a book called Leadership Passages: thepersonal and professional transitions that make or break a leader. In this book, theyfocus on 13 distinct life and career passages that offer tremendous growth anddevelopment for leaders. They talk of the importance of developing leaders with a“whole person” view and recognizing the gifts available through adversity. Theyencourage organizations to find opportunities for leaders to experience both diverse andadverse situations and recommend action learning as a powerful way to stretch leadersto learn. They also emphasize the need for organizations to acknowledge that failurecan be life’s greatest teacher and to rethink the notion that success is a linear journey. 14Question to consider: How does your organization handle leaders who experiencefailure? What support do you provide to leaders through transitions? Does yourorganization support the “whole person” view of leadership development?We would suggest that effective leadership development efforts incorporate a blend ofapproaches that include learning from others as well as developing greater selfawareness and wisdom. Learning from others often takes the form of looking atleadership ‘best practices’. Jeffrey Pfeffer, Thomas D. Dee II Professor ofOrganizational Behavior at Stanford Graduate School of Business made an interestingdistinction when he said in a recent conversation, "The value in best practices is oftenlost. Instead of copying what people (and companies) do, we should learn from, andperhaps emulate, how they think; their mental models and mind sets. Most of the time,7

Section I- Introductionwe just focus on what was done. You can't just replicate actions and expect them to besuccessful."We’ve all read stories that have been published on several “great” leaders who movedon to different companies and were no longer successful. One size does not fit all.There is a host of variables leading to success, some of which include organizationalculture, stage in the business lifecycle, and mix of competencies in the leadership team.Imitating the actions or behaviors of another leader holds little to no benefit if it doesn’t fitthe environment or authentic personality of the leader(s) in question.Another issue to consider is that different competencies are suited to different types oflearning interventions. For a mid-level manager to learn financial acumen, a weeklongprogram at a University may be the ideal solution for understanding and applyingfinancial data in strategic decision-making.When we look at the skills associated with self-management and interpersonalrelationships, however, a weeklong training program is likely just a launching point for along-term development plan. What we’re talking about here are the competenciesassociated with the term coined by Daniel Goleman as “emotional intelligence

leadership philosophies and some principles for success. It examines how and why leadership training is an important part of the leadership development process. We make some recommendations on how to structure the leadership training process, beginning with needs assessment and ending with evaluation of results. The leadership-

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