Train to Ingrain

How Leaders Learn to Lead   Leadership is one of the most popular words in business literature today. It is cited as the thing most needed, the trait most important to the continuing strength of the global economy. Complicating the issue, however, is that over 100 years of leadership research has led to a remarkable lack of consensus about what it is. Is it a process? Is it power? Is it a position? Is it management? The next question for those in the leadership development field is: what is it we are developing and what is the most effective way to do it?   The Center for Creative Leadership defined leadership as a senior position, and they found that challenging job experiences contributed far more than classroom training programs to the development of leaders (McCall, Lombardo & Morrison, 1988). More specifically, assignments (specific jobs they are given to do), other people who have an impact on the developing leader, and hardships (setbacks and tough times) rank as the most valuable source of lessons that lead to later success. These findings have implications for classroom training.   In 1968 Malcolm Knowles proposed a new model of adult learning, which he called “andragogy” and which he defined as “the art and science of helping adults learn.” The five assumptions underlying andragogy describe the adult learner as someone who... Has an independent self-concept and who can direct his or her own learning Has accumulated a reservoir of life experiences that is a rich resource for learning Has learning needs closely related to changing social roles, Is problem-centered and interested in immediate application of knowledge, and Is motivated to learn by internal rather than external factors (Merriam, 2001).   When we consider both of these important models, we find that teacher-directed classroom learning is the least effective way for adults to develop leadership skills. Rather, causing leaders to be clear about what learning they will find most useful, knowing where they can apply it, providing others to learn from, offering feedback, and allowing the participant to define and direct the learning they want are all ways that we can make the most of the structured learning experience.   Providing 360-degree feedback as a baseline allows leaders to focus on learning priorities and what effect the learning is likely to have on their effectiveness. This is a powerful place to start when the participant arrives in the classroom. Second, providing opportunities to apply the new skills and receive support and feedback as they learn new habits is consistent with how adults prefer to learn, allowing them to experience the new behavior and its effects immediately. And finally, providing follow-up feedback allows the developing leader to check progress. The system we create using both 20/20 Insight and Vital Learning programs both in the classroom and in the workplace is well supported by the research in leadership development and adult learning as an effective way to cause meaningful behavior change.   Karen A. Geiger, President, Karen Geiger & Associates