Leadership Effectiveness strategies and programs are appropriate for organizations that anticipate change, and believe that their ability to prosper over the long term is directly related to the effectiveness of their individual leaders and managers.

These strategies and programs build on the strengths of key professionals and open opportunities for them to build on their leadership expertise.

For organizations that seek one-on-one coaching, we pair leaders with coaches to help key professionals improve their ability to lead, the quality of their working relationships, and their management of conflict situations.

To see a list of Development Options, click here.

Our Approach

We partner with organizations to create leadership objectives, development strategies, and programs. WBW & Associates draws from a rich database of best practices used by high-performing organizations to design the leadership strategies and programs that will match each organization’s unique needs.

Our Leadership Effectiveness approach is based on the WBW & Associates "Wholistic, Inclusive Model of Leadership" (to download, see Articles/Solutions). This model identifies true leaders as those who, among other things:

• Act out of passion and conviction

• Take risks, demonstrating courage, and sacrificing for a higher purpose

• Speak from the heart, connecting with others

• Believe that they can change things against seemingly insurmountable odds

• Have crystal clarity about their own beliefs

• Create more influence than your position requires

• Create the future as opposed to waiting for it to happen

• Develop a nurturing environment

ALL—Applied Leadership Learning

An effective development approach that combines efficiently delivered training with coaching. Click here to learn more about ALL—Applied Leadership Learning.

When it comes to development, many companies restrict their view to only a few options when in fact there are many options to consider, including the following:

• Job enrichment (expanded responsibilities, additional exposure)

• Task force assignments

• Lateral transfers

• Job rotation

• Coaching by manager

• Professional coaching (provided by WBW & Associates)

• Multisource (360 degree) feeback

• Skills training sessions

• Understudy training

• Action learning

• reward and recognitions systems

• Global business systems

• Assessment centers

• Self-development/self-study

• University based programs

• Benchmarking

• Expert seminars

• Executive information systems

• Simulation models

Part of our leadership practice area includes working with a variety of organizations to create Executive Assessment Models. These models are typically used globally to measure not only how well leaders achieve business results, but also the manner in which they achieve those results (to download models, see Articles/Solutions).

Development Options

There are many different ways to effectively develop a senior leader. In fact, there are at least 16 methods of developing leadership and executive competencies. Companies that take a more imaginative approach to development – beyond simply sending someone to a training program – also find that many of the most effective alternatives are the more low cost ones. Academic research and best practice business literature indicate that effective development occurs through the following activities and experiences:

1) Job Enrichment (expanded responsibility/authority)

2) Special Assignments (e.g., task force, "acting", special project lead)

3) Lateral Transfers

4) Job Rotation

5) Coaching by Manager

6) Professional Coach (Provided by WBW&Associates)

7) Mentoring (giver or receiver)

8) Skills Training

9) Understudy Training

10) Action Learning

11) Global business experience

12) Self-development/self study

13) University Based Programs

14) Benchmarking Research

15) Expert Seminars

16) Simulation Models

Numbers 1-5 should be considered first during developmental planning.

In the following text, you will find these options explored. There is also a partial list of university based programs and international programs.

1. Job Enrichment

Job enrichment is perhaps one of the most overlooked opportunities for executive development. Job enrichment involves providing expanded responsibilities to the individual while they remain in the same "job". Not only can this involve "stretch" components that are highly developmental, but this also take most advantage of the talent the individual brings to the workplace with the potential of also increasing the individual’s job satisfaction when it is perceived as developmental as opposed to simply giving the individual more work. Increasing authority along with increased responsibility is often key.

2. Special Assignments

There are innumerable special assignments that can be quite developmental for the individual. This can include task force assignments, or an assignment to address a particular organizational, business or customer problem. It should be communicated as a developmental opportunity. During and at the end of the assignment it is important to set aside time for the individual to reflect upon and discuss what they learned as a result of the assignment.

3. Lateral Transfers

"Going up" (i.e., a promotion) is not the only way to go in an organization, although some organizations have made the mistake of creating an expectation that a promotion is the only source of promotion. Taking a position at the same level but across the organization is an extremely important route for executives who ultimately seek the highest jobs.

4. Job Rotation

Job Rotation is similar to lateral transfers but it tends to imply a more formal system of job movement, which can also land the individual back in his or her original job. Some companies have used a non-traditional approach rather effectively. Instead of moving laterally or upward, executives take on the position of one of their front line workers for a short period. This gives them a different and insightful perspective, allowing them to have greater empathy when dealing with their people or when making strategic decisions.

Many companies, such as General Electric, use longer-term executive rotational assignments as a key developmental strategy. Executives are assigned to different parts of the organization for 6 to 18 months. This allows the executive enough time to gain a deep understanding of how the business operates.

In order to be effective, a rotational assignment should include:

1) Medium term performance measurement.

Take into account the learning curve for the employee who has just been rotated, i.e., during his/her first few months on the job, he/she may not be as good as the person he/she replaces, i.e. short term performance will generally be below his/her potential.

2) Accelerated learning.

Well documented processes, competencies, etc., will aid the rotated employee in learning the new skills quickly.

3) Optimal tour of duty.

The length of one job rotation must be long enough for the person to make a difference for the company and/or for the employee to achieve personal growth milestones.

5. Coaching by Manager

Managers are in an ideal position to provide developmental coaching to subordinates. Many managers do not view this as their role or need guidance in how to coach. One challenge is balancing the performance monitoring role of the manager with the ability to encourage subordinates to feel free to communicate where and how they need help.

6. Professional Coaching

We have found that professional coaching is one of the most powerful development options available. Coaches who are steeped in coaching experience, as well as organizational dynamics and business savvy, optimize the use of an executive’s time and money by providing pinpoint, direct, practical assistance where it is needed and when it is needed. Executives find this confidential, objective sounding board and added perspective to be an invaluable "perk." (We say "executives" since that is the source of most of our work; however, our work exceeds this category and we realize that the label does not apply to all organizations.)

Coaching is highly flexible and tailored to individual clients. Typically, the purpose of our coaching is to help guide the individual toward developing skills (e.g., leadership, management, teamwork, communication), enhancing performance and increasing personal and career satisfaction. We also help companies and other organizations to develop an overall coaching culture which will eventually minimize the need for as many outside coaches.

Coaching is not only for people with "problems." It also applies to "top performers" who want to refine their capability, reach their full potential or gain clarity about roles, career options or emotions. It can be used to prepare a person for a new or larger job, a job with broader personal requirements (e.g., an international position), to think through a new challenge or organizational problem, to increase effectiveness at handling change, or even to reduce stress. Individuals learn how to leverage their strengths and unique gifts.

We provide tremendous flexibility with respect to the specific arrangement an organization may have with us, and the methodology used; however, here are some general characteristics of our coaching practice:

I. We take a diagnostic, data-based approach, gaining a full appreciation of the problems and opportunities to be served through coaching, and the most relevant approach to use. There are several options for collecting data, including 360 degrees survey data, interview data and diagnostic instruments. The initial conversation with the individual and often his or her boss or others is key. General information is very important about the company vision, challenges facing both the company at large as well as the particular business and unit of the individual.

II. We create with the individual a strategy for improvement, based on the individual’s or organization’s pace and timescale, with an implementation plan, and progress reviews.

III. For individuals who want to change their behaviors in some way, we give the person an opportunity to practice new behaviors as a part of the coaching process. Behavior change is often highly situational: a perspective or behavior that may have worked quite effectively at one time or in one job may no longer work. Individuals learn how to adjust.

Our ultimate goal is client independence rather than dependence on a coach. The individuals we work with are usually highly intelligent and capable, they learn fast and they have no need for an interminable coaching arrangement. Individuals are, however, free to call us for a check-in long after the formal relationship has ended, and we do recommend a short progress check after a year or so to see how things are going. By then, for example, we sometimes find that the individual’s situation has changed somewhat and they may find it helpful to touch base again.

IV. We are highly accessible. Given busy schedules, particularly for executives, we are often available to talk in person or by phone, in the evening or on the weekend.

Value-added services: Our coaches are organization consultants. The benefit is that they are also available to provide broader insight, including such issues as improving team performance, reducing conflicts, or improving organization effectiveness.

We can also help you to develop more of a coaching culture at your company or organization. This includes improving capability to coach and be coached by peers, subordinates

7. Mentoring

In many organizations senior personnel act as mentors, particularly for promising performers. The more successful mentoring programs have a formalized process for identifying mentors and mentees and for making appropriate matches. An orientation program for both sides is extremely beneficial.

Some companies provide "mentored internships". These are short-term assignments which may consist of finding a resolution to a specific business program or to attain a specific organizational objective. Candidates work with various business units while they receive guidance from top leaders.

The developmental benefits of mentoring accrue to both the mentor as well as the recipient of mentoring.

8.Skills Training

Sometimes development is simply a matter of providing skills training, such as skills at financial management or strategic planning. The best skills training programs offer an opportunity for the participant to practice and get feedback about their accomplishment of the skill.

9.Understudy Training

Working for a period under an accomplished individual for the purpose of learning is often overlooked. Finding individuals willing to give their time to others is not as difficult as organizations think. They are often flattered and enjoy the recognition they receive as teachers. Likewise candidates are attracted to this learning under a proven talent.

10. Action Learning

Many executive development initiatives involve "action learning". This is a learning process that involves real-life business problems relevant to both the executives and the organization. The best of action learning involves identifying critical cross-functional project teams, and link their formal learning to actual projects. Also, the best action learning involves direct involvement by the most senior executives, preferably the CEO.

Action Learning attempts to provide executives with a degree of control as to what, how, and when they learn through activities that are directed toward a common goal, yet that are flexible enough to meet organizational needs.

Another method of action learning turns executives into external consultants. Teams from one company work with another company to analyze their problems. It is a good way to get those who have worked within an organization for a long time to remove their blinders and to gain a broader perspective.

11. Global Business Experience

With the increasing importance of international economies, global experience continues to grow in importance for executive development. The longer organizations wait to provide this experience for an executive, the more difficult it is for many executives to move abroad. Proactive consideration of this option helps executives to develop the broad foundation required for the future.

12. Self Development

Often development is considered something that is done to executives. The individual’s self-motivation to development is under-realized. This involves something as simple as encouraging executives to seek feedback to making executives aware of helpful reading materials.

13. University Based Programs

Many organizations send senior managers to university-based programs. There is some controversy over the value of these programs, especially given the relatively high cost of many of them. In some companies they are considered a "perk" and an opportunity for individuals to get a way for reflection. In our opinion, these programs, used very selectively, do have some value – but not as a "quick fix" of an executive. Like all "training" they tend not to bring as much return as job experience and individual coaching. A partial list of these programs included.

14.Benchmarking Research

Benchmarking involves ongoing investigation of what other organizations are doing in areas of similar interest. This is most valuable when it is well planned and disciplined rather than adhoc. It is very important to keep in mind that the success of a practice at one organization does not necessarily mean that it will be successful or is right for another company. Its success is partly tied to the particular history, culture and individuals at the company. Adaptation of what is learned is essential.

15. Expert Seminars

Experts are often available to share their knowledge and experience. These one hour to two day seminars afford an opportunity to learn, often from academic research, as well as a networking opportunity. One advantage of this approach is that it is relatively short in duration; however, they tend to involve largely passive learning, with individuals sitting and listening to information.

16. Simulation Models

Computer simulations allow managers to work on models of apparently real problems they will face. The draw back is that often they are viewed as games and the connection to real life is missed. They are best with more technical issues. These are likely to become more sophisticated and hence more valuable as technological prowess increases.

Notable Assessment Options

Multisource (360 degree) Feedback

The multisource (360 degree) feedback offers individuals an opportunity to gain perpective on the way they are viewed by others. From this vantage-point, looking back on the lessons of experience, looking ahead to the future, and looking around to see themselves as others see them, leaders gain the insight needed to maximize their performance and realize their potential.

Organizational readiness is an important factor in maximizing the success of these evaluation. Senior managers should go through the process first to model use of the process and ensuing behavioral improvement. Direct reports and colleagues must believe that their ratings are anonymous, and participants must believe that their feedback is confidential. Initially the process should be for self-development. After at least a year using multisource feedback, subsequent data can be deemed "non-confidential" and used for development and succession planning by top management. How this transition is managed depends on organizational readiness and culture.

Providing this feedback without also providing coaching and other assistance around the results can simply open a wound without providing an opportunity to heal properly.

Assessment Centers

Assessment centers provide a method for assessing potential by measuring a variety of individual attributes by using several exercises and diagnostic devices over several days time. Although beneficial, assessment centers are costly and so most companies use the centers sparingly.

Importance of Reward System Support

Although not directly a developmental option, reward system support for development should not be overlooked. This includes examining the degree to which individuals are reward for "making the numbers" only versus finding the right balance between "making the numbers" and supporting, motivating and developing others. The more these are in balance, the better suited the organization is for "making the numbers" longer and larger.

General Executive Education Programs (Partial List)

Babson Entrepreneurial Management Program

California, Berkeley (Haas) Berkeley Executive Program

California, Los Angeles (UCLA – Anderson) Program for Executives

Carnegie Mellon Program for Executives

Chicago Finance for Executives

Columbia University Senior Executive Program

Cornell University (Johnson) Executive Development Program

Dartmouth (Tuck) Tuck Executive Program

Duke University (Fuqua) Advanced Management Program

Harvard University Advanced Management Program

International Program for Management Development (IMD) Program for Executive Development

INSEAD (European Institute of Business Administration) International Executive Program

London Business School Senior Executive Program

Massachusetts Institute of Technology Sloan Fellows Program

Michigan, University of The Executive Program

North Carolina, University of (Kenan-Flagler) Advanced Management Program

Northwestern University (Kellogg) Advanced Executive Program

Pennsylvania, State University (Kellogg) Executive Management Program

Southern California, Unversity of (Marshall) Executive Leadership Program

Stanford University Stanford Executive Program

Virginia, University of (Darden) Developing Managerial Excellence

Wharton School (University of Pennsylvania) Executive Development Program

Thunderbird (American Graduate School of International Management)

Globalization: Strategy, Global Marketing

For additional information contact these schools directly or contact WBW&Associates.

Choose the right program based on how well they accommodate the learning needs of the individual. Consider whether the curriculum appears to be a "stretch" and intellectually stimulating. Also consider how immediate the application of the material is to the individual’s job role.