Leadership Development Program - Essay Example

?Leadership development programme Task: Literature Review on leadership Leadership is very crucial skill. Leadership is hard to define owing to the complexity of the roles of leaders. However, it easy to diagnose a situation in which leadership lacks. Leadership denotes a combination of skills, which develop over a lengthy duration. Leadership mature as an individual encounter numerous situations that require such skills. The situations expose the individual to circumstances that test leadership skills. Leadership entails numerous skills that enable the leader to get the best out of his/her followers. The skills required include the ability to motivate, inspire, facilitate, empower and focus once followers towards the accomplishment of an identified aspiration (Ricketts 2009, p. 1). Despite the prior definition suggesting that, leadership is a skill, it is imperative to acknowledge that it is also a process, which seeks to realize an objective. Therefore, the leader has to channel the powers of follower towards accomplishing an agenda (Katz 1955, p. 37). Leadership is a subject, which has generated great debate. Some scholars assert that leadership is inborn. Hence, leaders are born with that trait. Conversely, others argue that the skill is natured in the leadership environment. The process of nurturing leadership entails exposing an individual to situations that demand leadership skills (Kotter 1990, p. 56). Leadership is a vital aspect in organizations. Ineffective leadership will have countless impacts on an organization. First, an organizational leader ensures that the resources of the organization are focused towards the realization of certain objectives (Northouse 2007, p. 234). However, absence of proper leadership would result in uncoordinated efforts. Such effort would not realize the objectives of the organization. Leadership gears up of all the organizational aspects towards the realization of corporate goals. Leadership is a catalyst that triggers organizations or followers to acts in a manner that will lead to the accomplishment of certain objectives (Schein 1990, p. 115). Leadership accomplishes this via inspiration, empowerment and facilitation. People perceive that leadership emanates from having power. However, leadership originates from the ability to galvanize, influence and inspire. Therefore, a powerful leader does not necessary possess power, but has the capability to inspire, galvanize and influence. Ultimately, an individual can possess power but is not a leader (Rowe 2001, p.50). Leadership Development Programme Inculcating leadership skills is imperative since it enables individuals to lead organizations and followers. Leadership skills are vital in the current world. Therefore, an individual should constantly develop such skills (Hollander 1992, p. 50). Developing such skill is a tricky undertaking. As such, it requires proper strategizing to ensure the development of such skills. The best means to develop leadership skills is undertaking a leadership development programme (LDP). A trainer in a manner, which suits the recruit, designs the programme. LDP is a subjective programme, which seeks to develop leadership skills (Morrow, Jarrett & Rupinski 1997, p. 109). Its subjective nature allows the trainer to design a programme, which suits the leadership needs, resources, and time framework of an individual. The trainer undertakes a vital role in not only enhancing but also planning and assessing the leadership skills. The success of such a program will depend on the corporation between the trainer and the trainee. This section of the write-up seeks to design a LDP for an individual, which will last 4 years (Baldwin & Ford 1988, p. 70). First, I should identify a leadership trainer who has the capability to develop my skills. Subsequently, the trainer should assess the skills that I possess. Based on the assessment we should then brainstorm on the skill I require. This session should yield certain results. First, it should outline the leadership skill that I possess currently (Lim & Morris 2006, 119). Secondly, the session should outline the skill I should sharpen. Lastly, the above session should outline the missing skills that I require. The results of the above session will enable the trainer and the trainee to design a programme. The second section of this programme should involve strategizing on the means to improve leadership skills. There are several means of improving once skills (Kim 2003, p. 78). These means include workshops and on the job training. Additionally, the trainer can adopt a moderation of both methods. This program is set to last four years. Therefore, the activities should cover the entire duration. My trainer has opted to utilize a moderation of both workshops and on the job training. My trainer will assess the progress realized four times a year. In the four years that the program should last, I will undertake certain activities (Kraiger & Eduardo 1993, p. 320). First year of the LDP There are three major categories of leadership aspects, which include relational, organizational and personal aspects. This programme found it vital to commence with personal aspects of leadership. This stage would entail attending workshops for several fours month, then exposure to circumstances that will develop such skills. The workshop on personal aspects of leadership will cover certain critical dimensions of leadership. The sections include self-awareness, assuming responsibility and resetting. Self-awareness commences in the first stage where the trainer and recruit analyze the leadership qualities that the recruit has or lacks. This phase seeks to ensure that the trainee accepts the present situation of his/her leadership skills even though deplorable. After the intensive seminar, I will seek internship in an organization that can test the skills learnt. Once this phase is complete, the trainer and I will hold a lengthy session discussing the skills acquired (Jago 1982, p. 320). The second year of the LDP The seminars in the second year seek to inculcate relational skills. In leadership positions, an individual has to work alongside numerous persons. It is essential that the cooperation with other professionals yield the required result. Lack of relational skills will result in failure in situations that require liaison. Furthermore, a leader has to deal with follower thus, relational skills will be vital. This phase will instil forward focus, personal trait and collaborative skills (Zaleznik 1977, p. 71). During this phase, I will attend seminars on relational aspects for six months. The seminars will last longer since this is a critical aspect of leadership. This stage should first train the learner to assume responsibility for his task. Failure to assume responsibility is exceedingly frustrating to followers signifying that such a leader is unreliable. After completing the initial phase, I will seek an internship in a public relations firm (Kotter 1998, p. 50). The third year of the LDP The third year will seek to inculcate organizational skill required by a leader. The skills will circumnavigate around management. The skills learnt in this phase should enable an individual understand the dynamics of an organization relative to its leadership. Leadership affects the functioning of an organization significantly. Therefore, the skills learnt should assist me in dealing with leadership challenges, which affect the working of an organization. Organizations have numerous teams; these teams have trouble owing to challenges such as poor leadership. As a member of an organization, you should assist in the resolution of such problems. Initially, I will attend a workshop on organizational aspects lasting three months. Subsequently, I will work in an organization, which bases it operations on teams. This will allow me to develop the skills learnt in this stage alongside those learnt in prior phases (Cromwell & Kolb 2004, p. 345). Final year of the LDP The final stage will commence with the trainer conducting an intensive review of the progress realized. Consequently, the trainer should recommend the sections of the programme that have not met the required threshold. The final year of this program will entail on the job training. The trainer will seek a suitable leadership mentor who will act as my supervisor in an institution. The supervisor should allocate me tasks that will put to test my skills. Based on the results, the supervisor will make appropriate recommendations to the trainer (Dubrin 2007, p. 42). Bibliography Baldwin, T & Ford, K 1988, Transfer of Training: A Review and Directions for Future Research', Personnel Psychology, Vol. 41 no. 1, p. 63-105. Century, K, Leadership development, Journal of Leadership Studies, vol.1, no. 1, p. 112-127. Cromwell, S & Kolb, J 2004, An examination of work-environment support factors affecting transfer of supervisory skills training to the work place, Human Resource Development Quarterly, Vol. 15, no. 4, pp.71-449-. Dubrin, A 2007, Leadership: Research findings, practice, and skills, Houghton Mifflin, New York. Hollander, E 1992, Leadership, followership, self, and others, The Leadership Quarterly, vol. 3, no. 1, p. 43–54. Jago, G 1982 Leadership: Perspectives in theory and research, Management Science, Vol. 28, no. 3, p. 315–336. Jellema, F, Visscher, A & Scheerens, J 2006, Measuring change in work behaviour by evaluation, Journal of Applied Psychology, vol.78, no. 2, p. 311-328. Katz, R 1955, Skills of an effective administrator, Harvard Business Review, vol.33, no. 1, p. 33-42. Kim, K. 2003, Leadership Development Programs, Wiley Periodicals Inc, no.123. Kotter, J 1990, A force for change: How leadership dif­fers from management, Free Press, New York. Kotter, J 1998, What leaders really do, Harvard Business Review on leadership, pp. 37–60. Kraiger, K & Eduardo, S 1993, Application of cognitive, skill-based and affective theories of learning outcomes to new methods of training Multisource feedback, International Journal of Training and Development, vol.10, no. 2 pp. 1–110. Lim, H & Morris, M 2006, Influence of trainee characteristics, instructional satisfaction, and organizational climate on perceived learning and training transfer, Human Resource Development Quarterly, vol.17, no. 1, p. 85–115. Morrow, C, Jarrett, M & Rupinski, M, 1997, An investigation of the effect and economic utility of corporate-wide training, Personnel Psychology, vol. 50, p. 91-119. Northouse, P 2007, Leadership theory and practice, Sage Publications, California. p. 121–139. Ricketts, K 2009, Leadership vs. Management, University of Kentucky, no.2, p. 1-5. Rowe, W 2001, Creating wealth in organizations: The role of strategic leadership, Academy of Management Executive, vol. 15, no. 1, p. 81–94. Schein, E. (1990). Organizational Culture, American Psychologist, vol.45, no. 2, p. 109-119. Zaleznik, A 1977, Managers and leaders: Are they different? Harvard Business Review, vol.55, p. 67–78. Read More