By Mohan Sikka - An intriguing finding of the latest Daring to Lead study is that non-profit executives rate "non-didactic" professional development strategies very highly. The highest rated activities are "Executive Coaching" and "Peer Networks", which are predominantly non-didactic. The next highest rated activity was "Leadership Development Programs". When well-designed like our Leadership Caucus, this also includes multiple non-didactic elements.
These kinds of learning approaches have action opportunities associated with them. In other words, the executive does not passively receive knowledge and skills, but actually has the chance to use new practices, grapple with the reality of applying them, and even reflect on his or her own performance.
Our experience with supporting non-profit leaders over 30 years led us to the same conclusion: the practice component is critical to growth and change, and it ideally happens during the development engagement, rather than afterwards. Adult learning theory supports this -- most adults learn best by doing, and by reflecting on what works and what doesn't.
Some years ago, CRE added peer-based action learning to our extended leadership development programs. This mode of learning compliments and rounds out the other components of the program: issue discussion, 360° assessment, case-based discussion, etc. The action learning groups are typically comprised of 5-7 executives or managers. The groups meet several times during the course of the 4-8 month program. In the first session, each group member identifies a change initiative – a project that they want to work on back in their organizations. In subsequent sessions the group discusses the specific challenges of each project. Peers offer each other ideas and suggestions, hold each other accountable for moving through "stuck points", and also provide needed support and praise. A trained facilitator helps keep the discussion on track, provides best practice advice where needed, and ensures that everyone leaves with at least one specific action to try before the next meeting. The sessions are spaced sufficiently apart so that there is time for application, and room to bring back to the group the experience of actually trying a new practice or behavior.
Participants regularly rate action learning highly in their experience of CRE's development programs. Our 2009 study validated that action learning provides significant added value to the experience of participants, and is much more likely to lead to changes in individual behavior and practice, a first and necessary step to unit or institutional-level change. At CRE, we were so impressed by the efficacy of action learning that we now no longer offer management or leadership development programs without including some version of peer exchange and problem solving.
For more information on CRE's Services, check out our Professional Development and Leadership Offerings.
Links to previous posts in the CRE Daring to Lead blog series:
Three Key Issues In Succession Planning
One Size Does Not Fit All Boards
A Bone To Pick About Government Contracting
Daring To Lead: A National Study on Executive Leadership
Click here for more information about the New York City respondents and interesting facts about their Daring to Lead responses.
Read the Daring to Lead main report, Brief 1: Leading Through a Recession and Brief 2: Inside the Executive Director Job.
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