Focus Magazine - Summer 2017 - 30

FEATURESTORY

Without objective measurements, there is no guarantee a
manager will be fair and impartial in their assessment of candidates.
When comparing the varying
degrees of "competence" on the
proficiency scale, the subjective nature
of competency assessment becomes
clear. is is especially true
considering the assessment is being
made by an individual's manager. e
problem with this approach is the risk
for selection bias and inconsistency
among candidates. Since each
manager will interpret and grade
competencies in their own way, there
may be significant diﬀerences in the
quality of candidates across regions.
Additionally, without objective
measurements, there is no guarantee a
manager will be fair and impartial in
their assessment of candidates.
Although every LDP curriculum
consists of similar learning activities,
traditional LDPs focus on passive
teaching methods, which are
associated with low retention rates
and minimal skill development.
Other characteristics of the
traditional LDP curriculum include
having a strict timeline, where
progress is monitored, participation is
prompted, and tasks can be completed
concurrently at the discretion of the
candidate. In general, traditional LDPs
mandate a candidate complete certain

30

assignments within 18-24 months.
ere is usually a member of the
training department monitoring the
candidates progress and prompting
them to complete tasks on schedule.
Oen, assignments can be undertaken
as the candidate deems convenient,
and multiple tasks can be completed at
the same time. Once all program
requirements have been satisfied, the
candidate oﬃcially graduates and is
deemed "ready to lead."

Innovative Leadership
Development Programs
Examining the components of
innovative LDPs, and how they diﬀer
from traditional LDPs, further
illustrates the downsides of the
traditional model and the upsides of
the innovative model.
As with traditional LDPs,
innovative LDPs strongly consider
sales results, performance reviews,
and management recommendations
in the candidate selection process.
However, instead of limiting eligibility
to the top-performers, innovative
LDPs are open to "mid-pack" or better
performers. Additionally, innovative
LDPs add two important character
traits to the eligibility criteria,

initiative and eﬀort. If an individual
does not possess strong initiative or
exert maximum eﬀort, they will never
be a great leader. By lowering the sales
rank threshold, and incorporating
work ethic to the eligibility
component, innovative LDPs pull
from a larger candidate pool and are
more likely to capture those with the
desire and talent to lead.
As previously mentioned,
competencies are an important
element of any LDP. Innovative LDPs
do not ignore them, but they do not
place as large an emphasis on them as
traditional LDPs. Innovative LDPs
only include competencies that can be
objectively measured and consistently
scored. Where possible, innovative
LDPs use a third party to assess skills
and competencies. ere are many
organizations that oﬀer testing
services to measure business acumen
and leadership skills. If it is not
possible to utilize a third party,
innovative LDPs strive to objectify the
evaluation. For example, instead of
assessing product knowledge by how
well the individual "handles
objections" or "answers questions to
meet customer needs," an innovative
LDP will incorporate a written or
verbal exam that can be graded and
used to directly compare individuals.
is approach ensures fair, consistent,
and appropriate candidate selection.
As with traditional LDPs, the
curriculum of innovative LDPs
contains the three main types of
learning activities: self-paced, activitybased, and learning from others.
However, innovative LDPs take a
diﬀerent approach to each type of
activity to increase knowledge
retention and maximize skill
development. All self-paced learning
activities include some form of
participatory (active) teaching
method. For example, if the
assignment is to attend a course on
time management, the candidate is
required to "teach others" by

FOCUS | Summer 2017 | www.L-TEN.org
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Table of Contents for the Digital Edition of Focus Magazine - Summer 2017
