Evaluation of a leadership development program

Abstract

Leadership development has become a popular topic in both research and practice. Organizations devote significant resources in terms of time and money to programs aimed at developing their leadership talent. However, there is a lack of definitive evidence that such programs are effective. The present study adds to existing research by providing an evaluation of a leadership development program implemented in a midsized architecture and engineering firm. The program emphasized leadership involvement, application of program learning, and ongoing support for development. Each of the three phases of the program had a particular focus (e.g. emotional intelligence and effective communication skills). Participants completed these phases in distinct groups. Each group was composed of a specific hierarchical layer of the organization, beginning with the top and working downward. Once a group (e.g. the Executive Leadership Team) had completed a phase of the program, they served as facilitators for the next group (e.g. Senior Leadership Team) to reinforce and apply what was learned and communicate leadership commitment and involvement. To encourage ongoing support and development, participants were assigned to Cohort Groups, led by leadership team members. These small groups met monthly to reinforce learning and continue the ongoing development of members. The evaluation employed Kirkpatrick’s (1994) model and consisted of observations, group interviews, and individual interviews with participants, their managers, subordinates, and peers. Results indicated that the Leadership Development Program at Company XYZ was effective in achieving its intended goals. The evaluation also examined the key factors that facilitated or impeded the success of the program and its participants. Critical factors identified by the evaluation included follow-up (the extent to which others held participants accountable for results), participants’ buy-in to the program, and the commitment and ability of the leadership team, which affected the first two factors. Findings indicated that the program’s somewhat unique structure provides benefits, but also presents challenges. Guidelines for implementing a similar program are discussed. Limitations of the study and suggestions for future research are discussed.

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