Developmental Leadership

Transcription

1 Developmental Leadership

2 Developmental Leadership Developmental Leadership (DL) has been the Swedish Armed Forces new leadership model since Developmental Leadership has been practised within state and local government sectors as well as at privately-owned companies since The model is characterised by the leader acting as a role model and raising questions of morals and ethics whilst observing perceptible core values. A developmental leader also provides inspiration and motivation in order to promote participation and creativity, and shows personal consideration by providing support, but also opposition, if this is beneficial for the individual and organisation. The Developmental Leadership concept includes: An assessment tool (DLQ) for personal feedback A theoretical model A method for personal leadership development The assessment tool can be viewed as an inventory of the leader s actual leadership behaviour. The model provides a direction for preferred development. The model is based on the frequency of behaviour over time. A higher frequency of Developmental Leadership leads to a favourable organisational outcome as well as more favourable personal development for everyone in the group. There is one crucial difference between Developmental Leadership and Conventional Leadership. This has to do with how co-workers are motivated. A conventional leader tends to prefer the stick and carrot approach and refers more often to obligations and duties and laws and regulations than to shared values, objectives and interests. This often leads to co-workers carrying out their tasks but not feeling sufficiently motivated to exert themselves any further beyond that. The objective and fulfilment of that objective are the preserve of the leader. A developmental leader, on the other hand, encourages co-workers to pursue the same long-term goals as he or she has. The driving force for this work comes from the co-workers themselves. Leadership that is working well and is characterised by requirements and reward, as well as control, enables you to achieve objectives agreed upon in the short term. In the long term, developmental leadership enables individuals to progress further.

3 Developmental Leadership, scientific grounds At the end of the 1990s, the Swedish Armed Forces commissioned the Swedish National Defence College to produce up-to-date scientific publications on leadership. A review of scientific leadership theories and models confirmed that the model that garnered the most comprehensive scientific support was the American Transformational Leadership model. This scientific support includes studies demonstrating improved efficiency within organisations where there was a high occurrence of Transformational Leadership. This type of scientific result is relatively rare. Usually these studies look at what participants made of a leadership course and/or whether they have started to behave differently. This can be significant in itself, but it is no guarantee of any actual impact on the organisational outcome. Continued studies, as well as international contact with researchers and practitioners, produced a separate model entitled Developmental Leadership, which is now the Swedish Armed Forces new leadership model. As other organisations in Sweden came into contact with Developmental Leadership, interest grew in training instructors outside of the Swedish Armed Forces. The first course ran in January 2004, providing training for both military and civilian instructors. Training and certification of instructors 1. Stage one is a basic course in Developmental Leadership (2-3 days) run by the Swedish National Defence College (see or another course organiser + one follow-up day (approx. 2 months after the basic course). 2. This is followed by instructor training (5 days). 3. Finally, the prospective instructor takes an examination that involves putting on a course in Developmental Leadership together with another instructor. This course is attended by the examiner. 4. Once the instructor has completed and passed the examination, an agreement is signed with the Swedish National Defence College. The instructor is then presented with a certificate enabling him/her to teach basic courses in Developmental Leadership.

4 Training in Developmental Leadership Training in Developmental Leadership begins in the workplace with a 360-degree assessment of each course participant s leadership behaviour. Your leadership is assessed by a superior, a peer and a subordinate, and you also complete a self-assessment. The Swedish National Defence College compiles these assessments, which provide the foundation for your continued work during training. The basic course takes 2-3 days. After about two months, there is an in-depth follow-up day to stimulate further reflection and provide the opportunity to exchange experiences with other leaders as a means of reviewing and possibly modifying your own development plan. The overall aim of training in Developmental Leadership is: For the course participant to be able to analyse, reflect on and consciously develop their day-to-day leadership. This is done with support from the Developmental Leadership model and the self-insight that comes from interpreting the feedback tool DLQ (Developmental Leadership Questionnaire). The aim is to promote development among co-workers in order to improve efficiency within the organisation in the future. Training combines theory with group discussions and exercises. There is particular emphasis on you as a participant taking an active role on the course. During course days you will be exposed to various methods for encouraging commitment and attendance, as well as for helping you find your focus. A large part of the training will be conducted in groups of three to increase self-reflection with support from the two other course participants. Once training is complete, you will: Have knowledge of the Leadership Model and Developmental Leadership Have received personal feedback on your leadership with clarification of your development needs Have increased your self-insight Have created a personal development plan to further develop your leadership. Be an Examplary Model! Own Development Inspire! Development of Co-workers Medarbetarnas Increased Effeciency Show Individualised Consideration! Motivate!

5 Assessment tool DLQ (Developmental Leadership Questionnaire) A few weeks before training in Developmental Leadership begins, there will be a 360-degree assessment of the leader s behaviour. Course participants will receive an from the Swedish National Defence College and complete a web-based self-assessment. A superior, peer and subordinate will also be asked for their assessments of the course participant. A hard copy version of the questionnaire is also available. The assessment tool is only used for developmental purposes and not as a selection or salary-setting tool. The questionnaire looks at 66 behaviours, of which 42 are included in the various leadership styles in the Leadership Model, from Let go to Develop mental Leadership. Twenty behaviours are covered by the Leadership SWEDISH NATIONAL Model s DEFENCE four required COLLEGE Department of leadership and management competences: Professional competence Age: 29 or younger years Managerial 51 competence or older Social competence Stress management capability The final four questions in the questionnaire measure outcomes of leadership in the form of, among other things, cost awareness and job satisfaction. Anonymity and data storage The questionnaire is anonymous and arranged so that peers and subordinates cannot be identified in your personal profile summary. The profile summary will be passed on to you personally during a course. It is your decision whether or not you want to share this information. All assessments are processed at the Swedish National Defence College and will not be passed on to employers. Recorded data includes your name (not personal identification number) and the (coded) assessments completed by you and your assessors. Data is de-identified about 2-3 months after the course. RATER 66 item English Leaders name: I am: Woman Man Which of the following alternatives describes you best? I am on a higher organisational level than the person I am rating I am on the same organisational level as the person I am rating I am on a lower organisational level than the person I am rating None of the above Education (indicate the highest) RATER 66 item English Nationality Secondary school or equivalent SWEDISH NATIONAL DEFENCE High School/ 6th Form College Swedish COLLEGE Leaders name: Norwegian Department College/University of leadership and management Danish Other I have am: known the Woman person I am Man rating: Which of the following alternatives describes you best? Rate to what extent each statement is applicable to the person you are rating. Use Less than 1 month the scale below. Mark your answers by circling appropriate nyumber. Age: 1 month 29 6 months or younger I am on a higher organisational level than the person I am rating 7 months 30 1 year 50 years I am on the same organisational level as the person I am rating 1 = Never or = Very often Don t More than 51 1 year or older I am on a lower organisational level than the person I am rating None of the above almost never or always know Education 1 Discusses (indicate what the values highest) are important before making decisions Nationality 2 Secondary Displays school an ethical or equivalent and moral attitude Expresses values that have a humanistic basis High School/ 6th Form College Swedish Norwegian 5 College/University Represents the unit to external parties in Danish exemplary way Acts in accordance with the opinions he or she expresses Admits to his or her own mistakes without Other trying to find excuses I 7 have Accepts known responsibility the person I am for the rating: operations even in hard times Exercises his or her managerial responsibility Rate to what in an extent exemplary each statement way is applicable 1 2to the 3 person 4 5 6you 7are 8rating. 9 Use Less than 1 month 9 Accepts responsibility for ensuring that the started scale below. tasks are Mark completed your answers by circling 1 2the 3appropriate nyumber month 6 months 10 7 months Shows insight 1 year into people s needs More Takes than time 1 year to listen Never 1 2or Very 8often 9 Don t 1 = = almost never or always know 12 Gives me constructive feedback 1 Discusses what values are important before making decisions Makes me feel significant 2 Displays an ethical and moral attitude Takes colleagues opinions into consideration 3 Expresses values that have a humanistic basis Treats people appropriately who have not carried out tasks well 4 Acts in accordance with the opinions he or she expresses Tackles relationship problems 5 Represents the unit to external parties in an exemplary way Can deal with troublesome colleagues 6 Admits to his or her own mistakes without trying to find excuses Creates enthusiasm for a task 7 Accepts responsibility for the operations even in hard times Even delegates prestigious tasks 8 Exercises his or her managerial responsibility in an exemplary way Example of formula

6 Summary of assessments A large part of training is devoted to interpreting summaries of assessments. The interpretation looks at everything from the overall results to minor details in order to understand which elements you can and want to develop. The interpretation of the summary ends with you as a course participant preparing an individual development plan, which includes, among other things, the following points: What must I continue to do? What must I begin doing? What must I stop doing? Developmental leadership Examplary Model 7,1 7,9 Individualised Consideration 6,9 8,0 Inspiration and Motivation 7,3 7,9 Others assessment Self assessment Self Others assess- assessment ment Examplary Model Value Base 8 8,0 I discuss what values are important before making decisions 1 7 8,0 I display an ethical and moral attitude 2 9 8,5 I express values that have a humanistic basis 3 Good example 7 8,2 I act in accordance with the opinions I express 4 6 8,2 I represent the unit to external parties in an exemplary way 5 8 7,8 I admit to my own mistakes without trying to find excuses 6 Responsibility 7 7,5 I accept responsibility for the operations even in hard times 7 0 7,8 I exercise my managerial responsibility in an exemplary way 8 5 7,2 I accept responsibility for ensuring that started tasks are completed 9 Example of summary

7 The Developmental Leadership model has been developed by the Swedish National Defence College based on a broad scientific foundation provided by individuals with a grounding in theory of organisation, pedagogy, psychology, psychiatry, social psychology, and sociology. Ann Zander is an MSc. specialising in environmental psychology. She works as a tutor in the Department of Leadership and Management at the Swedish National Defence College, where she teaches leadership development. Ann is the college s coordinator for Developmental Leadership. Eva Johansson is a Ph.D. in Pedagogy and Head of the Department of Leadership and Management at the Swedish National Defence College in Karlstad. She researches, supervises and teaches within the fields of leadership, core values, and recruitment. Gerry Larsson is a psychology professor, specialising in stress psychology, and a qualified psychologist. He researches, supervises and teaches within the fields of leadership, stress, crisis management, personality and health. Erna Danielsson is a Ph.D. in sociology, specialising in sociology of organisation, and a researcher. She has worked as a tutor in the Department of Leadership and Management at the Swedish National Defence College, where she also carried out research and taught within the fields of organisation, leadership and collaboration. Per-Olof Michel is a Ph.D. and a qualified doctor, specialising in psychiatry. He has worked as the psychiatric director for the Swedish Armed Forces at the Forces Medical Centre. He researches and teaches within the fields of psychotraumatology, crisis management, stress, and leadership. Lars Andersson is a Ph.D. in pedagogy and a former officer. In his thesis, entitled Military Leadership - When the stakes are high, he focused on Swedish military leadership in Bosnia. From left: Lars Andersson Erna Danielsson Eva Johansson Per-Olof Michel Ann Zander Gerry Larsson

8 Developmental Leadership Swedish National Defence College Department of Leadership and Management Ann Zander, +46 (0) Lena Nerman, +46 (0)