Step 7: Next, distribute Handout 17.2, and ask people to list up to three skills
in the numbered spaces to the right of the competency. Explain that
the columns marked “Strategies” and “Resources” are where they
record ideas for achieving their development goals. Have the
participants select a second competency that most interests them and
follow the steps just outlined.
Step 8: Form groups with a maximum of five participants or have them gather
into their already formed IDEA groups. Take 10 to 15 minutes to discuss
their responses to the following questions: How accurately did the model fit what you actually do in your
leadership position or what you imagine a person at that level
should do?
What did you observe about yourself? What surprised you? Explain
what you mean. Based on your observations and your own plan, what are the
implications for your leadership development?Step 9: Reassemble into one large group, and ask a representative from each
small group to summarize responses to the questions in Step 8.
Step 10: Then, address the issue of “overlap” between levels. For example,
many participants will say that they don’t seem to fit neatly into only
one column—they use some skills from the supervisory, middle, and
top-management categories. You will need to point out that in small
organizations, where fewer people do all the work, or in new ones
that have not clarified and institutionalized job roles, there will be an
overlap of responsibility and instances where individual employees
must take on tasks that go far beyond their defined roles.Step 11: Next, explain that no human behavior is so cut and dried he or she
can be classified into only one dimension. The leadership behaviors
described in this model are often interrelated: Conflict resolution
appearing under “Human Relations” might also be a component of
“Counseling” or “Communication.”
Step 12: Reinforce that leadership is complicated; it is made up of many skills
and behaviors. The instrument is designed to make participants aware
of these leadership skills. Reassure them that the purpose of the
assessment is not to make them think they must possess all these skills,(^82) THE LEADERSHIP TRAINING ACTIVITY BOOK