Leadership in a Complex Environment (DST 10143)

Assignment 2

Individual Leadership Development Plan

Covering Report & ILPD

Due Date: 26th October 2015

Richard Tassone (z3454258)
Word Count: 2814
Introduction 
The workplace evolution to a knowledge based environment has propelled our
understanding of leadership and thus by extension that of leadership development (Pearce,
2007).

Leadership development historically has been approached as a series of planned and

systematic efforts to improve leadership effectiveness. Leadership effectiveness is an
evolutionary process of interconnected events and responses to events. Effective
leadership is a source for competitive advantage, act as the foundation for high performance
and continuing organisational growth (Amagoh, 2009). Thus planned ongoing leadership
development can improve leadership effectiveness and consequently the performance of an
organisation.

This ‘covering report’ describes the framework and methods employed in development of the
Individual Leadership Development Plan (ILDP) which is included in Appendices 1 of this
report. The framework has been constructed by drawing upon a number of sources
including, course material, journal articles, self and external assessments, reflections and
discussions with classmates, contemporaries and mentors.

The subject of the ILDP is Richard Tassone, the author of this report and the ILDP. Richard
is a long term employee with an employment history of over 13 years with Leighton
Contractors. Currently Richard is a Construction Manager on a $2.2 billion dollar oil and gas
project just outside of Darwin, where he leads team of 35 engineers and a workforce of over
250 workers. His long term objective is to progress beyond the operational or project
delivery roles to a business administrative or corporate role within the parent organisation
CIMIC.

Leighton Contractors recognise five core values which define how the company operates.
Table 1 maps the corporate values against the corresponding leadership behaviour.

Table 1 Relation between Leighton Contractor Values & Leadership Behaviours 

Leighton Value Leadership Behaviour

 Safety above all else Ethical and Authentic

 Respect for the community and environment Sustainability

 Enduring business relationships Sustainability, Transformational

 Our people are the foundation of our Team and Distributed

success

 Achievement through teamwork Team and Distributed

Richard has come to recognise that effective leadership is not solely reliant on the leader but
the collaborators who form the team, the relational context in which leadership takes place
and the environment which the leader operates. This is substantiated by (McCullum & O'
Connell, 2009) who have identified that social capital is as important as the human capital in
both leadership and leadership development.

Richard Tassone, (z3454258)

DST 10143 Assignment 2 - Individual Leadership Development Plan 1 
Hence, Richards personal leadership aspiration is to, “be an impactful leader recognised
within the organisation not only as honest, thoughtful and effective, but also a mentor”, this is
underpinned by the Leighton values and Richards’s understanding of effective leadership.
This demands no single type of leadership but rather a holistic leader capable of calling upon
the appropriate leadership behaviour at the appropriate time, as determined by the people
and contextual environment (Day & Harrison, 2007).

This approach is echoed by many studies examining the increasing complexity, turbulence
and unpredictability that organisations are required to operate in. Analyses conducted by
(Alimo-Metcalf, 1998), (Scott, et al., 2007), (Amagoh, 2009) and (Sheri-Lynne & Parbudyal,
2007) all theorise that there is no one definitive development process, but rather suggest
that there must be a ‘feedback loop’ in the development process that allows ingoing
refinement of the process. Subsequently, a degree of malleability has been built into the
ILDP, specifically with regard to the review process.

As a result, Richard aspires to become leader who is perceptive to the needs of the team so
that leadership behaviours are effectively employed in realisation of project and corporate
objectives. This supports with Richards leadership development vision of “To create
opportunities that will permit continuing advancement in my effectiveness, sensitivity and
authenticity as a leader”.

Methodology 
The majority of leadership development effort narrowly focuses on transactional and
transformational leadership. However, there is a growing appreciation that development
must encompass a broader array of behaviours and competencies of ‘leaders’ and
‘followers’ in the development process (Pearce, 2007).

The approach utilised to formulate the ILDP draws upon a holistic approach to leadership
development as described by (Scott, et al., 2007). This methodology tackles leadership
development as four domains comprising;
Table 2 Development domains 

Four ‘Holistic Behaviours 5 Practices

Domains’
Analytical Logical reasoning, decisiveness, planning Enable Others
monitoring clarifying rolls & objectives to Act
Conceptual / Creativity, curiosity, abstract thinking, Challenge the
Strategic understanding strategic environment & external Process
influences to organisation
Emotional Persuasive communication, sharing vision, Inspire a
creativity, linked to conceptual process, idealistic Shared Vision &
beliefs, values and purpose as opposed to Encourage the
‘organisational context’, emotional intelligence Heart
Self-reflection, integrity, awareness, connect Model the Way
Spiritual / followers to higher-order purposes, moral &
Sustainability leadership, relevant to transformational Encourage the
leadership, social awareness. Heart

As indicated in Table 2, a degree of correlation is evident with the Five Practices of

Leadership described by (Kouzes & Posner, 2012).

Richard Tassone, (z3454258)

DST 10143 Assignment 2 - Individual Leadership Development Plan 2 
The design of the leadership development plan is based on models described by (Amagoh,
2009) and (Sheri-Lynne & Parbudyal, 2007). The methodology consists of the following
stages;

1. Needs assessment
2. Education content and learning processes designed
3. Opportunity for engagement and practicing new skills & knowledge in a
real work setting
4. Support structure – ongoing mentoring/guidance, feedback and evaluation
5. Reward and improvement on deficiencies

The original structure was described in the context of establishing an organisational

leadership development system, however its application to an individual should equally valid.

The assessment of leadership effusiveness is a complex field. Currently the most common
technique for assessment of an individual’s ‘potential’ is the online Assessment Centre (AC).
The AC presents a series of assessment techniques including psychometrics and simulation
exercises to generate a performance assessment. A more common and readily available
approach is the solicitation of assessments by staff, peers and managers, essentially an
‘informal’ 360-degree assessment.

The needs assessments undertaken for the development of the ILDP were mainly informal
360-degree type assessments, however two AC type self-assessments were completed, one
associated with self-awareness, the other being the Herrmann Whole Brain Model. The
outputs of both these AC type assessments are included in Appendices 4. However, there
was concern that there may be an inconsistency between the AC and the informal 360-
degree type assessments. Research has demonstrated that 360-degree type assessments
undertaken by peers/staff/subordinates were superior predictors than AC scores of leader
effectiveness, particularly with regard to performance 2 to 4 years in the future (Alimo-
Metcalf, 1998). Therefore, the 360-degree type assessments ought to provide indispensable
predictors of leadership performance.

With the congruence evident between the four domains and the five practices, the informal
360-degree feedback assessments were based on the assessment tools in included in the
course materials in table 4.3 and 5.3. Summary of the results and analysis are included in
Appendix 3.

Assessment types and allocation as self or ‘external’ assessment is summarised in Table 3 .

Table 3  

Item Assessment Self- External

No Assessment Assessment
1 15 Team Leadership Functions – Table 5.3 of Yes Yes
course notes
2 Kouzes & Poser’s Leadership Behaviours – Table Yes Yes
4.3 of course notes
3 Leadership Challenge Assessment – (Kouzes & Yes Yes
Posner, 2012)
4 IPIP-NEO Narrative Assessment Yes No
5 Evaluative Surveys for Self-Awareness, including: Yes No
Self-awareness, Influence Dimension,
Emotional Intelligence, Locus of Control
and Core Self-evaluation assessments
(Carlopio & Andrewartha, 2008)
6 Herrmann Brain Dominance Instrument Yes No
Richard Tassone, (z3454258)
DST 10143 Assignment 2 - Individual Leadership Development Plan 3 
A variety of persons were selected to undertake the external assessments, from
subordinates once removed, direct subordinates, peers and superiors. This provided a
cross section through all organisational levels of the perceptions of leadership effectiveness.

As showed in Table 3, items 1 through 3 were completed in both a self and external
assessment manner. This ‘dual’ assessment provided an opportunity to not only assess
performance against the assessment criteria, but more importantly provided a measure of
the degree of self-awareness related to the perception of leadership effectiveness.

In the context of the assessments undertaken for items 1 to 3, self-awareness is a measure

of seeing oneself as others see us. Research has indicated that there is a strong correlation
between the degree of a leader’s self-awareness and the perception of ‘others’ relative to the
effectiveness of leadership behaviours (Alimo-Metcalf, 1998). Where self-ratings of
leadership had a poor correlation to the external ratings, reduced leadership effectiveness
was apparent. Where leaders see themselves similarly to how others see them, such
leaders were perceived to be most effective (Alimo-Metcalf, 1998).

Consequently, by completing items 1 through 3 in both a self and external fashion, a

‘disparity score’ was able to be determined. This score is the average of the external ratings
subtracted from the self-rating score (Alimo-Metcalf, 1998). This provides insight leadership
behaviours, effectiveness and degree of self-awareness which could indicate deficient
leadership behaviours or areas of weakness.

Assessment item 4 was completed in the sequence of the coarse work, and provided insight
into the personality traits associated with the Factor Five model. These results while not
exclusively used as leadership behaviours provided additional context particularly with
regard to the self-awareness assessments.

Assessment item 5 was identified following the initial analysis of assessment items 1 through
3, particularly the application of the ‘Disparity Analysis’. The disparity analysis identified a
deficiency with regard to vision and leadership elements associated with self-awareness.
Assessment item 5 provided a candid evaluation and increased perception with regard to the
awareness of self. This forms the core of development plan by providing opportunity for
targeted reflection which offers a way to gain a greater understanding of ‘self’ (Densten &
Gray, 2001).

Assessment 6 was completed 24 months ago as part of a psychometric assessment

requirement associated with a tender. While relatively old, the assessment identifies
thinking style preferences which again inform the self-awareness aspects of the ILDP.

Analysis of the assessment results was approached in a progressive manner. For items 1
through 3, the external assessment rankings were discussed with the particular assessor.
This provided opportunity for the context of the assessment to be articulated as direct
feedback. The key elements of the feedback discussion were then recorded adjacent to the
specific associated element being assessed. Details of these notes are included in
Appendices 3, together with the assessment summaries.

After collecting the external assessment data, the disparity assessment was undertaken to
determine the level of self-awareness. This was then used in conjunction with the average
external assessment ratings to identify elements of weakness and strength with regard to
specific leadership behaviours.

The leadership development objectives were classified against the ACES leadership
domains and a classification topology proposed by (Scott, et al., 2007). The applicability of

Richard Tassone, (z3454258)

DST 10143 Assignment 2 - Individual Leadership Development Plan 4 
the development context is indicated by ‘+’, with the increasing number of ‘+” indicating
greater applicability.
Table 4 ACES classification topology 
Formal On Job Organisational
Training Context Context
Analytic ++ + +
Conceptual + ++ ++
Emotional + ++ ++
Spiritual + + ++

Formal training has historically been the predominate centre for leadership development,
although it has been established that such a setting alone is insufficient for development to
occur (Scott, et al., 2007). It still fulfils an important role in development of analytic skills. No
developmental objectives in the ILDP rely on formal training.

On the job context is associated with actual job performance and is a key developmental
setting for leaders. This context provides occasion to apply behaviours and tools learned. It
also is an opportunity to alleviate bad habits and develop strengths through real world
practice. All of the developmental objectives in the ILDP include an ‘on the job’ development
context.

Organisational context not only encompasses organisational culture and values but identifies
the importance of alignment of the four ACES domains with the organisational culture. If
misalignment is present, developing leaders may neglect that aspect of development (Scott,
et al., 2007). There are no organisational context objectives in the ILDP.

Supervisor input in the process was limited to discussions relating the opinions formed
following researching leadership development, due both parties limited experience relating to
‘formal’ leadership development. This unexpectedly provided the opportunity for unbiased
discussion as to the process of assessment, analysis, objective design and plan
construction.

Discussions were held following the initial completion of the proposed strategy/structure for
each phase of the ILDP being; needs assessment, education and learning process, objective
definition, support definition, review proposal. This approach allowed development of a
framework that was then critically assessed with regard to desired outcome, practicality and
applicability.

Moreover, this process resulted in the realisation that self-awareness is the foundation on
which leadership is developed. Consequently, the agreement to ‘re-start’ the leadership
development process by revisiting self-awareness in a more structured process through the
ILDP, which is the first developmental objective.

Richard Tassone, (z3454258)

DST 10143 Assignment 2 - Individual Leadership Development Plan 5 
Plan Guideline Compliance 
Guideline Achieved by
1. Ensure the plan has Each objective was peer reviewed to ensure include
elements of challenge, challenge, assess & support elements.
assessment and Eg. Objective 1: Quarterly re-assessments, 2 quartile
support improvement over a 12 month target, ongoing plan review
with mentor
2. Ensure the plan helps Leighton Contractors operate with a decentralised structure
to meet organisational allowing adaptability. Recognition of environmental context
needs in development was discussed in the cover report and with
supervisor during plan reviews. Consideration is evident in
the rationalisation for the leadership development plan,
development and leadership visions.
3. Carefully consider Objective development drew upon the analysis of the
developmental assessments and influenced by the disparity scores.
objectives Development objectives reviewed by mentor and author
with regard to desired outcome, practicality and applicability.
4. Logically align the The leadership vision was cultivated prior to the
plan’s vision, objectives development vision. Objectives designed to provide robust
and actions foundation for further development.
5. Include once-off as well A number of ‘one off’ actions have been included in all
as ongoing actions objectives. These typically involve completion of reading a
book or development of a plan. For example, development
of a networking plan, reading an associated text and joining
an professional ‘body’ to attend a number of events as
networking opportunities
6. Include a variety of A wide range of methods have been included in the ILDP
developmental methods including; reading, sub-plan development, real work
and experiences application of leadership behaviours, re-assessment,
maintaining a ‘Leadership Diary or journal’ and time for
reflection.
7. Get feedback on Ongoing feedback from subordinates, peers and superiors
progress along the way is a regular theme in the ILDP. Feedback is both formal and
informal, encompassing discussions and reviews of
assessments.
8. The scope of your plan Networking elements in the ILDP span both work and ‘non
can be broader than work’ aspects. Improved networking requires development
just work-related of a network outside of the work sphere, while still being
Leadership professionally relevant. Also personal well bring/potential
future health issues associated with current work practices
is included in the ILDP. Objective 4 of the ILDP aims to
resolve.
9. Consider three levels of All three encompassed in the ILDP. Current focus is self-
development – Self awareness, networking, with some development associated
Development, with transformational leadership. This is a result of
interpersonal designing the ILDP to respond to the context in which
competences, strategic leadership behaviours are to be practiced.
development
10. Work on strengths and Objectives are focused on identified weaknesses. However
weaknesses strong behaviours will still be practiced.
11. Celebrate Resources identified to allow the celebration of
achievements achievements every six months.

 
Richard Tassone, (z3454258)
DST 10143 Assignment 2 - Individual Leadership Development Plan 6 
Lessons Learnt 
The process of constructing a ILDP was challenging. The facets of leadership discussed
within the course material only illuminated a very small part of a very diverse field.

The most significant realisation made during the ILDP construction was that it is not realistic
or beneficial to subscribe to a single leadership stratagem or lens. Initially this presented as
a contradiction, however after appreciating that leadership behaviour must be a response to
the contextual environment defined by the ‘leader’, the ‘followers’ and the environment in
which leadership was being displayed, structuring of the ILDP became somewhat less
problematic. Likewise, a leader could display a variety of leadership behaviours if the
followers and contextual environment benefited from such a practice.

This realisation led to the desire to re-boot the leadership development process by revisiting
self-awareness to address perceived ambiguities. The initial outcome was the realisation
that the apparent self-awareness was significantly out of alignment with the leadership
aspirations and was highlighted in the results of subordinate assessments of leadership
effectiveness.

Without proper self-awareness, further development would be less effective. Therefore, the
determination was made to invest time and effort in ensuring a deep self-awareness was
achieved and then maintained.

The realisation that leadership can be delivered as a hybrid arrangement of behaviours does
not then mean that the leadership models are inaccurate. The models are the best means of
describing and assessing leadership behaviours, however the interpretation of the
assessment results need to reflect the application or ‘hybrid’ context.

This approach to developing and application of alternate models of leadership is gaining

interest, particularly when considering ‘newer’ forms of leadership behaviours such as
sustainability. Such an alternate model (the ACES model) was used in the development of
this ILDP.

   

Richard Tassone, (z3454258)

DST 10143 Assignment 2 - Individual Leadership Development Plan 7 
References 
Alimo‐Metcalf, B., 1998. 360 Degree Feedback and Leadership Development. International Journal of 
Selection and Assessment, 6(1). 

Amagoh, F., 2009. Leadership Development and Leadership Effectiveness. Management Decision, 
47(6), pp. 989‐999. 

Aoife McDermott, R. K. P. F., 2011. Understanding Leader Development. Leadership and 
Organisation Development Journal, 32(4), pp. 358‐378. 

Carlopio, J. & Andrewartha, G., 2008. Developing Self‐Awareness. Sydney: Pearson Education 
Australia. 

Day, D. & Harrison, M., 2007. A Multilevel, identy based approach to leadership development. 
Human Resource Management Review, Volume 17, pp. 360‐373. 

Densten, I. L. & Gray, H. J., 2001. Leadership Development and Reflection : What is the Connection. 
The International Journal of Education Management, 15(3), pp. 119‐124. 

Iain L Densten, J. H. G., 2001. Leadership Development and Reflection: What is the Connection?. 
International Journal of Educational Management, 15(3), pp. 119‐124. 

Kouzes, J. & Posner, B., 2012. The Leadership Challenge. 5th ed. San Fransisco: Jossey‐BAss. 

McCullum, S. & O' Connell, D., 2009. Social capital and Leadership Development. Leadership and 
Organisation Development Journal, 30(2), pp. 152‐166. 

Pearce, C. L., 2007. The Future of Leadeship Development. Human Resource Management Review, 
Volume 17, pp. 355‐359. 

Scott, A. Q., David, A. W. & Benjamin, M. G., 2007. Developing holistic leders:Four Domains for 
Leadership Development and Practice. Human Resource Management Journal, Volume 17, pp. 427‐
441. 

Sheri‐Lynne, L. & Parbudyal, S., 2007. Leadership Development: Larning from Best Practices. 
Leadership and Organisation Development Journal, 28(5), pp. 444‐464. 

Richard Tassone, (z3454258)

DST 10143 Assignment 2 - Individual Leadership Development Plan 8 
 Appendices 1
Leadership development plan

Name: Richard Tassone Date: 10 September 2015

Leadership development vision:

To create opportunities that will permit continuing advancement in my effectiveness,
sensitivity and authenticity as a leader.

This underpins my leadership vision:

To be an impactful leader recognised within the organisation not only as honest, thoughtful
and effective, but also a mentor.

Summary of leadership strengths and weaknesses

The following list of key strengths and weaknesses.

Key strengths:
a) Operational networking
b) Enabling leadership
c) Strategic thinking and awareness - macro awareness and understanding on
influences at micro level
d) Providing clarity of purpose, empowerment, support to develop effective positive
relationships

Key weaknesses:
a) Bringing consensus around personal, organisational and shared values
b) Inspire a shared vision
c) Personal and strategic networking
d) Inviting/provision of feedback
e) Challenging the process
f) Establish a balance between work and life – (minimising health/stress related issues)

Richard Tassone, (z3454258)

DST 10143 Assignment 2 - Individual Leadership Development Plan 1
Developmental objectives:
The developmental objectives have been formulated in response to deficiencies identified
associated with self-awareness, transformational leadership and networking.
Over the following 12 months, being November 2015 to October 2016, the LDP will to focus
on the objectives described below.
Developmental To improve self-awareness over the next 12 months (as assessed by
objective 1 myself). – Responding to Weaknesses a, b, d & e
One-off actions Timeframe Ongoing actions Timeframe
Complete all six By 15 Discuss outcomes of the first three 31 January
Self-evaluation December assessments with my Mentor. 2016
assessments - 2015 Review outcomes with reference to
which are in the 5 Major areas of self-awareness:
Chapter 2 of 1) Values
Developing 2) Interpersonal Style
Management
3) Emotional Intelligence
Skills: a
comprehensive 4) Attitude Towards Change
guide for leaders 5) Cognitive Style
by Frenchs Forest. Currently have completed first three:
Assessments 1) Self-Awareness Assessment
Include:
 Results indicate I am in the
1) Self- ‘3rd quartile’
Awareness
2) Influence Dimensions (ID)
Assessment
Communications Profile
2) Influence
 Results attached
Dimensions
(ID) 3) Emotional Intelligence
Communicatio Assessment
ns Profile  Results indicate I am in the
3) Emotional ‘4th or lowest quartile’
Intelligence
Assessment
4) Core Self
Evaluation
Scale
5) Cognitive Style
Instrument
6) Locus of
Control Scale
Develop a plan to improve my self- 29 February
awareness. 2016 for plan
Base the plan on the Self Awareness development.
Skill Practice section of Developing
Management Skills: a comprehensive
guide for leaders by Frenchs Forest.

Discuss plan with mentor on a Ongoing for

quarterly bases along with review of plan review
re-assessment score.
Re-assess on a quarterly basis, to Ongoing for
determine the extent of improvement reassessment

Richard Tassone, (z3454258)

DST 10143 Assignment 2 - Individual Leadership Development Plan 2
 in self-awareness.
Improvement shall be evaluated by
comparison of the disparity scores
between my self-assessment and the
average of the feedback received.
TARGET: is to improve performance
by 2 quartiles

Developmental Improve credibility and legitimacy by increasing my ‘relational skills’

objective 2 and thus my personal and strategic networking over the next 12
months (as assessed by myself). – Responding to Weaknesses c
&d
One-off actions Timeframe Ongoing actions Timeframe
1) With reference End a) Utilise the 12 tips for networking Each week
the 4 Point January by the AIM (QLD & NT) during a and as
Action Plan as 2016 weekly review of the opportunities
described in ‘A implementation of the networking arise from
Smarter Way to plan. Early February
Network’ by b) Allocate 30 mins each week to 2016
Cross R and implement actions in my
Thomas R, 201, networking plan in order to build
build a simple and strengthen key relationships.
‘networking plan’
2) Purchase and Purchase Review networking plan in parallel to End April 2016
read “Networking by End reading book. Update plan as
for people who December required.
hate networking; 2015.
a field guide for Read
introverts, the complete
overwhelmed, by End
and the March 2016
underconnected.
” By Devora Zack
3) Discuss Look for opportunities to link As
networking upcoming relocation to Perth and opportunities
techniques with strategic networking activities. arise
Mentor and throughout the
Rupert Hollaway Select and join a professional next 12
and ask them to industry body. Attend at least three months
review my events over the next 12 months.
networking plan.

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DST 10143 Assignment 2 - Individual Leadership Development Plan 3
Developmental To strengthen transformational leadership ability over the next
objective 3 12 months (as assessed by myself and my colleagues). –
Responding to Weaknesses a, b, d & e
One-off actions Timeframe Ongoing actions Timeframe
1) Discuss with my As of End Use the following transformational Ongoing from
‘Manager’ – Stuart of October leadership behaviours more November
Grant, the desire to 2015 frequently at work as 2015
establish a regular opportunities emerge.
informal feedback Specifically
discussion, to be
Models the way:
held on a monthly
basis.  ask for feedback for how my
actions affect people’s
performance.
Inspires a shared vision:
 describes a compelling image
of the future
Challenges the process:
 ask “What can we learn?”
Encourages the heart:
 praises people for a job well
done
 creatively rewards people for
their contributions
 recognition of people for
commitment to shared values
2) Re-Read The Read one Re-assess on a three monthly Ongoing from
Leadership chapter a basis, to determine the extent of December
Challenge book week, improvement. 2016
(Kouzes and Posner, starting
2012). – Already January Improvement shall be evaluated
Purchased 2016 by comparison of the disparity
scores between my self-
assessment and the average of
the feedback received.

TARGET: 50% reduction in

average Disparity Score in 12
months
3) Let the individuals Quarterly Allocate 30 minutes following the Quarterly from
who completed the from completion of the re-assessment January 2016
initial leadership January or feedback discussion to reflect
assessments know 2016 on the results from the feedback
the transformational process, and modify my
leadership leadership development plan if
behaviours I plan to necessary.
strengthen, and ask
them to continue
their feedback.

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DST 10143 Assignment 2 - Individual Leadership Development Plan 4
Developmental Find time in my schedule to provide balance between work and
objective 4 ‘life’ demands Responding to Weaknesses f
One-off actions Timeframe Ongoing actions Timeframe
1) Discuss with my As of End  Utilise additional time for Ongoing from
‘Manager’ – Stuart of regular exercise by joining a January 2016
Grant, opportunity to November cycling group. This will also
remove need for 2015 contribute to the networking
Saturday work or development objective 2.
alternately negotiate  Target: Reduce BMI from 28
later start time during to under 25 within 6 months
the week to allow and maintain for 12 months
time for regular
exercise. Proposal
to include at least 3
times per week.
Resources needed to implement the plan:
I will use the following resources in the execution of the Leadership Development plan.
 Inclusion of the Leadership Development Plan as part of my annual corporate
Performance and Development Plan (PDR) cycle. This is document is reviewed and
approved by my direct manager but my manager ‘once removed’.
 My mentor
 My direct manager
 My peers and staff
 Apportion an average of at least one hour per week over the next 12 months to;
− Review the leadership development plan with regard to progress to achieving the
detailed timeframes.
− Reflect on the outcomes of the self-awareness evaluations and my current self-
awareness
− Establish and maintain a ‘Leadership Diary’ of any reflections and revelations,
weekly updates to be kept.
− During the discussions with my Mentor and staff, reference will be made to the
diary.
− Develop and execute a self-awareness improvement plan
− To complete development of the networking plan
− To allocate to networking activities such as attendance to ‘professional events’, to
increase the opportunities to network and practice networking skills.
− Monthly discussions with my Manager and staff regarding Transformational
Leadership behaviours
 Funds – Allow $1,000 for the year. To be used for;
− Literature
− Attendance of ‘networking’ events
− Additional $1,000 available to celebrate achievements every 6 months.
 Celebration of Achievements;
− For achievement of specific developmental objectives,

Richard Tassone, (z3454258)

DST 10143 Assignment 2 - Individual Leadership Development Plan 5
Key performance indicators:
I will know if my plan’s implementation is on-track if:
 Bi annual re-assessments (self and ‘360’ type) indicate improvement of the identified
weaknesses.
 The Disparity Score of the assessments undertaken reduces.
 The timeframes detailed in the action plan are met
 The annual performance developmental review indicates that I have met the
Leadership Development Plan Targets for the year
 I fully utilise the resources as outlined above, in particular the allocation of time for
reflection and re-assessment.
 I establish a regular networking routine.

Tracking progress and getting feedback from colleagues:

Evaluation of progress against the plan will be undertaken using:
 During the bi-annual corporate performance developmental reviews, I am on track
with the plan target dates.
 Bi annual re-evaluations using the same forms as the initial assessment will be
undertaken, thus providing a baseline for comparison. Where possible the same
participants will undertake the assessment.
 The Disparity Score of the assessments undertaken reduces.
 Every three months during team meetings I will ask staff for feedback on my
transformational leadership behaviours, in particular;
Models the way:
 ask for feedback for how my actions affect people’s performance
Inspires a shared vision:
 describes a compelling image of the future
Challenges the process:
 ask “What can we learn?”
Encourages the heart:
 praises people for a job well done
 creatively rewards people for their contributions
 recognition of people for commitment to shared values

Reviewing and revising the plan:

This leadership development plan will be subjected to regular review. Time has been
allocated for regular review, initially on a monthly basis to ensure the feasibility of the plan
content. It is envisaged that the monthly review will be extended to a quarterly review in 6
months, once a level of confidence is generated about the plan detail.
Revisions to the plan will be limited to a period of not less than 6 monthly from commencing
the quarterly revision cycle. This permits effort to be placed on the process of leadership
development, rather than the ongoing development of documentation.
The plan will be reviewed during the bi-annual corporate Performance Development Cycle.

Richard Tassone, (z3454258)

DST 10143 Assignment 2 - Individual Leadership Development Plan 6
 Appendices 2 - Table 12.1 Checklist

9. Describe your strategy to review and revise your plan in

future
Your plan will need to be reviewed and updated in future. Describe how
and when you will do this. Annual reviews are typical. You may wish to link
this review process to an existing one. For example, if you currently have
a professional development plan that is regularly reviewed as part of your
organisation’s human resource management system, you could link your
leadership development plan to this system.

10. Discuss your plan with your supervisor

Discussing your draft plan with your supervisor (if you have one) can
be helpful in three ways. First, it helps to keep your supervisor informed
of what you are planning to do (e.g. which leadership behaviours and
strategies you intend to practise). Second, it creates an opportunity to
discuss how your supervisor could help you to implement your plan. For
example, they may be in a position to help fund some additional training,

your plan is aligned with the strategic direction and leadership needs of the
organisation.
If you don’t have a supervisor, then consider using a mentor (formal or

11. Check the quality of your draft plan before finalising it

quality. If some of the features of high quality ILDPs are missing, consider
revising your plan to incorporate these features.

Does your plan have

Features this feature?
(no – yes)1
[tick a box]
1. Your plan includes elements of challenge, assessment and
support.

leadership challenge. That is, you will need to operate outside

your comfort zone as a leader.

‘yes’ or ‘no’ answer.

 Does your plan have
Features this feature?
(no – yes)1
3. The objectives and actions in your plan are aligned with
organisational needs (e.g. the strategic direction of the
organisation and the forms of leadership it wants to foster).

linked to a reliable knowledge base concerning your leadership

strengths and weaknesses.
5. There is a logical alignment between your plan’s vision,
developmental objectives and actions.
6. The actions in your plan include once-off actions (e.g. reading
some respected textbooks on social networking) and ongoing
actions (e.g. lists of leadership behaviours you are seeking to use
more frequently).

to implementing your plan.

8. Your plan includes a variety of developmental methods and

challenging job assignments, mentoring, gathering feedback from

colleagues, observing role models, etc.).
9. Your plan includes some mechanisms to get frequent feedback
from colleagues on your leadership behaviours as well as your
overall progress in meeting developmental objectives.

new leadership behaviours and strategies.

11. The actions in your plan include building on strengths and
overcoming weaknesses.
12. Your plan includes sections that document: your vision as a
developing leader; a summary of your strengths and weaknesses;
developmental objectives; SMART actions; necessary resources;
mechanisms to get feedback from colleagues; and a strategy to
review and revise your plan.
13. Your plan is based on an assessment of your strengths and
weaknesses as a leader which was informed by several
sources of information (e.g. your own views and feedback from

14. Your plan includes a review mechanism that will ensure it is

reviewed and updated at least every 12 months.
15. Your supervisor is aware of your plan and has been consulted on
its content.
16. The actions in your plan will help to build individual and group-
based leadership capacity, and should also assist other leaders to
develop their potential.
 Does your plan have
Features this feature?
(no – yes)1
17. Your plan aims to use real work projects and roles as ‘practice

leadership abilities and performance to identify ways to improve.

19. Your plan includes actions that will share its content with other
people (e.g. your supervisor, mentor or coach).
20. Your plan includes some actions which should allow you to
quickly make some progress (i.e. quickly get some ‘runs on the
board’).
21. Your plan’s design has been informed by your experience from
using other types of personal plan in the past (where relevant).

Morgeson TEAM LEADERSHIP FUNCTION ASSESSMENT
1 Compose the team
2 Define the mission
3 Establish Expectations & Goals
4 Structure and Plan
5 Train & Develop the Team
6 Sense Making
7 Provide Feedback
8 Monitor the Team
9 Manage Team Boundaries
10 Challenge the Team
11 Perform Team Tasks
12 Solve Problems
13 Provide Resources
14 Encourage Team Self Management
15 Support social climate
Appendices 3 - Assessment Analysis
Critical for the 
Mark Stinton Shane Butsch Karina Suchio Stuart Grant Richard Tassone AVERAGE Disparity Score Strengths Weaknesses Next 12Mths
Doing well with what available.  People want to  Need greater exposure to development of team 
4 work with me again 3 Limited exposure visible 3 Limited exposure visible 4 3 Limited opportunity in current situation.   3.5 ‐0.5 composition, from planning to realisation
Does not adequately express mine or the vision I 
have for the team, or a collective since of  Team members clearly understand the Purpose of the  Greater attention to articulation of My Vision & Vision for 
4 4 5 4 3 purpose 4.3 ‐1.3 team Team Wknss
Do articulate expectations of team.  Sets standard  Need to establish regular Team goal review ‐ realistic, 
4 4 4 4 4 through example.  DO NOT REVIEW REGULARLY 4.0 0.0 challenging, alignment with objectives
Clearly allocates work roles and accountability.  
Works with team to develop best approach.  
4 4 4 4 4 Clearly IDs minimum acceptable standards. 4.0 0.0 Clearly defines Team work and approaches Stgth 
Ned to pursue team  Does provide opportunity for members to 
development.  However  develop skills, however can provide the solution  Habit of not utilising training opportunities as they arise 
Team still dependent on me to resolve  current corporate climate  to issues raised by team rather than utilise  by providing the solution.  Need to allow team members 
3 issues/problems and direction 4 4 3 makes things difficult 3 opportunity to train and develop team capability.  3.5 ‐0.5 to make the decision. Wknss
Undertakes providing information to the team  Provides team information about 'Big Picture' and context 
about events outside team boundaries and  to tasks being undertaken.
provides insight into possible impacts to internal  Highly perceptive to strategic trends
Done very well.  Highly perceptive to trends and  team activities.  Provides clarity around perceived  Provides clarity where required
5 influence to team 4 4 4 5 ambiguity. 4.3 0.8 Stgth 
Overly reliant on annual performance reviews.  
Only discuss performance in rare cases of 
significant under achievement.  Need to provide 
Not providing sufficient feedback to individuals.   ongoing feedback to both good and bad as 
3 Yearly PDR completed but insufficient 4 4 4 2 necessary 3.8 ‐1.8 Not providing timely/regular feedback Wknss
Applies stringent monitoring process to only 
Not seeing evidence of monitoring team  critical activities.  Need to expand to wider team, 
2 performance.  Linked to feedback 4 5 4 3 thus allowing targeted feedback 3.8 ‐0.8 Increase monitoring to provide feedback to team Wknss
Relative to current situation  Does manage team 
provides little opportunity to  boundaries, however need to  Displays 'fierce pride'  when managing team boundaries
manage external (client)  balance internal cooperation  Acts as intermediary for team and 'external'  Acts as buffer to ensure minimal distraction from required 
4 3 influences 5 3 with external influences 5 parties.   3.8 1.3 tasks Stgth 
Does not question team members as a whole, re‐ Could challenge the team more, associated with provision 
4 4 4 4 3 assessment of key assumptions not 'routine' 4.0 ‐1.0 of feedback
Happy to contribute to team completion of tasks.  
5 4 4 4 4 Perhaps to eager to 'Step Down' 4.3 ‐0.3 Willing to contribute to ensure team success
Tendency to get involved with problem solving 
rather than assisting.  Tend to 'just provide 
solution' rather than working towards by 
involving others.  Does allow team to resolve  Tendency to resolve the teams problems without 
Still the teams problem solver ‐ Tend to step  relationship related problems associated with  challenging members to attempt resolution.  Stepping 
3 down 4 4 4 3 accountabilities. 3.8 ‐0.8 Down from Leadership role Wknss
Needs greater attention to the 
Current environment  provision of resources in  Currently 'hamstrung' by organisation 
Current environment hamstrung.  No tangible  hamstrung.  No tangible  general.  However currently  arrangement.   Has provided material resources  Similar to Team Composition.  Limited exposure to assess 
3 evidence  visible 3 evidence  visible 4 3 gaining valuable experience 3 to meet objectives.  Need greater exposure 3.3 ‐0.3 capacity.
Does encourage team to make their own 
decisions, but still allow members to come to me 
looking for solution which I provide.  Not 
Still the teams problem solver ‐ Tend to step  Still the teams problem solver ‐  encouraging team to undertake self assessment  Stepping down to manage team as opposed to supporting 
3 down 3 Tend to step down 5 4 3 of performance other than annual PDR 3.8 ‐0.8 self management of team.
Social team gatherings lacking.  Does undertake  Could improve 'networking' within team and social 
Social team gatherings lacking.  Work gatherings  regular work team gatherings.  Socialisation and  interaction.  
4 evident ‐ Pizza/Laksa/Donuts 4 5 3 No evidence visible 3 networking needs improvement 4.0 ‐1.0 Provides some work based 'social climate' Little introverted. Wknss
55 out of 75 56 out of 75 64 out of 75 56 out of 75 51 out of 75 57.75 out of 75
15 No TEAM Leadership Fn
 Kouzes & Posner FIVE PRACTICES of LEADERSHIP
Critical for the 
Kouzes &  Next 12Mths & 
Mark Stinton Shane Butsch Karina Suchio Stuart Grant Richard Tassone Posner AVERAGE Disparity Score Strengths Weaknesses LDP

1 Model the Way

Sets a personal example of what they expect of others. 4 4 5 4 4 4.3 ‐0.3 Willing to lead by example Stgth 

Makes certain that people adhere to agree‐on standards 4 4 4 4 4 4.0 0.0
Relative to arrangement of a single 
social gathering.  Need to ensure 
that such ideas are considered and 
Follows through on promises and commitments 4 4 3 viable 4 4 3.8 0.3
Have not been asking about  Need to make time for informal 
feedback on my decisions and  discussion or reflection on  Do not ask for feedback as to impact  Need to actively seek feedback.  Tendency to 'forget' to 
Asks for feedback for how their actions affect people’s performance 2 impacts resulting from  4 3 performance. 3 Needs to pursue for feedback. 2 of decisions 3.0 ‐1.0 confirm impact of my actions on peoples performance Wknss
Currently organisation values 
overshadowed by commercial 
requirements.  However not talking  Need greater attention to defining 
about how to map contract onto  what values are the ones around  Not actively building consensus  Not adequately building consensus and alignment of 
Builds a consensus around organisational values. 3 LCPL values 3 which consensus is to be built 5 4 3 around organisational values 3.8 ‐0.8 team/personal and organisational values. Wknss
Can be more articulate as to my values and leadership 
Is clear about their philosophy of leadership. 4 3 I lead by example, but need to convey 5 4 3 Greater clarity would be of benefit 4.0 ‐1.0 philosophy

21 22 25 23 20 25 22.8

Ned to peruse team development.  
However current corporate climate 
2 Inspire a Shared Vision makes things difficult

Understands and is aware of the 
Able to discuss the big picture and  Does not discuss future prospects  macro aspects within organisations 
identify trends that will impact team  beyond the scope of this current  and the relationship to the micro 
Talks about future trends influencing work 5 very strong 3 project. 4 4 5 elements 4.2 0.8 Very articulate and perceptive about  strategic direction
Aware of future trends but need to 
find voice about compelling  Articulation of 'the future' needs  Can improve the link between the big picture, my vision 
Describes a compelling image of the future 4 3 Related to the above 4 3 communication 3 improvement. 3.4 ‐0.4 and the team vision
Aware of future trends but need to 
find voice about compelling  Articulation of 'the future' needs  Can improve the link between the big picture, my vision 
Appeals to others to share a dream of the future 4 3 Related to the above 3 3 communication 3 improvement. 3.2 ‐0.2 and the team vision
Able to map others interests onto  Able through discussion describe team members can 
Shows others how their interests can be realised 5 team objectives 4 4 4 4 4.2 ‐0.2 realise their interests

Connects the big picture to what the 
team is working towards.  Provides 
Paints the ‘big picture’ of group aspirations 4 good context to the team plan 3 Related to the above 4 4 4 3.8 0.2

Ability to draw to gather project and 
team objectives and identify trends 
and their impact builds credibility in 
Speaks with conviction about the meaning of work 4 the eyes of the team 4 4 4 4 4 0.0

26 20 23 22 23 20 22.8
Does manage team boundaries, 
however need to balance internal 
cooperation with external 
influences

3 Challenge the Process

Mindful of challenging roles, not  Identifies and pursues career progression with being 
Seeks challenging opportunities to test their skills 5 fearful of the challenge. 4 4 4 5 4.4 0.6 'uncomfortable' and exposure to new aspects Stgth 
Core belief is that people need to be given the 
Challenges people to try new approaches 4 4 4 4 4 4 0.0 'opportunity to fail' so that they learn how to succeed

Identify with high performance.  But  Need to de‐couple from the 
lacking in maintaining accountability  organisational boundaries and look  Tendency to be limited by organisational limits.  Need to 
Searches outside the organisation for innovative ways to improve 4 for low performers 4 3 4 3 beyond to innovation 3.6 ‐0.6 look outside the 'norm' Wknss
Not asking what the team can learn.  
Tend to provide the solution to 
readily.  Does ask what I can learn  Need to open the conversation  Tend to ask myself what can I learn,  Fails to demonstrate what 'we' (the team members) can 
Asks ‘what can we learn?’  3 though 3 about 'learning' to the wider team 4 4 3 but not the 'team' 3.4 ‐0.4 Does ask himself 'what can we or have we learnt' learn.   Wknss
Monitoring could be expanded to 
encompass non critical activities.  
Makes certain that goals, plans, and milestones are set 4 4 5 4 3 Will assist in provision of feedback. 4 ‐1.0

Experiments and takes reasonable risks 4 4 4 4 3 3.8 ‐0.8

Needs greater attention to the 
provision of resources in general.  
However currently gaining valuable 
24 23 24 experience 24 21 16 23.8

4 Enable Other to Act

Very strong in this aspect
Careful of initial perception  May 
Develops cooperative relationships 4 come across as arrogant/boffin like. 4 5 3 No evidence visable 5 4.2 0.8

Actively listens to diverse points of view 4 4 5 No evidence visible 4 4 4.2 ‐0.2

Treats people with dignity and respect 5 4 5 4 5 4.6 0.4

Where confidence in the indervidual 
is lacking there is a tendancy to 
question the decisions made by 
Supports decisions other people make 4 3 others 5 4 4 4 0.0

Gives people choices about how to do their work 5 4 5 3 No evidence visable 5 4.4 0.6 Stgth 

Ensures that people grow in their jobs 5 4 5 3 No evidence visable 5 4.4 0.6 Stgth 
27 23 30 21 28 24 25.3

5 Encourage the Heart
Provision of regular feedback rather 
poor.   Does praise good  Does not 'publically' recognise god 
Praises people for a job well done 3 performance, but not regular 4 4 4 3 performance regularly 3.6 ‐0.6 Recognition of excellent performance Wknss
Expresses confidence in people’s abilities 4 4 4 4 4 4 0.0
This is related to feedback 
discussions, understanding that 
How to do ‐ Do we ask what people  individuals value different rewards 
Creatively rewards people for their contributions 3 want and then use that as a 'Carrot? 4 2 3 No evidence visable 2 differently 2.8 ‐0.8 Identification of 'creative' rewarding for contributions Wknss
Need to ensure the 'group value' is 
well understood.  Bit poor in  Generally ‐ Recognition of 
articulating personal value &  Linked to weakness in inspiring a  performance & commitment needs 
Recognises people for commitment to shared values 3 aligning shared values 3 shared vision 3 4 2 greater focus 3 ‐1.0 Recognition of commitment to shared values Wknss
Rewarding of accomplishments 
Finds ways to celebrate accomplishments 3 could be improved 4 4 3 No evidence visible 3 As above 3.4 ‐0.4 Failure to celebration of accomplishments

Gives team members appreciation and support 4 4 5 4 3 4 ‐1.0

20 23 22 22 17 15 21.8

5 Practices