Leadership Learning . . . A Leap of Faith

1. Leadership Learning . . .A Leap of Faith Laurie Hillis, MA Megatrain, Inc., Calgary

2. The Opening Metaphor About A Leap of Faith … • To quantify which learning interventions had the most impact on individuals and their ability to operationalize their learned behaviours on-the-job • To develop practical strategies to maximize the value of learning in the workplace at three levels: for sponsoring organizations; for program designers, faculty and facilitators; and for individual learners

3. What’s the Point? In simple terms… Laurie’s questions were... • Can leadership be taught? • Can leadership learning be measured? • Do people remember what they’ve learned? • Do people apply what they’ve learned?

4. How is Learning Measured in Your Organization? • Much research and dialogue about measuring learning… • Share your organization’s method of measuring the success of learning strategies in the workplace • Debrief

5. The Research A partnership between: • The Alberta Treasury Branches • Leadership Development at The Banff Centre • Royal Roads University MA LT Program • Conducted with learners who had completed a week-long residential leadership program • Total of 358 learners who took part in 15 training program over 6 months

6. 4-Step Building Block Approach Conger’s Leadership Learning Framework: 1 Conceptual overview 2 Feedback to understand their strengths/growth areas in relation to the required skills 3 Skill building activities for teachable skills 4 Personal growth experiences Elements of artistry, adventure and personal risk taking ~ J. Conger, Learning to Lead, 1992

7. Kirkpatrick’s Model Kirkpatrick’s four level program evaluation framework: • Level 1: Reaction • Level 2: Learning • Level 3: Behavior • Level 4: Results ~ D. Kirkpatrick, Evaluating Training Programs, 1994

8. The Research Question What interventions in a leadership development program make a difference to participants’ learning and their ability to demonstrate that learning on the job six to ten months post-training?

9. Quantitative vs. Qualitative Research (Action Research) Quantitative Research • written program survey • numeric rating and qualitative open-ended questions • 25% return ratio; gender composition was representative 31% females and 64% males Qualitative Research • focus groups • 1:1 individual interviews • anecdotal stories, letters, e-mails and conversations • researcher’s learning journal

10. Survey Results • Survey results reported impact to the learners by: • Program components • Program modules • Gender, tenure, by job position, and by tenure in job position

11. Program Components

12. Program Components – By Gender

13. Program Modules

14. Program Modules 6-10 Months Post-Program

15. Appreciative Inquiry Questions ATB Learners said… • Most Memorable Learning: identification of self / self-knowledge, teamwork, and identification of others’ behaviour and how to interact with them • What Made it Memorable: support and concern, self confidence, group mix, the Banff environment, facilitators and faculty, teamwork and learning from others • How Learning Translated into Leadership Behaviour: encourage others, teamwork, manage own behaviour and its impact, became a better listener and increased self-confidence

16. Unanticipated Learning ATB Learners said… • 13 unanticipated themes.. • Most significant was the personal impact of the learning, resulting in: • being better parents; being more focused on personal relationships; re-evaluating personal life; Leading Toward 2000 program being the “glue” during change; making new personal commitments; • transformations .. “that wasn’t a course that was a life experience… how do you explain?”

17. Ten Study Recommendations For Sponsoring Organizations (5) • Expect unanticipated individual and organizational outcomes, be supportive with follow-up learning • Formalize post-program organizational support • Continue competency development and feedback post-program • Link past and future culture to keep the best people in the organization • Consider the benefits of learning off-site – reflection, integration and networking

18. Ten Study Recommendations For Program Designers, Faculty and Facilitators (4) • Know the value of customized programs to successful leadership development • Carefully select the facilitators and faculty for the leadership program’s success • Include experiential learning, both indoor and outdoor • Build self-awareness and self-assessment tools early into leadership development programs

19. Ten Study Recommendations For Individual Learners (1) • Prepare yourself for transformational learning by being open to new experiences, new competency growth and perhaps unanticipated learning

20. From a Learner “The word that I have used to describe my experience in Banff has been ‘spiritual.’ I cannot recall a week where I felt so totally immersed in what I was doing, and being aware of what was going on around me. In fact, the bus ride out of Banff, oddly enough, is memorable in that I felt like I was letting go of the experience, wishing that it didn’t have to end. This became my life for a week… nothing compares to the way I became so totally engaged in the experience of Leading Toward 2000.” Thank you for your time and attention..

21. Phone 403-236-8009 Fax 403-236-9277 Mail Laurie Hillis, MA, Megatrain Inc. 11512 Douglas Woods Rise S.E. Calgary, AB T2Z 1Z9 or Leadership Development at The Banff Centre Box 1020 Banff, Alberta T1L 1H5 Email laurie@megatrain.com Web banffleadership.com