Figure 1. Visual Representation of individual development as a system with systems Professional Field skills competencies certifications Organization culture structure standards Individual Development mission funding technical resources leadership roles responsibilities protocols standards of conduct
Figure 2 Breaking Open the Leadership Development Continuum Life Long learning Informal learning opportunities Feedback Coaching, Mentoring, Assessment instruments, Performance Appraisal Availability and Use of Resources Abilities and skills to synthesis, adapt and transfer into active leadership Leadership Development Continuum Personal Knowledge Management Educational programs Internal/external Developmental Projects Developmental assignments Formal training programs Internal/external Professional Expectations and Goals Functional and Technical knowledge and skills Organizational Culture Personal Expectations and Goals Leadership experience Longevity of Career Organizational Established definitions and expectations of Leadership Competencies, Skills and knowledge Professional and Personal Experiences
Figure 3. Iterative Learning Design Framework (ILDF) Cyclic process Iterative Learning Design Framework (Bannan, 2007)
Figure 5. Framing and Grounding the Leadership Development Ebook (continued)
Iterative Learning Design Framework (ILDF) Cyclic process Iterative Learning Design Framework (Bannan, 2007) • Pilot Study for Leadership Development Continuum • A study to inquiry into the development of an intervention in the form of a leader development Ebook to enhance individual deep learning, critical reflection, self-awareness, ownership, and life-long learning. The ongoing pilot study goal is to: • Gain knowledge to develop a model of leadership professional development based on organizational and cultural perspectives, expectations, and practices of current developmental programs. This includes critical knowledge on the current and potential role of technology in leadership development programs. • Gain insights to leverage the knowledge acquired on professional development variations and cultural context to design the next iteration of exploration; individual leaders’ perspectives, expectations, learning processes, learning strategies and use of technology for their own professional development. • Gain useful insights for revision my design concept of an intervention (Ebook) for leader development.
Iterative Learning Design Framework (ILDF) Cyclic process Iterative Learning Design Framework (Bannan, 2007) • Pilot Study for Leadership Development Continuum relevant findings • Formal leadership development programs (LPDs) are different across agencies • Leadership Development Programs need leadership buy-in to be successful. • Organizational cultural directly impacts on ability of resources, members, commitment and use of available resources. • Leadership development ultimately comes down to the individual desire, commitment, drive, and active engagement. • Individual Development Plan (IDP) programs are not designed to create a professional development continuum. They are predominantly design to establish short range goals focused on skills and competencies. • Leadership development is high priority among many government agencies are due to attrition, policy changes and laws. • Formal leadership development programs are a series of courses frequently limited to competitive selection, long intervals between formal training and education opportunities, and not consistent across agencies. • Deep learning and critical reflection are essential to leadership development. • Current electronic portfolios and other knowledge management tools are mainly tracking mechanisms of training. • Leadership theories, models and best practices have to be customized and adapted to the culture, the individual and situation. • Leadership development is not confide to the classroom or formal course-opportunities occur everyday. • Young professionals do actively seek to own their development. • Technology is a valuable learning multiplier to enable reach out to geographically dispersed organizational elements. • Mobile learning is in its infancy in most of the agencies interviews. • There is divergence on the implementation of the IDPs and the interaction between the supervisor and employee. • Technology usage is very diverse across organizations. • All organizations have a customized learning management system. • Resource constrain training and challenge developers.