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The Center for Creative Leadership Handbook of Leadership Development, Third Edition

Name: The Center for Creative Leadership Handbook of Leadership Development, Third Edition
ISBN: 9780470387399

by Cynthia D. McCauley, Ellen Van Velsor, Marian N. Ruderman

March 2007

Intermediate to advanced

464 pages

13h 52m

English

Wiley

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Copyright
Web Contents
Leader Development SystemsLearning from ExperienceFeedback-Intensive ProgramsLeadership CoachingLeader Development and Social IdentityDevelopment Programs for Educational LeadersLeader Development in Times of ChangeDemocratizing Leader DevelopmentEvaluating Leader DevelopmentDeveloping Team Leadership CapabilityDeveloping Strategic LeadershipDeveloping Globally Responsible LeadershipDeveloping Intergroup LeadershipDeveloping Interdependent Leadership
Foreword
Preface
ROOTS OF THE BOOKWHAT'S NEW IN THE THIRD EDITIONWHAT THE HANDBOOK DOES NOT COVERORGANIZATION OF THE BOOKA FINAL WORD OR TWO
Acknowledgments
The Authors
Introduction: Our View of Leadership Development
ASSUMPTIONS AND MODEL OF LEADER DEVELOPMENTAssumptionsA Two-Part ModelAssessment, Challenge, and SupportLeader Development as ProcessELEMENTS OF AN EFFECTIVE DEVELOPMENTAL EXPERIENCEAssessmentChallengeSupportWHAT DEVELOPS IN LEADER DEVELOPMENTLeading OneselfSelf-AwarenessAbility to Balance Conflicting DemandsAbility to LearnLeadership ValuesLeading OthersAbility to Build and Maintain RelationshipsAbility to Build Effective Work GroupsCommunication SkillsAbility to Develop OthersLeading the OrganizationManagement SkillsAbility to Think and Act StrategicallyAbility to Think CreativelyAbility to Initiate and Implement ChangeENHANCING LEADER DEVELOPMENTCreating Rich Developmental ExperiencesEnhancing the Ability to LearnAligning Leader Development with the ContextFROM LEADER DEVELOPMENT TO LEADERSHIP DEVELOPMENTA Broader Definition of LeadershipA Broader Approach to Leadership DevelopmentCONCLUSION
I. Developing Leaders
1. Leader Development Systems
1.1. PURPOSES SERVED BY LEADER DEVELOPMENT1.1.1. Tools for Assessing the Organization's Need for Effective Leaders1.1.1.1. Leader Competency Models1.1.1.2. Leadership Metrics1.1.1.3. Forums to Review Leader Effectiveness1.1.2. Leader Development Strategy1.2. LEADER SEGMENTS1.2.1. Organizational Levels1.2.2. High-Potential Status1.2.3. Social Identity Groups1.2.4. Functions, Business Units, or Geographies1.2.5. Local Leaders1.3. METHODS OF DEVELOPMENT1.3.1. Developmental Relationships1.3.2. Developmental Assignments1.3.3. Feedback Processes1.3.4. Formal Programs1.3.5. Self-Development Activities1.4. CLIMATE FOR DEVELOPMENT1.4.1. Establishing a Climate for Development1.4.1.1. Priorities of Top Management1.4.1.2. Recognition and Rewards1.4.1.3. Communication1.4.1.4. Efforts to Track and Measure1.4.1.5. Resources1.4.1.6. Skilled Employees1.4.2. Assessing the Climate1.5. LEADER DEVELOPMENT BEYOND FORMAL ORGANIZATIONS1.6. CONCLUSION
2. Learning from Experience
2.1. LESSONS OF EXPERIENCE RESEARCH2.2. WHERE LEADERS LEARN2.2.1. Challenging Assignments2.2.2. Developmental Relationships2.2.3. Adverse Situations2.2.4. Course Work and Training2.2.5. Personal Experiences2.3. RETURN ON EXPERIENCE2.3.1. Mastery: The Outcome of Increased Ability2.3.2. Versatility: The Outcome of Increased Capacity2.3.3. Combining Mastery and Versatility2.3.4. Transfer: The Outcome of Increased Impact2.4. ENHANCING THE RETURN ON EXPERIENCE2.4.1. Sequence Experiences to Enhance Mastery2.4.1.1. Sequence Experiences to Meet the Strategic Priorities of the Organization2.4.1.2. Sequence Experiences by Levels of Responsibility2.4.2. Diversify Experiences to Enhance Versatility2.4.2.1. Diversify Experiences Across Organizational Boundaries2.4.2.2. Diversify Experience Across Cultural Boundaries2.4.3. Integrate Experiences to Enhance Transfer2.4.3.1. Integrate Challenging Assignments with Developmental Relationships That Enhance Transfer2.4.3.2. Integrate Experience with Learning Systems That Enhance Transfer2.5. CONCLUSION

3. Feedback-Intensive Programs
3.1. WHAT IS A FEEDBACK-INTENSIVE PROGRAM?3.1.1. Defining Features of CCL's FIPs3.1.2. Phases of a Feedback-Intensive Program3.2. ELEMENTS OF ASSESSMENT3.2.1. Sources and Methodologies3.2.1.1. Self-Assessment3.2.1.2. 360-Degree Assessment3.2.1.3. Assessment from Fellow Participants3.2.1.4. Other Assessment Methodologies3.2.1.5. Integrating the Feedback3.2.2. Key Issues in Assessment3.3. ELEMENTS OF CHALLENGE3.3.1. Structured Experiences3.3.1.1. Simulations3.3.1.2. Targeted Exercises3.3.1.3. Action Learning Projects3.3.2. Encountering Different Models and Perspectives3.4. ELEMENTS OF SUPPORT3.4.1. Facilitating Participant Learning3.4.2. Teaching to Different Learning Styles3.4.3. Integrating Participants' Organizational Contexts3.4.4. Encouraging Perspective Sharing3.4.5. Encouraging the Practice of New Behaviors3.4.6. Providing Ample Time for Consolidation of Feedback3.5. SUSTAINING ASSESSMENT, CHALLENGE, AND SUPPORT THROUGH THE IMPLEMENTATION PHASE3.6. OUTCOMES OF A FEEDBACK-INTENSIVE PROGRAM3.6.1. Goal Content and Attainment3.6.2. Summary of CCL's Evaluation Research3.7. USING A FEEDBACK-INTENSIVE PROGRAM GLOBALLY3.8. LEVERAGING THE INVESTMENT3.9. CONCLUSION
4. Leadership Coaching
4.1. A FRAMEWORK FOR COACHING4.1.1. Relationship4.1.2. Assessment, Challenge, and Support4.1.3. Results4.2. PRINCIPLES OF COACHING4.2.1. Principle 1: Create a Learning Environment4.2.2. Principle 2: Ensure the Coachee's Ownership4.2.3. Principle 3: Facilitate and Collaborate4.2.4. Principle 4: Advocate Self-Awareness4.2.5. Principle 5: Promote Sustainable Learning from Experience4.2.6. Principle 6: Model What You Coach4.3. COACHING IN A GLOBAL ENVIRONMENT4.4. USES AND STAGES OF COACHING IN ORGANIZATIONS4.4.1. From Ad Hoc to Organized Use of Coaches4.4.1.1. Recruitment and Selection Standards4.4.1.2. Preparation and Orientation4.4.1.3. Confidentiality and Information Sharing4.4.1.4. Matching Coaches with Leaders4.4.1.5. Evaluation of Results4.4.2. From External Coaching to Multiple Coaching Methods4.4.2.1. Quality Amid Quantity4.4.2.2. Managers as Coaches4.4.3. Toward a Coaching Culture4.5. CONCLUSION
5. Leader Development and Social Identity
5.1. LEADERSHIP AND SOCIAL IDENTITY5.2. IDENTITY-RELATED OBSTACLES TO LEADER DEVELOPMENT5.2.1. Prejudice, Discrimination, and Stereotyping5.2.2. Differential Opportunities5.2.3. Organizational Culture5.3. ORGANIZATIONAL COSTS OF OVERLOOKING IDENTITY5.3.1. Loss of Human Capital5.3.2. Loss of Identity Capital5.3.3. Loss of Diversity Capital5.3.4. Loss of Social Capital5.4. INCORPORATING SOCIAL IDENTITY IN LEADER DEVELOPMENT5.4.1. Assessment5.4.1.1. Content of Assessment5.4.1.2. The Assessment Process5.4.2. Challenge5.4.2.1. Learning from Challenging Social Identity Experiences5.4.2.2. The Benefit of Social Identity–Based Challenge5.4.2.3. The Distribution of Developmental Experiences5.4.3. Support5.4.3.1. Practical and Emotional Support5.4.3.2. Coaching and Mentoring5.4.3.3. Differing Levels of Comfort with Support5.4.3.4. Informal Sources of Support5.4.4. Feedback-Intensive Leader Development Programs5.4.4.1. Addressing Social Identity Through Single-Identity Programs5.4.4.2. Addressing Social Identities in Mixed-Identity Programs5.4.4.3. Making the Choice5.5. IMPLICATIONS FOR LEADER DEVELOPMENT PRACTICES IN ORGANIZATIONS5.5.1. Acknowledging the Importance of Social Identity in Leader Development Curricula5.5.2. Reviewing and Restructuring Systemic Influences5.5.3. Fostering an Inclusive Organizational Culture5.6. CONCLUSION
6. Development Programs for Educational Leaders
6.1. BEGINNINGS AS TEACHERS6.2. EDUCATIONAL EXPERTISE6.3. SOCIOPOLITICAL CONTEXT OF EDUCATION6.4. DEVELOPMENT PROGRAMS FOR EDUCATIONAL LEADERS6.4.1. Linking Leader Development and Student Outcomes6.4.2. Facilitators Who Are Education Practitioners6.4.3. Designing for Impact6.4.4. Capabilities Critical for Leading Effectively6.4.4.1. Self-Awareness6.4.4.2. Leading Change6.4.4.3. Managing Conflict6.4.4.4. Power, Politics, and Influence6.4.4.5. Using Teams6.4.5. Building Capacity in Others6.5. EXAMPLES OF DEVELOPMENT PROGRAMS FOR EDUCATIONAL LEADERS6.5.1. School Leadership Executive Institute6.5.2. Bryan Leadership Development Initiative6.5.3. Common Features of Programs6.6. CONCLUSION
7. Leader Development in Times of Change
7.1. THE CONTEXT: CHALLENGES OF LEADING DURING TRANSITION7.1.1. The Challenge of Understanding the Emotional Shape of Transition7.1.2. The Challenge of Fear7.1.3. The Challenge to Learn7.2. WHAT IT TAKES TO LEAD EFFECTIVELY DURING A TRANSITION7.2.1. The Pivotal Role of Trust7.2.2. Understanding the Emotional Side7.2.3. Meeting People Where They Are7.2.4. The Paradoxical Power of Vulnerability7.3. DEVELOPING AUTHENTIC CHANGE LEADERSHIP7.3.1. The Wheel7.3.1.1. Origins of the Wheel7.3.1.2. Value and Use of the Wheel7.3.1.3. Maintaining the Wheel7.3.1.4. The Wheel at Another Level7.3.2. A Program for Practical Experience7.3.3. Other Options for Leader Development7.4. CONCLUSION
8. Democratizing Leader Development
8.1. DEFINING DEMOCRATIZATION8.2. BARRIERS TO DEMOCRATIZATION8.2.1. Traditional Mental Models of Leadership8.2.2. Leadership Development Business Models8.2.3. Scaling as a Means of Change8.3. THREE INFLUENTIAL FRAMEWORKS8.3.1. Assessment, Challenge, and Support8.3.2. Direction, Alignment, and Commitment8.3.3. Alternative Business Models for the Poor8.4. A STRATEGY AND IMPLEMENTATION PROCESS8.4.1. Lessons from Market Immersions8.4.1.1. The Important Subtlety of Language8.4.1.2. The Value of Storytelling8.4.1.3. Extraordinary Challenges Facing NGOs8.4.1.4. The Need to Reach Young People8.4.2. Rapid Prototyping8.4.2.1. Simplifying for Scalability and the Leadership Essentials Design8.4.2.2. Taking Leadership Essentials Beyond CCL8.4.2.3. Building Trainer Capacity8.4.2.4. Moving Beyond the Classroom8.4.2.5. Leveraging Technology8.5. CONCLUSION
9. Evaluating Leader Development
9.1. INCORPORATING EVALUATIVE THINKING INTO DESIGN9.2. DISCOVERY IN EVALUATION AND INTERVENTION DESIGN9.2.1. Stakeholder Identification9.2.2. Essential Elements for Evaluation9.2.2.1. Understand the Context of the Organization or Community9.2.2.2. Identify Desired Results or Outcomes9.2.2.3. Determine the Leader Competencies and Capabilities Needed9.2.2.4. Generate Possible Solutions9.3. DESIGNING THE EVALUATION9.3.1. Identify the Purpose of the Evaluation9.3.2. Identify Specific Evaluation Questions9.3.3. Choose Specific Evaluation Methods9.3.3.1. Methods to Measure Individual Outcomes9.3.3.2. Methods to Measure Group and Team Outcomes9.3.3.3. Methods to Measure Organizational Outcomes9.3.3.4. Challenges in Measuring Organization-Level Outcomes9.3.3.5. Measuring Outcomes at Multiple Levels9.3.3.6. Special Methods to Consider9.4. IMPLEMENTING THE EVALUATION PLAN9.5. USING EVALUATION RESULTS9.6. REALITY CHECK: CHALLENGES IN EVALUATING LEADER AND LEADERSHIP DEVELOPMENT9.6.1. Stakeholder Influence and Expectations9.6.2. Understanding the Role of Context9.6.3. Measurement Challenges9.6.4. Program Evaluation Standards9.7. EVALUATION AS A WAY TO LEARN ABOUT THE PRACTICE OF LEADER AND LEADERSHIP DEVELOPMENT9.8. LINKING EVALUATION TO DIRECTION, ALIGNMENT, AND COMMITMENT9.9. CONCLUSION
II. Developing leadership for organizational challenges
10. Developing Team Leadership Capability
10.1. THE NATURE OF TEAMS AND TEAM LEADERSHIP10.2. TEAM LEADERSHIP MODEL10.3. TEAM CHALLENGES10.3.1. Challenges of Team Context10.3.2. Challenges of the Organizational Context10.3.3. Challenges of the Environmental Context10.4. A FRAMEWORK OF TEAM NEEDS10.4.1. Planning Phase Needs10.4.2. Developing Team Leadership Capability: Planning Phase Needs10.4.3. Action Phase Needs10.4.4. Developing Team Leadership Capability: Action Phase Needs10.4.5. Interpersonal Needs10.4.6. Developing Team Leadership Capability: Interpersonal Needs10.5. BUILDING TEAM LEADERSHIP CAPABILITY10.5.1. Team Training10.5.2. Team Coaching10.5.2.1. Assessment10.5.2.2. Challenge10.5.2.3. Support10.5.3. Team Benchmarking10.6. A CASE STUDY OF DEVELOPING TEAM LEADERSHIP CAPABILITY10.7. CONCLUSION
11. Developing Strategic Leadership
11.1. HOW STRATEGIC THINKING AND CHOICES CAN PROMOTE DIRECTION, ALIGNMENT, AND COMMITMENT11.1.1. Setting Direction11.1.2. Creating Alignment11.1.3. Gaining Commitment11.2. STRATEGIC LEADERSHIP PRACTICES11.2.1. Strategy as a Learning Process11.2.1.1. Assessing Where We Are11.2.1.2. Understanding Who We Are and Where We Want to Go11.2.1.3. Learning How to Get There11.2.1.4. Making the Journey11.2.1.5. Checking Our Progress11.2.1.6. Summary of SLP11.2.2. Enhancing Skills and Perspectives of Strategic Leaders: Thinking, Acting, and Influencing11.2.2.1. Strategic Thinking11.2.2.2. Strategic Acting11.2.2.3. Strategic Influence11.3. DEVELOPING STRATEGIC LEADERSHIP11.3.1. Developing Thinking, Acting, and Influencing Skills in Leaders11.3.2. Developing Strategic Leadership in the Collective11.3.2.1. Having a Cognitive Model or Framework11.3.2.2. Assessing the Organization's Current State11.3.2.3. Providing Guided Practice Through an Intensive Business Simulation11.3.2.4. Action Learning11.3.2.5. Taking It to Others11.3.3. An Example of a Development Process for the Collective11.4. CONCLUSION
12. Developing Globally Responsible Leadership
12.1. FURTHER DEFINING GLOBALLY RESPONSIBLE LEADERSHIP12.2. THE CHALLENGES OF DEVELOPING GLOBALLY RESPONSIBLE LEADERSHIP12.2.1. Building and Maintaining Commitment to GRL12.2.2. Embedding Global Responsibility into Business Operations12.2.3. Developing an Organizational Culture12.3. GLOBALLY RESPONSIBLE LEADERSHIP BELIEFS12.3.1. An Ethic of "Perform, Don't Advertise"12.3.2. Globally Responsible Leadership as a Powerful Idea and an Opportunity12.3.3. Responsibility Is an Ongoing Process Requiring a Long-Term Perspective12.3.4. It Is Counterproductive and Risky to Wait12.3.5. Everyone Has a Role to Play on the Responsibility Journey12.3.6. Responsibility Doesn't End When You Leave Work for the Day12.3.7. Organizations Should Use Their Power and Influence to Improve the World12.3.8. If You Are Standing for What Is Right and True, It Will Sell Itself12.4. GLOBALLY RESPONSIBLE LEADERSHIP PRACTICES12.4.1. Top Management Support12.4.2. Creating and Aligning Vision, Strategies, and Policies12.4.3. Operationalizing CSR12.4.4. Accountability for Performance12.4.5. Communicating CSR12.4.6. Developing and Empowering Employees12.4.7. Engaging Across Boundaries12.4.8. Acting Ethically12.5. TOOLS, TECHNIQUES, AND METHODOLOGIES FOR DEVELOPING GLOBALLY RESPONSIBLE LEADERSHIP12.5.1. Assessing Organizations for GRL12.5.2. Challenging the Organization to Develop Globally Responsible Leadership12.5.3. Supporting the Journey to Globally Responsible Leadership12.6. NEXT STEPS: IMPLICATIONS FOR THE FUTURE12.7. CONCLUSION
13. Developing Intergroup Leadership
13.1. THE SHIFTING LEADERSHIP LANDSCAPE13.1.1. Accelerating Globalization13.1.2. Advancing Technology13.1.3. Changing Global Demographics13.1.4. Shifting Societal Structures13.1.5. Transforming Organizational Structures13.2. FAULT LINES: THE CRUX OF THE LEADERSHIP CHALLENGE13.2.1. Differential Treatment13.2.2. Expectation of Assimilation13.2.3. Insults or Humiliating Acts13.2.4. Different Values13.2.5. Simple Contact13.3. INTERGROUP LEADERSHIP CULTURES, BELIEFS, AND PRACTICES13.3.1. The Hands-Off Leadership Culture13.3.2. The Direct-and-Control Leadership Culture13.3.3. The Cultivate-and-Encourage Leadership Culture13.3.3.1. Boundary Suspending13.3.3.2. Boundary Reframing13.3.3.3. Boundary Nesting13.3.3.4. Boundary Weaving13.4. INTERGROUP LEADERSHIP DEVELOPMENT13.4.1. Intergroup Awareness Methods13.4.1.1. Mapping Tools13.4.1.2. Case Methodologies13.4.2. Intergroup Experiential Learning13.4.2.1. Intergroup Simulation Activities13.4.2.2. Action Learning13.4.2.3. Boundary-Crossing Experiences13.4.3. Intergroup Culture Development13.5. CONCLUSION
14. Developing Interdependent Leadership
14.1. DEPENDENT, INDEPENDENT, AND INTERDEPENDENT LEADERSHIP CULTURES14.1.1. Dependent Leadership Culture14.1.2. Independent Leadership Culture14.1.3. Interdependent Leadership Culture14.2. PUTTING THE THREE LEADERSHIP CULTURES BACK TOGETHER14.3. CASE STUDIES OF INTERDEPENDENT LEADERSHIP PRACTICES14.3.1. "Putting It in the Middle" at Lenoir Memorial Hospital14.3.2. The Process-Centered Organization at Abrasive Technologies14.3.3. Centralization and Decentralization at Resources for Human Development14.4. DEVELOPING AN INTERDEPENDENT LEADERSHIP CULTURE14.4.1. Developing an Independent Leadership Culture14.4.2. Developing an Interdependent Leadership Culture14.5. CONCLUSION
Afterword
REFERENCES
ABOUT THE CENTER FOR CREATIVE LEADERSHIP
CapabilitiesOpen-Enrollment ProgramsCustomized ProgramsCoachingAssessment and Development ResourcesPublicationsLeadership CommunityResearch

Overview

Praise for The Center for Creative LeadershipHandbook of Leadership Development

"The most authoritative, comprehensive, and practical source for developing leadership capability in any organization. The handbook integrates the very best of theory and practice, and serves as a valuable road map to creating a foundation of systemic leadership excellence, now and for the future."

—Thomas J. Griffin, vice president, organizational learning and chief teaching officer, U.S. Cellular

"Only from the Center for Creative Leadership could we expect to see such a rich, authoritative, and actionable set of the latest resources for developing leaders. All those who have responsibility for developing leaders (senior executives, leader development professionals, and leaders themselves), as well as those who study leadership, need to read this book."

—Douglas T. "Tim" Hall, founding director, Executive Development Roundtable, Boston University

"The changes in the third edition of The Handbook of Leadership Development make a good book even better. The authors provide a broad perspective on the most relevant topics for academics and practitioners. The emphasis on development of collective leadership capacity as well as development of individual leaders is consistent with the growing recognition that strategic leadership, shared leadership, and flexible change leadership are essential for sustained organizational effectiveness in a dynamic global economy. The book is a valuable source of knowledge and practical advice for anyone who is responsible for providing or managing leadership development."

—Gary Yukl, professor of management, University at Albany-SUNY

"We consider leadership to be the single most important factor influencing the performance of our organization. This book is brilliant in defining what we need to do and what capabilities we need to assist our leaders to grow and develop."

—Morten Raabe, vice president of Organisation Development, WW ASA, Oslo, Norway

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