Selecting and interpreting leadership diagnostics: programme directors often lack the expertise to select and interpret leadership diagnostics. Getting this right can significantly increase the personalisation of the participants’ learning; getting it wrong can significantly undermine the participant experience. Our deep expertise in both a wide range of diagnostic tools and the leadership programme context means we can give business schools the assurance they need to use these tools with confidence.
Programme evaluation: clients increasingly expect business schools to go beyond the traditional ‘happy sheet’ approach to programme evaluation; they want to understand what participants have learned, how they have applied it at work, and what impact this has had on their organisation. Many schools now use pre- and post-intervention measures (especially 360° feedback) to provide a low-cost evaluation of programme impact – our experience of doing this in a wide range of contexts can add rigour and nuance to the evaluation process.
Leadership research: leadership programmes provide a vehicle for conducting research into leadership in specific contexts, especially where data on a population of leaders is collected over time. We regularly conduct research with business schools and their clients to understand what ‘good’ looks like, so that clients can learn to improve their approach to selecting and developing leaders based on real data from their own people, rather than relying on ‘off-the-shelf’ prescriptions. Modern data analysis methods have allowed unprecedented insight in this regard, and we have often found that we can explain twice as much of the observed variance in leadership effectiveness (‘what good looks like HERE’) as generic models can, dramatically enhancing the value of such analyses to clients.