Typical Design” case study presented in Chapter 34 of Organization Development (pages 683–685). Specifically, consider the effectiveness of the design of the leadership development course.

A TYPICAL DESIGN

To illustrate a program focused on individual development, we use

the example of a leadership course designed for a manufacturing com-

pany. The company had a long history of promoting leadership devel-

opment and had recently become concerned about building a cadre

of “change-agent” leaders capable of coping with the accelerating pace

of innovation in the industry. Two professors from a leading business

school, experts in leadership, were called in to design a program

around the leadership competencies required to effect organizational

change. Together the professors and company sponsors produced and

delivered a four-day learning experience structured around three dis-

tinct modules: the leader’s role in change, skills for implementing

change, and motivational and empowerment practices.

Developing the Individual Leader

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At the start of day one, participants received survey feedback from

a dozen of their workplace colleagues (superiors, peers, and subordi-

nates). This feedback was structured so that the competency categories

that were reported corresponded with each of the course’s three

themes. This ensured that participants could personally gauge their

strengths and weaknesses against the competencies described in the

modules about to be taught. It was assumed that feedback early in the

course would stimulate the participants’ desire to learn.

Following this feedback and a personal review session with an on-

site coach, the program began with a module on leadership vision and

change. Using a series of case studies from companies such as General

Electric, Microsoft, and the Virgin Group, participants learned lessons

about core leadership concepts such as strategic vision, unconven-

tional market perspectives, and environmental scanning for opportu-

nities. During course discussions, the professors encouraged

participants to share their own experiences. This created dialogue that

allowed the core concepts to be applied to the individuals’ own lead-

ership challenges and personal work situations.

A second module was presented in days two and three that empha-

sized skills required for implementing change. Another series of case

studies illustrated how effective leaders at several companies had suc-

cessfully orchestrated large-scale organizational change. For example,

participants explored the successful turnaround of the international

advertising agency Ogilvy & Mather by its senior leader Charlotte

Beers. This case study taught lessons about the process of developing

a strategic vision and ways to implement the vision once it was

defined. Experiential exercises were used to teach communications

and influence skills. A portion of day three and all of day four explored

the remaining themes of motivation and empowerment—again using

experiential exercises and case discussions as the principal vehicles for

conveying lessons and insight. Participants learned about the personal

philosophies that leaders often draw on in their efforts to empower

others, and about the importance of leaders demonstrating their val-

ues and beliefs in day-to-day actions. Throughout the program, par-

ticipants were continually required to reflect on their own actions.

They were encouraged to think about the extent to which they

embody the skills and worldviews they were being taught, and

they were asked to discuss their own personal challenges. There were

also opportunities to practice some of the skills and to receive perfor-

mance feedback.

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Such is the design of a fairly typical in-company program aimed at

developing individual leadership capabilities. A carefully tailored

assessment tool gathers feedback from colleagues prior to the course

and provides detailed input on the developing leader’s effectiveness

along course dimensions. This gives the individual a good sense of

specific strengths and weaknesses and motivates the need to learn.

Case studies, practice sessions, and reflective exercises convey and

teach essential ideas, frameworks, and techniques. In the end, partic-

ipants learn about the characteristics of effective leaders and learn

what these leaders actually do. Indivi

duals are compelled to contem-

plate these leadership characteristics in light of the beliefs and behav-

ior they demonstrate in their own jobs. With this knowledge, it is

presumed that participants will return to their workplaces and imple-

ment the skills and worldviews they have learned.

Though the course meets a larger organizational need around

change leadership, the experience is geared toward the individual

learner. There may be limited attempts to address some of the leader-

ship challenges facing the organization itself, but the emphasis remains

on the individual. Moreover, participants may or may not attend the

development program with colleagues they work with on a regular

basis (in this example, they did not). In programs where participants

attend individually from different parts of the organization, they are

likely to have greater difficulty applying their learning when back on

the job due to a lack of common understanding and support among

the members of their work group. As a result, learning often remains

an individual experience built around the one-time learning event.

This is particularly true with open-enrollment university programs

where participants may be the sole representative from their company