Professional Documents
Culture Documents
Guide to
Talent
Development
A Handbook for Managers
Stephanie Itle-Clark MS Ed., CHES
leadership skill, and individual behaviors or demeanors that resonate with others
(Maciariello, 2006, p. 4).
Recognizing and developing future leadership in others begins with the
current leadership in an organization. The successful leader can not only inspire,
but be one who can see potential in personnel, work toward the mission and vision
of the organization, and recognize when personnel need repurposed or trained for
either their current or future roles.
A leader is expected to know the trends of his or her field, complete and
delegate tasks, be an effective executive, and lead in a way that inspires excellence
from others. Spirit of performance, or the commitment to do the right thing and
get the right things done, are key in an organization where management and
executives are a force of inspiration and act as leaders of change. The internal and
external actions of a group also act as a force of inspiration and indicate the
mission and values of an organization personnel decisions reward the behaviors
that are wanted and indicate those which are not desired (Maciariello, 2006, p. 57). As indicated by the Leadership and Efficacy graphic below, both internal and
external influences will impact a company and staff or volunteers.
Internal
External
Leadership
Practices
Effective Executive
Skills
Tasks
Innovation and
Entrepeneurship
Organizational Results
Spirit of Performance
Social Impacts
Knowledge of
Environmental Trends
with which they are most comfortable or those that are accepted as the norm.
Creative strategies push organizations to new levels (Senge, 1990).
2) Ability to listen and be coached (and in the future coach others) - Active
listening, open-ended questions, positive body language, and eliminated
distractions are tools used by effective communicators. Directing and telling
have a time and a place in the work place, but a person who may show
potential for a leadership role will be open to listening to and learning from
others. A coaching manager will work with direct reports to create a
personal development plan.
3) Willingness to gain cross-functional knowledge and perspective Personnel
who expand their knowledge base to include not only their department or
specific tasks are often better prepared to take on new roles and be open to
professional development. This knowledge integration of department work is
an ongoing collective process of constructing, articulating, and redefining
shared beliefs through the social interaction of organizational members
(Huang, 2000, p. 15). Personnel who show creativity and innovation, and
those who generate consensus through collective input will be beneficial as
organizations work toward long-term goals (Bishop, 1999). Competitiveness
in the marketplace depends on the diversity and strategic value of
Leadership Theories
Great Man Theory
Trait Theory
Behaviorist Theory
Situational Leadership
Contingency Theory
Transactional Theory
Transformational Theory
Separating one specific theory as the best model can be difficult and may not
work for you, the manager reading this guide, nor for the employees whom you
wish to develop. Fielders Contingency Theory suggests that there is no one best
theory or way for a manager to lead. The result of a specific personnel or
organization situation is contingent upon all other factors involved. Fielder looked
at three situations that could define the condition of management action (Bolden,
et.al, 2003):
1. Leader member relations- What is the relationship
between staff and managers, do they get along?
2. Task structure- Does the organization or staff person
have a position with tasks that occur on a routine basis,
or do tasks change regularly?
3. Position power-What is the level of authority provided to
the manager in a given department or within the
organization? (Bolden, et.al, 2003).
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Leadership Styles
Fielders Contingency Model employs the idea that there are various styles
of leadership. Along with the theories of leadership, leadership styles influence
both the current managers, and also those who will be recognized as future leaders,
or the organization talent to be developed. Leadership styles range from
democratic or participative, allowing for a leader within the organization to
subscribe to team leadership or autocratic and authoritarian leadership in which the
leader maintains a high level of control (Sarin & McDermitt, 2003; Rotemberg
&Saloner, 1993).
Three main styles of leadership are authoritarian, participative, and
delegative (Lewin, Lippit, & White, 1939).
Authoritarian leadership (leader-based) provides a clear divide between the
leader and followers and the leader dictates what will occur, when it will occur. In
authoritarian models of leadership, the leader controls the decisions and the
followers have very little involvement regarding the change or projects. Leaderbased governance is most effective in creating fundamental change.
Participative leadership (or relationship-based), also known as democratic
leadership, allows leaders to offer direction to followers and allow the group to
participate in the outcomes and decision making. The leader maintains the final
decision while the followers feel connected to the organization. Relationship-based
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Domains of Leadership
Leader-based
Relationship-based
Follower-based
Behaviors that
Establishes
Builds relationships;
Empowering,
constitute
communication and
mutual learning;
coaching,
leadership
accommodates
facilitating, giving
encourages action
up
and pride
personality types
control
Fundamental
Organization
working toward
committed
effective
charismatic leader;
continuous
followers
limited diversity
improvement;
among followers
substantial
Most
diversity and
stability among
followers
(Graen & Uhl-Bien, 1995).
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The person being coached is often asked to look at the circle of individuals
around them when working through steps one and two.
Supervisor
Colleagues
Self
Staff or
Direct
Reports
Customers
(Stark, 2010)
Coaching falls into three categories or situations, each of them slightly
different:
Positive Employee Coaching: personnel is doing well and coaching is used to
develop new skills, skills that will assist an employee in a new role. Expectations
and steps for development should be clarified.
Corrective Employee Coaching: personnel needs improvement, the problem must
be clearly stated, guidelines and deadlines are set in Action Plan. The Action Plan
should describe actions to be taken and results of future transgressions.
Coaching to Solve Problems: The coach is a resource and sounding board for
personnel as problems are described and solutions planned. The coach listens to
suggestions for resolution. This approach takes longer than the first two models.
(Spry, N.D.).
In all models of coaching, personnel should be encouraged to utilize and
strengthen individual skills (Spry, N.D.).The coach may provide a variety of
services to help the individual improve his or her performance. In most models of
coaching an Action Plan or Learning Plan is developed and followed. These plans
should assist each person in navigating the change that is required.
Supporting staff and volunteers through changes and promotions requires that
personnel not be placed into situations where they cannot be successful (Lazear,
2000). For example, an individual who is an excellent kennel cleaner may not
succeed if placed into a position of management over all other kennel cleaners.
Instead, this staff person may be able to assist with in-house training to help other
staff and volunteers learn how to replicate the same kind of success in cleaning
kennels.
Assessing and Guiding Professional Development
Not all professional development will be the same. As reviewed above, some
professional training may be part of an Action Plan or Learning Plan designed to
help an employee work toward competence, others may be part of a personnel
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References
A-Ten Talent. (N.D.). Development workbook. Accessed from
http://www.atentalent.co.uk/upload/Development%20Workbook.pdf.
Bishop S. (1999). Cross-functional project teams in functionally aligned
organizations. Project Management Journal. 30(3): pp.612.
Bolden, R. Gosling, J., Maturano, A., & Dennison, P. (2003). A review of
leadership theory and competency frameworks. Center for leadership
studies. University of Exeter.
Coach. (n.d.). Online etymology dictionary. Retrieved August 12, 2012, from
Dictionary.com website: http://dictionary.reference.com/browse/coach.
Cherry, K. (N.D.). Lewins leadership styles. Psychology. Accessed from
http://psychology.about.com/od/leadership/a/leadstyles.htm.
Conger, J. A. & Fulmer, R. M. (2003). Developing your leadership pipeline.
Harvard Business Review. Volume 12.
http://www.mbaforum.ir/download/developing_your_leadership_pipeline.pd
f.
Dreker, P. (1974). Management: Tasks, responsibilities, practices. Harper Row:
New York, NY.
Goleman, D. (2001). The emotionally intelligent workplace. (eds.Cherniss, C. &
Goleman, D.) Jossey Bass: San Francisco, CA. pp. 13-26.
Huang J. (2000). Knowledge integration processes and dynamics: an empirical
study of two cross-functional programme teams. Unpublished PhD thesis,
Warwick Business School, University of Warwick.
Jensen, A. L., Rideout, M.C.,Freedman, J. M. (1993). Handle with care. 6
Seconds. Watsonville, CA.
Kotter, J. P. (1996). Leading change. Harvard Business School Press: Boston, MA.
Lazear, E. P. (2000). The peter principle: Promotions and declining productivity.
Hoover Institution and Graduate School of Business, Stanford University.
Accessed from http://www-siepr.stanford.edu/Papers/pdf/00-04.pdf.
Lewin, K., Lippit, R. & White, R.K. (1939). Patterns of aggressive behavior in
experimentally created social climates. Journal of Social Psychology, 10, pp.
271-301.
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Appendix A
Leadership Style Survey
Available as a free download from http://www.nwlink.com/~donclark/leader/survstyl.html.
1.
5 4 3 2 1
5 4 3 2 1
4.
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
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9.
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
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17.
5 4 3 2 1
my guidance.
18.
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
their job.
22. I like the power that my leadership position 5 4 3 2 1
holds over subordinates.
23.
5 4 3 2 1
subordinates grow.
24.
5 4 3 2 1
my subordinates.
25.
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
5 4 3 2 1
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In the table below, enter the score of each item on the above questionnaire. For
example, if you scored item one with a 3 (Occasionally), then enter a 3 next to
Item One. When you have entered all the scores for each question, total each of the
three columns.
Item
1
4
7
10
13
16
19
22
25
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TOTAL
Score
______
______
______
______
______
______
______
______
______
______
_______
Authoritarian
Style
(autocratic)
Item
2
5
8
11
14
17
20
23
26
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TOTAL
Score
Item
Score
______
3
______
______
6
______
______
9
______
______
12
______
______
15
______
______
18
______
______
21
______
______
24
______
______
27
______
______
30
______
________ TOTAL ________
Participative
Delegative
Style
Style
(democratic)
(free
reign)
This questionnaire is to help you assess what leadership style you normally operate
out of. The lowest score possible for any stage is 10 (Almost never) while the
highest score possible for any stage is 50 (Almost always).
The highest of the three scores in the columns above indicate what style of
leadership you normally use Authoritarian, Participative, or Delegative. If your
highest score is 40 or more, it is a strong indicator of your normal style.
The lowest of the three scores is an indicator of the style you least use. If your
lowest score is 20 or less, it is a strong indicator that you normally do not operate
out of this mode.
If two of the scores are close to the same, you might be going through a transition
phase, either personally or at work, except if you score high in both the
participative and the delegative then you are probably a delegative leader.
If there is only a small difference between the three scores, then this indicates that
you have no clear perception of the mode you operate out of, or you are a new
leader and are trying to feel out the correct style for yourself.
Final Thoughts
Normally, some of the best leaders operate out of the participative mode and use
the other two modes as needed. An example of an exception would be a leader who
has a new crew or temporary work-force. That leader would probably need to
operating out of the authoritarian mode most of the time. On the other hand, a
leader who has a crew of professionals or a crew that knows more than she or he
does, would probably operate out of the delegative mode.
Leaders who want their employees to grow, use a participative style of leadership.
As they grow into their jobs, then they are gradually given more authority
(delegative) over their jobs.
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skills
Selfassessme
nt
Second
View
Importa
nce
A/B/C
13
14
15
16
17
18
19
20
21
22
plans)
Recruitment interviewing and selection, and
effective induction of new people.
Administration; financial/performance reporting,
monitoring, maintaining and developing reporting
systems.
Creating and giving effective presentations to
groups.
Innovation, vision, creativity, taking initiative,
problem-solving and decision-making.
Quality awareness and managing, according to
quality standards and procedures.
Employment and HR policy awareness and
managing, according to policies (equality, disability,
harassment,
etc.)
Environmental and duty of care awareness and
managing according to standards and procedures.
Customer care and customer service management external and internal.
Self-development, self-control, compassion and
humanity, seeking responsibility and personal
growth.
Appreciation/application of social responsibility,
sustainability, humanity and ethical considerations.
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25
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This is an ideal tool for workshops, team meetings and group training needs analysis. For further information and guidance visit
http://www.scribd.com/doc/68429905/Manager-Skill-Set-Assessment. alan chapman 2001-06
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Appendix C
EMOTIONAL INTELLIGENCE QUESTIONNAIRE
Avaliable as a free download from http://www.our-emotional-health.com/eiQuestionnaire.pdf.
The questionnaire is adapted from the book: Parenting for a Peaceful World, which is an indepth look at emotional intelligence and how important it is for healthy relationships.
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Communicating emotions
Question
If you are sad, grieving or mourning, do you allow
yourself to weep? Do you allow trusted others to
see your tears?
Can you express anger freely and
nondestructively, then let it go?
Do you quickly let go of grudges and resentment?
When you are afraid, do you let trusted others see
your fear?
Are you able to recognize when you need help,
then ask for help or support?
When you are afraid, do you let trusted others see
your fear?
Can you receive help, as well as give it?
Can you say no without feeling guilty?
Can you strongly protest against mistreatment?
Do you easily express, as well as receive,
tenderness, love, passion?
Can you enjoy your own company yet gladly and
comfortably accept intimacy?
Can you empathize with the needs and feelings of
others, without judgment or criticism?
Can you motivate others without resorting to fear
tactics or manipulation?
Your answer
Colleague
Answer
Your answer
Colleague
Answer
Emotional fluency
Question
Do you allow yourself to frequently experience
and enjoy pleasure?
Do you allow yourself to experience bliss, ecstasy,
excitement, fascination and awe?
Do you often laugh out loud a deep belly
laugh?
Do you sometimes feel moved by the courage or
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Your answer
Colleague
Answer
Your answer
Colleague
Answer
Self-esteem
Question
Can you forgive yourself your mistakes, and take
yourself lightly?
Can you accept your own shortcomings, without
feeling ashamed, and remain excited about
learning and growing?
Do you respect your strengths and vulnerabilities,
rather than inflate with pride, or fester with
shame?
Would you say you are generally true to yourself
without blindly rebelling against, nor conforming
to social expectations?
Can you bear disappointment or frustration,
without succumbing to criticism of self or others?
Are you kind to yourself, do you avoid being hard
even punishing towards yourself?
Have a look at the questions where you answered no. Your areas for potential
growth are signaled by those questions. Areas of difficulty may well represent
emotional wounds possibly sustained early in life that call for healing and
growth. Your answers may also point towards areas of personal vulnerability
where you might find your greatest challenges. For example, those who have
difficulty expressing anger may have the most trouble allowing their staff or
volunteers to be angry.
If any of the sections above feel particularly problematic, you may wish to seek
professional advice.
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