Leadership development for the postindustrial, postmodern information age

Organizational Core Values

Organizational core values are important in accomplishing both organizational and individual development goals. The research organization developed personal and institutional goals in partnership with Personnel Decision International (PDI), which provided a leadership development program for both emerging and top front-runners in the institution. Because of a lack of emphasis on the strategic strategy, the organization's activities were divided, limiting the substantial scientific and customer groups. The institution's leadership chart resembled the traditional hierarchy, with the top leader ascending to the bottom based on personal scientific achievements rather than the individual's competence to lead the institution. The individual is always interested in the attaining their wider scientific and the institutional aims and objectives. To overcome the situation, PDI developed a program that could advance the lately developed visualization of the institution. The strategic goals of the program were; firstly, to create scientific leaders that can generate more flexible, and adaptive programs. Secondly, to prepare a scientist personnel who can lead science rather than a science project. Lastly, to upsurge the level of partnership between the scientist and the programs.

Success Factors of the Initiative

For the success of the initiative and goal accomplishment, the following elements were put into consideration.

Selection of the Participants

Middle, top leaders and high-potential scheme team leaders were selected by senior frontrunners to take part in the program. They were oriented to give the details of the program, putting more emphasis on the voluntary nature of their participation (Leonard, 2003). Furthermore, they were issued with briefings about the obligations and the responsibilities of the program. Member's represented the two study divisions of the institution that included most of the top leadership team. Although the CEO of the organization does not take part in the program, she supported the plan.

Assessing the Organization

To understand the processes, structure and the changing nature of the institution, two techniques were employed in the process. (a) Personal interview with the employees was carried out. The process was done before the actual training on all levels of leadership including 21 executives and staff. They took 45 minutes average time for the interview of each. It aimed at getting more information about how the organization operates. Additionally, the data helped the PDI to understand the structure deeply providing further assistance in the designing of the program. (b) Survey of the whole institution including the students, permanent employees, and associated scientist was done. Innovation, risk-taking, adjusting to change and other factors were critical data provided by this survey. In addition, before the start of training, the participants were asked to get the direct report from their managers. The information helped the participants to strengthen their management skills.

Training Modules

The training sections modified into four modules. It started with the core leadership program that provides the overview of the leadership from various viewpoints both at organizational, personal and interpersonal levels. The program was achieved through peer feedbacks, group discussion, and presentations of the content. Each had completed the leadership intention statement that incorporated profession goals and tasks. Secondly, program concentrated on the collaboration and teamwork; the participant was further offered with appropriate knowledge about these two skills. Decision making, problem-solving and formulating strategies were the critical issues lectured in the module. Thirdly, the creativity of the leaders was focused on in this section. According to Leonard (2003), participants got an opportunity to acquire about creativity from both individuals and at the institutional level, incorporate their ideologies to increase their creativity in the leadership. The program majorly based on experimental exercises which included dance, poetry, art, and music. Lastly, strategic leadership was addressed aiming to conclude the previous modules. The content presentation mainly focused on how to deal with the obstacles to change, creating a vision for the future benefit and strategy sharing.

Every member was engaged in learning projects as part of the program. The PDI worked closely with them, making them capture both team and personal learning. The process helped the participant with the opportunity to practice what they were taught in the training modules. In the course of the program, the PDI instructor followed each participant to assess their progress and give any assistance if needed. For the developmental growth of the participants, momentum was maintained at the interval of training modules. It served different purposes in training to the participants.

Organizational Culture and Program Conclusion

The organization, like other institutions, had its own culture which comprises attitudes, values, beliefs, and behaviors that define how things are done. The transition of the leadership structure and other sections of an organization should be systematic. Furthermore, it should be from micro to macro and more adaptive to the individuals. Before institutionalizing the program in the institution, the culture survey is carried out first for better understanding of the organization. Interviews can be conducted to get the information.

Depending on the nature of the initiative, whether failed or succeeded, to close the initiative, different factors have to be put into consideration. When losing the initiative, the organization is notified first and given an explanation why and when the closure of the initiative. The survey should be conducted to oversee the view of the people in the institution before a final decision is made.


Leonard, H. (2003). Leadership development for the postindustrial, postmodern information age. Consulting Psychology Journal: Practice and Research, 55(1), 3-14.

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