One of the reasons I love talking with younger people about leadership is that they’re very transparent about their expectations. While we’re busy devising development programmes, setting learning goals and more, they’re focused on the nitty gritty of job titles, office size and company car potential.
I love that pragmatic nature, and I’m always amused by how we expect our careers to flow smoothly in an ever-upward direction, when reality shows that our lives stutter from one missed opportunity to the totally-unexpected open doors.
Designing programmes is all about that flow of the development journey, and yet a recent conversation had me thinking about all the steps that can be missed because they don’t ‘count’ in typical leadership programme design.
Step 1: Talking about leadership
The way people – young and old – talk about leadership is a clear indicator of the gaps between expectation and reality. If our potential leaders are stuck in the ‘leader as hero’ paradigm; or have outdated assumptions about gender, age or cultural diversity, we need to shift the conversation.
Listening is vital, so that the shifts needed are clear, and can be woven into programme design.
Step 2: Seeing past symbolic leadership
It’s not just expectations about having your name on the door; a better cubicle in the office, or a fancy title. These ambitions are natural side-effects to having career goals. The key here is to ensure that people coming to your leadership development programmes can recognise them for what they are: symbolic gestures to indicate a level of accountability and responsibility. A reward for the challenges they will face.
Expecting to give someone a new job title; a different position on the organisation chart and a rise is not enough, on its own.
However, working more closely with your compensations and benefits team as part of the leadership development programme helps put these elements in a leadership context, rather than making them the focus.
Step Three: Knowing what ‘leadership skills’ are
Programme participants need to know and understand the behavioural expectations you have of them as leaders.
To appreciate ‘self-leadership’ as a precursor to leading others. How some behaviour levels can derail success, and some have transformational impacts.
And how ‘leadership’ isn’t just about performance, but about evoking inspiration, motivation, and being a role model for others.
- About giving and receiving feedback for continuous improvement.
- About attitudes towards accountability and responsibility, and using that intrinsic motivation to drive our behaviours.
- About emotional intelligence and its role in evoking empathy, maintaining good humour and being resilient in the face of challenge.
Oh, and talking about failure. And avoiding perfectionism. How we don’t need every single competence at the highest level; just good enough for the job we’re in right now. And having a ‘development mindset’.
Step Four: Practicing leadership behaviours
All the theory; all the models; all the ideas in the world aren’t going to make better leaders. It’s one thing to have understanding of a subject, it’s quite another to see when, where, and how to put leadership skills into practice.
Our leadership development programmes are as much a place to practice those skills, based on the real issues that our participants bring, as they are to explore, discuss and debrief on the theory.
High on interaction, every activity is designed to have an immediate, tangible benefit. An opportunity to give and receive feedback, and a chance to debrief on how it can be applied back in the participants’ real world.
Step Five: Delivering leadership under pressure
So few of the situations leaders find themselves in these days are predictable. It’s become the new definition of leadership. The predictable has been automated; or can be delegated to, and managed by, the team.
And unpredictability brings pressure. Raised voices; uncertainty; fear. And this is why the best leadership development programmes extend into delivery support. Because whatever gets rehearsed in the classroom, you can bet that it’ll be different on the front line.
We provide group action learning for participants, so that they can debrief and learn from each other’s real world issues. What works; what doesn’t work. Tips and tricks for success.
Long gone are the days when learning was about memorising facts and regurgitating them on paper. No ‘looking over someone’s shoulder’. Keeping your ideas to yourself in case someone ‘stole’ them and took the credit.
Today’s leadership development is all about collaboration; ideas sharing and celebrating success. But every step has to be in place for better leadership to be a reality.
And, while people ask us to tailor our programmes to their organisation – which we’re very happy to do – we also remind them that their biggest resource is their people, who will automatically tailor the content to get the most out of their development.
You’ll benefit from better leadership, more effective and productive teams, and higher employee engagement scores too.
At Forton we change cultures and support leadership development from bite-sized to week-long events. And we can show you how to demonstrate return on your investment (ROI).
To experience this for yourself pick up the phone. You’ll find us at +44 (0) 845 077 2980 option 1, or email firstname.lastname@example.org.