Collusion with denial: leadership development and its evaluation

Abstract

Purpose – The purpose of this paper is to investigate ways to gain deeper understanding of the evaluation challenge by reporting on insights about the impact of a leadership development program. It focusses on participants’ reflective post-course analysis of their learning, comparing this to a traditional evaluative analysis. Recently there has been a greater focus on programs to develop leaders who have the requisite cognitive and behavioral complexity to lead in challenging environments. However models for the evaluation of such programs often rely on methodologies that assume learning of specific skills rather than assessment of how well participants are able to cognitively and behaviorally adapt to uncertain and complex environments. Design/methodology/approach – The leadership development program was evaluated in two stages and the findings compared. Stage 1 elicited responses to the program using a traditional evaluation approach. Stage 2 involved 30 semi-structured interviews with the participants exploring the connections made between their development experience, work environment and approach to challenge. Findings – Evaluation approaches which focus on assessing reflection about personal learning provide greater detail on learning experience than traditional approaches to evaluation and can increase our understanding of the broader impact of leadership development programs. Current evaluation practices are mostly traditional despite dissatisfaction with outcomes. There are functional and financial benefits flowing from this practice suggesting collusion with denial between the suppliers and purchasers of leadership development and posing a question of causation. Originality/value – This study supports the use of qualitative evaluation techniques and in particular a focus on post-learning reflection to increase understanding of the impact of leadership development programs. The increased understanding provided by this type of evaluation can play a significant role in both the design of leader development programs and the creation of strategic alignment between business strategy, the purpose of leadership development interventions, learning objectives, program design and program evaluation.

Developing Academic Leaders: Evaluation of a Leadership Development Intervention in Higher Education

“…In addition, our study contributes to the literature by revealing a comparable impact in an academic setting. Our findings support the conclusion that leadership interventions can have a positive impact across a broad array of interventions, organization types, leadership styles, theories, levels of quality of research, and outcomes (King & Nesbit, 2015). Flavell et al (2008) also identified a positive increase in the awareness level of academic coordinators when they conducted a leadership development training program in Australian higher education.…”

Leadership development in Higher Education: A literature review and implications for programme redesign

“…McAllan and MacRae () use this model to evaluate learning from an LD programme in a large, local authority social work service, employing various techniques such as: knowledge tests on taught inputs; semi‐structured questionnaires; one‐to‐one interviews with participants, peers and managers; and focus groups. Yet King and Nesbit () are critical of the Kirkpatrick model as such evaluations are superficial. Comparing the results of the Kirkpatrick model in a quantitative post‐programme evaluation with their own longer‐term qualitative approach, the latter uncovered the emotional impact of the learning experience and explored, more deeply, links between the behavioural and cognitive changes reported.…”

“… Avolio, Mhatre, et al (), Bolden et al (), King and Nesbit (), Leskiw and Singh (), McAllan and MacRae (), Russon and Reinelt (), Simmonds and Tsui (). …”

The societal impact puzzle: a snapshot of a changing landscape across education and research

“…Education activities for senior public servants add a unique layer of dimensions and factors to consider. Research is increasingly revealing the positive impacts that formal executive education can have on leadership capacity and organizational outcomes (see King and Nesbit 2015;Avolio et al 2009, 783;van der Meer and Marks 2018;Lacerenza et al 2017Lacerenza et al , 1686Broussine and Ahmad, 2013). The rationale for wanting to better understand outcomes often revolves around return on investment (ROI) considerations.…”