L-DIP Final Paper

Ester Todd

Department of Leadership Studies, Fort Hays State University

LDRS 811: Organizational Intervention Strategies

Dr. Timothy Feagan

May 7, 2023
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Introduction

In today's rapidly changing business landscape, organizations must invest in the development of

their leaders to stay competitive and adapt to new challenges. This is particularly true for

XXXXXXXXXXXXXXXXXXXXXX(XXX), a dynamic organization that seeks to enhance its

leadership capabilities and empower its workforce. To achieve this goal, a comprehensive

intervention strategy is required, focusing on three key areas: leadership development programs,

improved communication channels, and self-development opportunities.

This paper aims to outline a multifaceted approach to leadership development at XXX,

emphasizing the importance of addressing individual, team, and organizational needs. Drawing

upon existing literature and best practices, the proposed interventions aim to create a robust

leadership development framework that fosters the growth and effectiveness of leaders at all

levels within the organization.

The first intervention strategy focuses on implementing formal leadership development

programs tailored to the specific needs of XXX. These programs will provide leaders with the

necessary knowledge, skills, and tools to navigate complex challenges, inspire their teams, and

drive organizational success. By investing in structured development initiatives, XXX can

cultivate a pipeline of capable leaders equipped to tackle the evolving demands of their roles.

The second strategy centers around enhancing communication channels within the

organization. Effective communication is the backbone of successful leadership, enabling the

dissemination of information, fostering collaboration, and creating a culture of transparency and

trust. By leveraging various platforms such as intranets, newsletters, and town hall meetings,

XXX can improve the flow of information, engage employees, and ensure that leadership

resources and opportunities are effectively communicated throughout the organization.

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The third intervention strategy emphasizes the importance of self-development.

Recognizing that motivated individuals are key to their own growth, XXX will encourage leaders

to take ownership of their development by leveraging available resources such as reading

materials, conferences, and networking opportunities. By creating a supportive environment and

providing platforms like town hall meetings dedicated to discussing available resources, XXX

can empower individuals to actively pursue their self-development journeys.

By combining these three intervention strategies, XXX can create a comprehensive

approach to leadership development that addresses the diverse needs of its leaders and facilitates

organizational success. The subsequent sections of this paper will delve into each strategy in

greater detail, providing practical recommendations and outlining methods for evaluating the

effectiveness of these interventions.

Overall, the aim of this paper is to guide XXX towards an integrated and holistic

approach to leadership development, ensuring that its leaders are equipped with the necessary

skills, knowledge, and support to excel in their roles and drive the organization forward in an

ever-evolving business landscape.

Context

XXXXXXXXXXXXXXXXXXXXXX(XXX) is an electrical contracting company that

employs just over 3,000 individuals. The organization commenced in 1972 in the Wisconsin

Green Bay area and has since expanded across the United States to fourteen office locations in

Wisconsin, Kansas, Georgia, Tennessee, and Idaho. Throughout the years, XXX has undergone

various acquisitions and team mergers, ultimately settling in 2021 with XXX as the parent

company for three distinct divisions: Xxxxxxxxxxxxxxxxxx, Xxxxxxxxxxxxxxxx, and

Xxxxxxxxxxx. Xxxxxxxxxxxxxxxxxx primarily focuses on preconstruction, encompassing

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electrical planning, engineering, design, and installation. Xxxxxxxxxxxxxxxx centers its efforts

on distributed energy capabilities, such as eMobility charging, sustainable fuel technologies, and

asset management. Xxxxxxxxxxx specializes in manufacturing electrical assemblies and modular

solutions.

Xxxxxxxxxxx, CEO of XXX, credits the company’s success to teamwork: "the

companies that actually get to greatness are the companies that work as one team. They work

toward one common purpose. Ours is to create world-class opportunities to succeed"

(Xxxxxxxxxxxxxxxxxx, 2018). Building on to this core purpose are four core value statements:

1. Uncompromised focus on keeping people safe, 2. Build trust in everything we do, 3. Redefine

what is possible, and 4. Reward individual results that create team success. XXX's mission

statement is "Making our customers and ourselves better through passion, practical solutions,

and the relentless pursuit of

perfection."

XXX is guided by an

executive leadership team

consisting of the CEO, President,

and eight Executive Vice

Presidents. Each of these

executive leaders oversees various

vice presidents who report to Figure 1 One FTI Competency Framework

them. Under the vice presidents, there are facility and organizational directors, followed by

operations managers, group leaders, and project managers. To provide valuable learning and

development opportunities at XXX, the One XXX Competency Framework has been devised. As
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illustrated in Figure 1, this framework serves as a guide, establishing the foundational principles

for individual team members' success and additional leadership competencies.

Leadership Development

Leadership strategies at XXX place significant emphasis on valuing individuals, both

external partners and employees within the company. This is evident through continuous efforts

to prioritize safety, fostering extensive collaboration with partners, encouraging innovation

processes, and implementing a well-defined Leadership Development Program. Van Velsor et. al

(2010) describe three common purposes for leadership development: performance improvement,

succession management, and organizational change. The XXX program is built around core

competencies that clearly align with these purposes: building effective teams, driving

engagement, strategic mindset, and driving vision and purpose. Leaders at all levels are

encouraged to strive for both personal growth and team growth. There are currently three

separate tracks in the development program: 1. Leading Yourself, which is for individuals who

aspire to lead, and 2. Leading People, for leaders of individual contributors, and 3. Leading

Teams, targeting experienced leaders who lead a team of other leaders.

Strengths

When examining XXX's leadership, several strengths immediately come to the forefront. Firstly,

XXX boasts an impressive array of resources and opportunities for growth. The company

commits a substantial annual budget to training and leadership development, which sets it apart

from many other companies that either lack the financial means or choose not to prioritize such

endeavors. For instance, XXX employs a full-time Talent Development employee dedicated

solely to facilitating and engaging in leadership development. Additionally, Xxxxxxxxxxxxxxx

University (FTU) offers free learning and career enhancement opportunities through job site
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simulations, training weeks, and virtual training. Courses cover a wide range of topics, including

cross-generational communication, support for employees' mental health, diversity and inclusion,

mentoring, and employee relations.

XXX employees are also encouraged to participate in external learning opportunities

through the use of a 100% tuition reimbursement policy. This can be used for individual

coursework, certificate programs, and degree-based programs. Finally, executive leadership

members are assigned a personal leadership coach who meets with them several times a year to

continue maximizing their personal growth. Day (2001) notes that executive coaching “is

comprehensive in terms of integrating assessment, challenge, and support in the name of

development, especially when linked with 360-degree feedback” (p. 591). Combined, these

resources offer a respectable catalog of options for leadership development.

The second strength that stands out in XXX's leadership is authenticity. In their review of

leadership development research and theory, Day et al (2014) point out that the “positive

outcomes of authentic leader–follower relationships include heightened levels of follower trust in

the leader, engagement, workplace well-being, and sustainable performance” (p. 65). This

authenticity is articulated by CEO Xxxxxxxxxxx, saying that “caring builds trust, and trust is the

foundation of our culture. Our employees care about our employees, and they care about our

customers. Having that trust is the reason we do what we do” (Xxxxxxxxxxxxxxxxxx, 2018).

XXX has an employee recognition program that helps spotlight and encourage employees who

strengthen the workplace culture, model personal behavior, decision-making, contributions, and

interpersonal interactions with others. Employees are nominated by their peers for this

recognition, and the program has seen high levels of success.

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In addition, XXX created a Culture of Care campaign in 2020 to help focus on the mental

well-being of employees. The campaign aims to support respectful and authentic employees,

foster supportive and caring work environments, and enable a positive culture where mental

health conversations are normalized. Employees are provided mental health training, wider

access to mental health care, periodic check-ins from leadership, and an additional two hours of

paid time to recharge and focus on self-care. Leaders at all levels have actively modeled these

characteristics and encouraged their employees to do the same. I believe that this focus on the

holistic well-being of employees has gone a long way to building trust and confidence.

Finally, the third strength that XXX has developed is a propensity toward change. As an

industry leader in electrical contracting, XXX has been successful in part because of its ability to

adapt to ongoing challenges and try new things. In the Handbook of Leadership Development,

Van Velsor et al (2010) bring up several important questions that organizations should ask about

the implications of organizational change and the performance of their leaders, specifically:

1. Will more or different types of management positions be created as a result of the

change? Will these positions be filled by internal staff or hired from the outside?

2. What leader competencies will be particularly important for executing the business

strategy? To what degree do current leaders have these competencies?

3. What organizational beliefs and values will be particularly important for executing the

strategy? To what degree will these beliefs and values be embraced by leaders in

different regions of the organization’s global operations?

Specifically in the area of leadership, XXX has undergone several major changes in the past five

years, including adding additional executive leadership roles, reorganizing various divisions and

departments to be more strategic with overall objectives, and updating the leadership
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development program. The One XXX Competency Framework (depicted in Figure 1) directly

addresses the leader competencies, beliefs, and values that Van Velsor et al inquire about in their

work. In addition, XXX rebuilt its entire leadership development program last year after careful

analysis by a leadership coaching contractor and employee feedback. The old program was too

impersonal, did not provide the level of mentoring desired, and did not account for differences in

the leadership experience of its participants. Upon recognizing this need for change, XXX

created its new, more individualized leadership development program.

Weaknesses

Although XXX has excelled in many areas, particularly in terms of leadership development, there

are opportunities for enhancement. Upon conducting a comprehensive analysis of XXX's

leadership development program, it has become evident that several of the demonstrated strengths

also present areas where growth opportunities intersect. For instance, despite the existence of

ample resources and development prospects for employees, there is a lack of awareness regarding

these options. Moreover, while change is taking place, particularly at a strategic and visionary

level, implementing change at the individual level may pose challenges.

The first opportunity for growth within XXX is increased access and awareness of developmental

resources. There seems to be some lack of knowledge regarding the available resources, not

necessarily from upper leadership but rather at the ground level. In recent months, I have

personally provided information to three colleagues within XXX on how to apply for the tuition

reimbursement program, as their direct supervisors were not sure how to access that information.

One of these three was not aware of the benefit before speaking with me, and the other two were

aware of it but did not understand the scope of the program or how to apply. I believe this

disconnect may be due in part to just how big the organization can feel, but it may also be because
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of the relative newness of some of these programs and benefits. The same can be said for some of

the leadership development trainings and courses offered through Xxxxxxxxxxxxxxxxxx

University and even the leadership development program. My direct supervisor was only vaguely

familiar with the latter when I specifically asked him about it. This lack of knowledge impacts

employees' ability to maximize the abundance of leadership development resources at XXX.

Another opportunity for growth within XXX is effectively translating organizational

change from theory into practice, particularly from the grassroots level. While the executive team

exhibits strong leadership and comfort in driving organizational change, sometimes the strategy

and implications fail to permeate downward effectively. A prime example of this is our annual

performance review process. Employees complete forms based on their management level, and

individual contributors are also tasked with evaluating their leaders and colleagues. This year,

questions were streamlined to align with the core competencies outlined in Figure 1, aiming to

establish a more standardized process. Following form completion, employees meet with their

leaders to review feedback and discuss development opportunities. However, ensuring a seamless

alignment of strategy and execution throughout the organization remains an area that requires

attention.

The disconnect occurs in translating this feedback into action. Both at the leader and

leadership level, organizational change is driven through behavioral changes. However, Van

Velsor et al (2010) point out that “a willingness to accept and use feedback might be insufficient

for change, however, if the feedback is complex or inconsistent, or if the recipient lacks the

requisite skills to interpret the data and translate it into behaving in a different manner”. Some of

the questions in the feedback process are worded ambiguously, and the response options may not

encompass an employee’s actual feelings. In addition, the performance review process is

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transparent throughout and does not allow for anonymous feedback to be given. I believe this could

hinder individuals from providing completely honest feedback on growth opportunities, especially

if employees do not have an excellent relationship with their leader. Van Velsor et al write: “There

is a direct link between psychological safety and leadership development stemming from the

assumption that organizations need to create a climate of psychological safety for individuals to

feel secure and supported to change” (2010). When employees hesitate to provide clear, direct

feedback on their leaders’ performance for fear of retaliation, the organization as a whole misses

out on opportunities to improve.

Another issue with the performance review process is a lack of follow-up throughout the

year. Even if employees fill out the forms honestly and directly, and even if leaders can understand

the data, there is no explicit plan for ensuring that change occurs. The information is often received,

discussed, and then put on the back burner until the following year.

Intervention Vision and Objectives

As XXXXXXXXXXXXXXXXXXXXXX(XXX) continues to excel in developing business

partnerships, increasing productivity, and developing new technologies, the need for effective

leaders within the organization continues to grow. To optimize leader and leadership

development within XXX, this next section will examine specific goals related to the primary

opportunities for growth. The first weakness lies in resistance to change. This is primarily a

leader development issue, most noticeable at a low to mid-level management, team leader, and

supervisor level. The second weakness is an under-utilization of available developmental

resources, which can best be analyzed from a leadership development approach. These

weaknesses, while apparent and impactful, should be seen as opportunities for growth through

appropriate intervention methods.

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Upon completion of the initial needs assessment for leadership development within XXX, the

next step is to prioritize these needs and develop specific objectives to help meet developmental

goals. Nadler and Nadler (2012) recommend starting this process by prioritizing needs based on

time (i.e how quickly must a specific problem be solved?), as well as resources (what is

available?), availability of personnel, frequency (how often a need will reoccur), and potential

learners (p. 109). After taking these factors into consideration, Nadler and Nadler (2012) next

lay out one way to “convert” these needs into objectives, which is by exploring the skills,

knowledge, and attitudes of the learning program (p. 111).

By following Nadler and Nadler’s recommended process for developing program objectives,

the following objectives were identified to help improve XXX’s leader and leadership capacities:

1) Demonstrate leader commitment to following through with changes to employee policies.

2) Optimize the use of existing leadership development resources.

Learning Objectives

Developing effective learning objectives can be challenging, especially when they need to be

measurable and implemented in sustainable ways. Perhaps the most commonly known approach

to developing learning objectives in the business world is through the use of SMART goals. This

acronym stands for Specific, Measurable, Achievable, Realistic, and Time-bound. Following this

formula is a great way for leaders to dig deep into exactly what needs to be changed and how to

do so, instead of focusing on individual tasks associated with the goal (Azzara, 2016). From an

organizational perspective, using SMART goals can help differentiate between employee job

duties and performance goals, and help keep performance on target (Unknown, 2016). The

below table breaks down the two learning objectives through the SMART system:
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SMART Objective 1: Demonstrate leader commitment to following through with

changes to employee policies.

Specific Leaders will communicate appropriate information regarding the impact of

employee policy changes, engage in feedback procedures, and provide

support throughout the process.

Measurable Data collection for the measurability of this objective can be obtained by:

Observing team meetings, conducting on-the-job skills/knowledge tests, and

custom change survey.

Achievable This objective is achievable given that data and information regarding policy

changes are available and coaching is available for leaders who may need

assistance in communicating changes.

Realistic This objective is realistic provided specific and measurable policy changes

occur within the designated period.

Time-bound 3 months after the policy change.

SMART Objective 2: Optimize the use of existing leadership development

resources.

Specific Leaders will intentionally cultivate conversations with their employees about

existing personal growth resources, upcoming training, and the internal

leadership development program.

Measurable Data collection for the measurability of this objective can be obtained by:

pre-post surveys, action plans, and custom questionnaires.

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Achievable This objective is achievable as it has already been demonstrated by various

leaders in the company and the resources to do so are available.

Realistic This objective is realistic. It does not create an undue burden of time or

resources for leaders.

Time-bound To be completed within 3 months for existing employees, and within 3

months from hire for new employees.

In the above breakdown of each objective, specific information is provided to help frame the

intervention in terms of the desired outcome and overall vision. This is known as evaluative

thinking, described by Van et al (2010) as a way to help program designers and stakeholders to

understand what a successful intervention looks like, especially by asking questions about the

outcome; for example, what is a success, will it be observable, and what types of data will be

convincing? While quantitative data may be difficult to obtain when measuring the improvement

of soft skills, organizations can look at the overall ROI, or Return on Investment, through the

collection of estimated data points. In this case, objective one focuses on leader development and

individual-level outcomes, so appropriate data collection methods include: observing team

meetings, conducting on-the-job skills/knowledge tests, and custom change surveys. Objective

two focuses on leadership development, and data collection points include pre-post surveys,

action plans, and custom questionnaires. Between the two objectives, both qualitative and

quantitative data points will be available. This data can then be translated into costs saved by

XXX by looking at profit contributions, time saved, historical costs, quality improvements, and

the value for improvement.

Developmental Readiness
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By building on to the existing strengths in the organization (including executive leaders

who quickly adapt to change and the availability of impactful leadership development resources),

XXX has a fantastic opportunity to increase its leadership capacities. However, it is important to

address the issue of developmental readiness upfront to gauge the appropriate intervention

strategies. Developmental readiness looks at the leader, leadership, and performance. At an

individual leader level, Avolio and Hannah (2008) refer to the “positive ability, orientation, and

openness to develop as developmental readiness” (p. 336). For both leaders and organizations,

developmental readiness is further defined as “both the ability and motivation to attend to, make

meaning of, and appropriate new knowledge into one’s long-term memory structures” (Avolio

and Hannah, 2008, p. 336).

In considering the developmental readiness of XXX, it seems that XXX's executive

leadership has demonstrated this readiness in their overarching propensity toward change, but

there are some issues at the individual leader level that needs to be addressed to effectively

approach the objectives of this

intervention. However, to avoid

inefficiently throwing resources at a

problem, it's important to first

understand the root cause of the

issue. Avolio and Hannah (2008)

note this as being one of the key

considerations in studying

developmental readiness: Figure 2

“organizations will increase both efficiency and effectiveness of their leader development
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resource allocations by first ensuring that the organization and its leaders to be developed are

developmentally ready” (p. 342). In this case, Figure 1 demonstrates a visual of how people

react to change, as developed by psychologist Dr. Elisabeth Kubler-Ross. This visual can be

applied in business to help leadership understand what their employees are going through when

change happens in the workplace, as well as how to support them and engage in the change cycle

in the most effective ways (Price, 2023).

While the XXX executive team may understand why change is happening, information

on the whys gets lost on its way down the corporate ladder. For example, in the past when safety

policy changes have passed through various levels of leadership, their supporting data (the why)

has been left out. Individual employees are then stuck between the denial and frustration stage in

Figure 1. To continue through the change curve and support policy updates, leaders at all levels

will need to ensure that information is communicated accurately and promptly. In addition,

leaders will need to continue developing their capabilities of self-awareness and self-motivation,

both of which are addressed in XXX's leader competencies framework and are therefore part of

the existing leadership development curriculum. Leaders will be offered training through a

variety of options; basic emotional intelligence training for individuals who need a baseline

understanding to build on, intermediate-level company goals and culture training, and more in-

depth coaching for leaders who have advanced beyond the basics.

Of course, the caveat in this is that while the resources to continue developing leader self-

awareness and self-motivation are available, there remains a lack of use and knowledge

regarding their existence. This demonstrates a need for further development in the leadership

capabilities of knowledge and commitment.

Intervention Methods
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Three unique approaches have been chosen as intervention methods for this project:

feedback processes, developmental relationships, and self-development. In the following

sections, each of these three methods is broken down to highlight specific elements that are

linked to the learning objectives:

1. Demonstrate leader commitment to following through with changes to employee

policies.

2. Optimize use of existing leadership development resources.

Intervention Strategy #1: Feedback Process

One method of addressing the first objective is through the use of feedback systems, specifically

a 360-degree feedback program. It would be difficult to overstate the importance of feedback

systems in the workplace; not only do they allow important information to be communicated in

intentional ways, but they also help optimize performance and efficiency of individual

employees, leaders, and programs/systems. 360-degree feedback programs solicit feedback from

multiple sources including peers, subordinates, supervisors, and customers, so they can provide a

comprehensive view of an individual's performance and communication style. This can help

individuals and leaders identify areas of strength and development needs that they may not have

been aware of previously.

The initial needs assessment of XXX’s leadership identified a consistent issue with

“closing the gap” in communication between employees and leaders. A 360-degree feedback

program will help individuals gain a better understanding of how their communication style is

perceived by others. This increased self-awareness can help individuals modify their

communication style to be more effective, which can lead to better communication between

employees and leaders.

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A second issue identified during the needs assessment is that current performance

reviews (part of the existing feedback process) are not anonymous, something that McCauley et

al.(2004) notes is a major issue: “breaches of confidentiality and rater anonymity, even if

accidental, can jeopardize the feedback process, compromise the integrity of the human resource

group, and lead to a lack of trust in any subsequent assessment activities” (p. 73). A properly

executed 360-degree feedback program will help promote open communication between

employees and leaders by providing a safe and anonymous forum for feedback. When employees

feel that their opinions are valued and heard, they are more likely to communicate openly and

honestly with their leaders.

Although XXX does have a feedback system in place already, it is evident that it has not

been successful. Some of the most common reasons why 360-degree feedback systems fail

include mistaking an assessment activity for a development process, not getting the bosses

support, starting with the wrong people, ignoring individual readiness, shoddy administration,

ignoring organizational readiness, and confidentiality and anonymity problems (McCauley et al,

2004). In addition to the aforementioned issues, the original needs assessment of XXX’s

leadership development pointed out that after the feedback process, nothing occurs. There is no

follow-up throughout the year as the feedback has not been connected to a development process.

To address this issue, after feedback has been collected, the individual should work with

their supervisor, coach or mentor to create a development plan. This plan should identify specific

actions that the individual will take to address their development needs, as well as a timeline for

completing these actions. Ongoing coaching and support are also important to help individuals

stay on track with their development plan. This involves regular check-ins with their supervisor,

coach, or mentor to discuss progress and provide feedback, as well as training or workshops to
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help them develop new skills. Incorporating the feedback into the individual's performance

review will help ensure that their development goals are aligned with the organization's goals

and priorities. This will help to prioritize development efforts and ensure that individuals are

working on the most important areas for improvement. It's important to celebrate progress and

success along the way to keep individuals motivated and engaged in the development process.

This will involve acknowledging and recognizing achievements, providing positive feedback,

and rewarding individuals for their hard work and progress.

The 360-degree feedback program intervention can be assessed at the individual, group, and

organizational levels through various means such as self-assessments, individual interviews,

team assessments, team productivity and performance, financial reports, customer satisfaction

surveys, and employee engagement surveys.

The individual level assessment involves evaluating the extent to which an individual has

achieved their personal development goals based on the feedback received from the 360-degree

feedback process. This will be measured through self-assessments, individual interviews, and

one-on-one meetings with their supervisor. It will also involve looking at changes in behavior,

performance, and productivity as a result of the feedback and development plan. Data will be

gathered on an employee's strengths, weaknesses, and areas for improvement, as well as their

level of motivation and engagement.

The group level assessment will look at team assessments and interviews, team productivity

and performance, and tracking action plans. It will also involve assessing whether the team

members have become more aware of each other's strengths and weaknesses and how they can

best work together to achieve common goals. The data gathered will help determine the extent to

which the feedback program has improved communication.

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At the organizational level, assessment will involve evaluating how well the feedback

program has improved communication throughout the organization, how the organizational

climate has been impacted, and well employees are aware of the leadership development tools

available for their use. Outcomes will be measured through climate surveys and review of

workplace statistics (specifically the use of available leader/ship development programs and

materials).

Intervention Strategy #2: Developmental relationships

The second intervention strategy method is developmental relationships, which relates to

both objectives one and two. XXX’s leaders come from a wide variety of backgrounds, but many

have their roots in electrical engineering and construction—not business management,

leadership, project management, etc. At XXX, only 20% of employees hold a Bachelors degree

and 1.1% have a Masters. However, developmental relationships can help further an individuals'

career, personal development, satisfaction, and more. In fact, they are so important that one

survey of over 8,000 managers found that leader development activities “Grounded in feedback

and relationships (mentoring, executive coaching, and interaction with peers for example) were

rated as more effective for development than job experiences and education” (McCauley et al.,

2004, p. 86).

The two objectives for this intervention require leaders at all levels to be aware of what

the expectations are for their roles and also be able to effectively communicate with their

employees. However, the needs assessment identified these areas as lacking. One way to close

this gap is through implementing a holistic coaching and mentoring program for all leaders—not

just the executive level team or select individuals who are competitively selected each year.

Coaching and mentoring provides opportunities for leaders to converse with each other and
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bounce ideas back and forth, discuss best practices and see them modeled, and learn new skills

(such as communication) in meaningful ways. Developmental relationships can also serve as a

feedback provider, comparison point, dialogue partner, role model, cheerleader, and accountant

(McCauley et al., 2004).

Coaching can come from either an external source (professional coaches) or from within

(i.e. a manager as the coach), but the common goal is to improve an employee’s performance. On

the other hand, the goal of mentoring leans more toward an employee’s professional and career

development. When thinking specifically about who to select as an employee’s coach, I believe it

makes most sense to reserve outside/professional coaches for mid to upper-level leaders, as

bringing in outside coaching is a bigger commitment for the organization (financially, timewise,

etc.). Additional internal coaches for all levels (lower, mid and upper/executive) can and should

be found within XXX. Executive level leaders have an established coaching program that has

been used successfully for many years, and similar techniques will be implemented for mid and

lower-level leaders as well.

McCauley et al (2004) notes that one individual (whether a professional coach or

otherwise) cannot meet every need/aspect of an individuals’ development. They need multiple

relationships to optimize their development. Mentors can help fill this gap. Whereas coaching

can be a short term, mid-length, or even a one-time event, mentoring is typically a long-term

relationship with a senior person to help support the development of a junior person. This is the

perfect opportunity for participants to discuss developmental goals and the corresponding

opportunities available through XXX’s leadership development resources. XXX currently has a

mentoring program in place, but it is not well-utilized and causes the organization to miss out on

a fantastic opportunity. There are no program parameters, no directions for either the mentors or
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mentees, and no support system for participants. Essentially, individuals are assigned a “mentor”

on their first day, and the relationship is documented as such through the online employee portal.

However, that is the extent of the relationship. It is entirely up to the mentor and mentee if any

type of useful relationship is to develop, and there is no follow-up or progress check-ins from

human resources or supervisors. To make this work, mentors will need to be given a general set

of directions/expectations/program parameters, including but not limited to:

• Goals and objectives (can be individualized and/or determined by each

mentor/mentee)

• Mentee’s development plan

• Follow-up sessions

• Time commitment and expectations

• Training materials (short videos, handouts to work through, etc.)

In addition, the mentorship program will need to start measuring its success and progress, which

can be incorporated in the 360-degree feedback program. Mentors can also be used as a feedback

provider in the 360-degree feedback process, where they will provide valuable feedback to the

mentee, helping them to identify areas for improvement and providing support as they work to

develop new skills. Mentoring relationships can also help to facilitate communication between

employees and leaders, which will help to close the communication gap identified in the needs

assessment.

The effectiveness of coaching and mentoring at XXX will be measured through

participant feedback, performance metrics, and return on investment. At the individual level,

assessments will focus on the personal and professional growth of the participants. This will

include self-assessments, feedback from their coaches/mentors, and surveys to measure the level
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of satisfaction and perceived effectiveness of the program. Other data that will be gathered at this

level includes the goals set by the participants, the progress they have made, and the challenges

they have faced. This can be done through surveys, interviews, and focus groups, which will

provide satisfaction ratings, qualitative feedback on what participants found most helpful, and

suggestions for improvement.

At the group level, assessments will focus on the interaction between the participants and

the coaches/mentors. This will include feedback on the communication and collaboration within

the group, the effectiveness of the group in achieving its goals, and the level of engagement and

participation of each member. Surveys, focus groups, and the tracking of action plans and

development plans will provide valuable data at this level.

At the organizational level, assessments will focus on the overall organizational impact of

the coaching and mentoring program at XXX. Performance metrics before and after the new

coaching and mentoring programs will be analyzed. It will be helpful to also do comparisons

between participants who received coaching/mentoring and those who did not. Assessments will

also look at data on employee retention, promotion rates, and overall job satisfaction. Other data

that can be gathered at this level includes the impact of the program on organizational culture,

leadership development, and employee performance. Surveys, interviews, and assessments of

organizational change will help provide this data. Finally, it is important to look at the return on

investment (ROI) of the coaching and mentoring intervention. This will be done by tracking the

costs of the program (e.g. coach fees, materials, administrative costs) and comparing them to the

benefits that the program provides (e.g. increased productivity, improved employee retention).

Some examples of the types of data that could be collected include changes in key performance
 Todd 23

indicators (e.g. revenue, profit, employee turnover), as well as estimates of the monetary value of

the program's benefits (e.g. cost savings from reduced turnover)

Intervention Strategy #3: Self-Development

The final intervention method to help accomplish the objectives of this project is the use of self-

development. Leader self-development can come in a variety of forms such as reading, speakers

and colleagues, professional conferences and tradeshows, and staff meetings. It is an intentional

act of understanding one’s current knowledge, setting developmental goals and methodologies

for achieving said goals, and measuring the success. Self-development can be especially helpful

in fostering adaptability to change (Reichard and Johnson, 2011).

This method is best suited for individuals who are already motivated to develop their

leadership capabilities, such as the individuals who are selected for the formal leadership

development program at XXX or individuals who demonstrate an interest in their development

as leaders. Despite its name, self-development is not done in a vacuum. Reichard and Johnson

(2011) write that “leader self-development is maximized when the leader learns from the

individuals in his or her environment, including other leaders, mentors, peers, and followers. In

addition to learning from trial-and-error experiences, leaders can also learn socially through

observation of effective and ineffective leaders around him or her. Furthermore, leader self-

development is most effective when the leader is provided strong social support, especially from

significant others, peers, and family members” (p. 36).

Although XXX has many options to help support employee’s self-development (internal

courses, programs, tuition reimbursement), the needs assessment clearly identified a lack of

knowledge regarding these resources. In addition to improving communication through the

previous two intervention methods, another way to highlight the available self-development
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options at XXX is through the use of town hall meetings. Town hall meetings provide an

opportunity for employees to share information and best practices with each other. This can be

especially valuable for employees who are looking to develop new skills or gain a deeper

understanding of their role within the organization. However, taking time to attend meetings like

this requires investment from employees. Currently, XXX has a monthly, virtual all-staff

meeting for major financial updates, policy changes, etc. Attendance is expected and employees

are paid for their time, and they are also encouraged to attend by attendance being part of the

employee incentive plan (a multi-faceted way for employees to earn bonus payouts throughout

each quarter).

At the current meetings, leadership resources are rarely—if ever—discussed. Rather than

take time away from this meeting, a separate town hall specifically for individuals interested in

learning about available resources will provide the perfect opportunity for individuals to

optimize XXX’s available resources. Employees will be encouraged to participate by making

their attendance count toward the bonus incentive plan. During the town hall meetings,

individuals will be asked to write down specific information, resources they would like to utilize,

or topics they may wish to discuss with their supervisors and mentors/coaches. Additionally,

coaches/mentors should expect to incorporate these topics into the employee’s developmental

plan. Setting aside a time and space where all employees can access the same information

regarding developmental materials, ask questions, and interact with each will help ensure that

everyone has an opportunity to continue their self-development journeys.

Conducting a thorough assessment of these town-hall meetings will help determine

whether or not they are successful in helping individuals further their self-development. At the

individual level, data will be collected through surveys or feedback forms that ask attendees
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about their perceptions of the meeting, whether they found it useful, whether their questions were

answered, and whether they felt heard and valued. This data will provide insights into how

individual employees are engaging with the meeting and whether they are finding it beneficial.

At the team level, feedback from managers and team leaders will provide insights into the

effectiveness of the town-hall meeting. Similarly to the individual level, data will be collected

through surveys or feedback forms that ask attendees about their perceptions of the meeting as it

relates to their team and their work. This data will provide insights into how the meeting is

impacting team communication, collaboration, and productivity.

Finally, at the organizational level, data will be collected through surveys, attendance

rates, and employee engagement surveys. This data will help identify trends in attendance,

identify areas for improvement, and measure the overall effectiveness of the town-hall meeting

in achieving its objectives.

Conclusion

In conclusion, the successful development of leaders is crucial for XXX to thrive in a

rapidly changing business environment. This paper has proposed a comprehensive approach to

enhance leadership development within the organization. By implementing tailored leadership

development programs, XXX can nurture a pipeline of skilled and adaptable leaders capable of

driving organizational success. Additionally, improving communication channels will ensure that

leadership resources and opportunities are effectively communicated, fostering transparency,

collaboration, and engagement throughout the organization. Lastly, encouraging self-

development empowers individuals to take ownership of their growth, leveraging available

resources and engaging in continuous learning.

 Todd 26

The integration of these strategies will create a robust leadership development

framework, addressing individual, team, and organizational needs. By evaluating the

effectiveness of these interventions at various levels, XXX can continuously refine its approach

and ensure ongoing improvement. By investing in the development of its leaders, XXX will

cultivate a culture of excellence, innovation, and adaptability. This, in turn, will position the

organization for long-term success in a competitive and evolving marketplace. Ultimately, by

embracing this multifaceted approach to leadership development, XXX can unlock the full

potential of its workforce and create a sustainable advantage in the dynamic business landscape

of the future.
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