MGT601_Models for Leadership Development

MGT601_Models for Leadership Development_ Module 1.2
Models for Leadership Development
This paper summarises three models that are widely used for leadership development. You
will need to choose one of these models as a basis for your development plan and to anchor
your submissions for Assessments 1 and 2 in Dynamic Leadership. For the first assessment,
you will only need to cover your experiences and development up the present – your
current reality (GROW model), the arena (Johari Window) or your real self (Boyatzis
model). For your final assessment, you will need to provide a plan for your leadership
development, using all of the components of whichever model you choose.
The GROW model
This model was originally developed and refined by Whitmore, Alexander and Fine who
were working in executive coaching in the 1980s and 1990s. It has links with “Inner Game”
theory developed by a tennis coach, Timothy Gallwey, which enabled players to focus more
effectively on the present – the ball coming at them – rather than the prize or the audience
or other less immediate factors. Although it was developed to assist coaches, it can be used
for self-coaching and personal development.
GROW is an acronym for:
Goals
Reality
Options
Will
The elements of the model are expanded in Table 1. The additional words (in brackets in
the left-hand column below) have been added by other writers to expand the model.
The GROW model is often depicted as a cyclical model to convey the message of continuous
growth. After completion of one cycle, new goals and opportunities are likely to emerge and
the process starts again. It is often used to address specific or even micro problems and can
be used to break down macro development needs into a series of specific and manageable
issues.
MGT601_Models for Leadership Development_ Module 1.2
Table 1. The GROW model

Adapted from Whitmore (2006)
MGT601_Models for Leadership Development_ Module 1.2
Figure 1. The GROW cycle
The main advantages of this model are its simplicity and the specification of action steps. A
significant disadvantage is that is does not in its self explore underlying needs, motives or
personal preferences that impact on learning, although these can be addressed in the
‘Reality’ component of the model.
A video on the use of the GROW model in coaching is available at:
MindToolsVideos. (2012, Mar 12). The GROW Model: How to Use GROW in Coaching and
Mentoring [Video File]. Retrieved from http://www.youtube.com/watch?v=q-cHWy5qDTs
The Johari Window
The name of the model comes from a contraction of the first names of the two people who
developed the concept in the USA in 1955: Joseph Luft and Harrington Ingham. It is a
simple framework for understanding the core dimensions of self-awareness. We will be
emphasising the importance of self-awareness as the basis for effective leadership
throughout this course. The Johari Window provides a framework for increasing receptivity
to feedback from others and for disclosing more of one’ own personality, aspirations, values
and needs. In the diagram below, there are four quadrants or “window panes”.
Reality
Will Options
Goal
MGT601_Models for Leadership Development_ Module 1.2
Figure 2. The Johari Window
The top-left pane is called the ‘Arena’, ‘Open Area’ or ‘Public Self’. It contains or
represents personal characteristics, information or understandings about an individual that
are known to one’s self and also known by others in a work relationship. Characteristics
that would usually, but not always, be in the Arena are personality preferences such as
extraversion, specific skills, formal qualifications and formal authority.
The top-right pane is called the ‘Blind Spot’ or ‘Blind Self’. It contains characteristics that
are known by others but are unknown to self. The impacts that an individual has on others
often fall into this area. Some impacts and reactions, such as another person’s very angry
response to a comment, will be obvious to both self and others but deeper, more personal
impacts will often be hidden by others and not apparent to self. The main mechanism for
reducing the range of characteristics in the Blind Spot is to seek and be receptive to honest
and constructive feedback. Skills and techniques for giving and receiving feedback are
covered in Topic 4.
The bottom-left pane is called the ‘Façade’ or ‘Public Self’. This contains those
characteristics that are known to self but hidden from others, either deliberately or
inadvertently. It contains those characteristics or preferences that the self wishes to keep
private, sometimes because of insecurity, lack of self-confidence or unwillingness to trust
others. Other reasons include the desire to maintain a certain public image, such as
toughness or resilience, and not disclosing feelings of doubt or concern that are
MGT601_Models for Leadership Development_ Module 1.2
inconsistent with the desired public image. An important avenue for potential growth as a
leader is to disclose more of the characteristics in this pane. In most, but not all, situations,
openness and disclosure bring people closer. The exceptions are very highly competitive or
low trust situations where openness could give opponents increased ammunition to attack
or undermine.
The bottom-right pane is called the ‘Unknown’ or ‘Undiscovered Potential’. It is the area
of potential skills, abilities and characteristics that are not apparent to either the self or to
others. Extending beyond this pane is the ‘Unconscious’ which may contain beliefs and
experience that influence behaviours and attitudes but are not readily accessible. The main
scope for reducing the Unknown pane is to seek new experiences, take on stretch
assignments, try new behaviours and explore different fields. These process of discovery
are best accompanied by self reflection, feedback, mentoring or coaching to help interpret
and capture any new insights.
Effective leaders are self-aware. In terms of the Johari Window, they have relative large
Open panes and smaller Blind Spots, Façades and Unknown areas. They understand their
own drivers and motives, they are confident in disclosing their feelings and values to others
and they open to new experiences and challenges.
A video explanation of the Johari window is available at:
LEZakel. (2011, Feb 24). Johari Window in Interpersonal Communication [Video File].
Retrieved from https://www.youtube.com/watch?v=-7FhcvoVK8s
Intentional Change Model
The Intentional Change Model is based on intentional change theory, developed Richard
Boyatzis (2006) and incorporates concepts of learning and change developed by Kolb and
Goleman. It is the most comprehensive of the personal development models summarised in
this topic. It recognises that any personal change takes place in a complex, multi-level
system of personal, inter-personal social and organisational dynamics. In such complexity,
personal change is discontinuous, non-linear, cyclical and unpredictable. Based on
complexity theory, a small change in one, specific behaviour may have a dramatic and
unanticipated effect on personal effectiveness, impact on others or organisational
effectiveness. The size and impact of one change may then alter the scope, dimension and
potential of the next series of changes.
A core premise of this model, as with others, is that an individual wants to change. It
requires energy and commitment to take on the emotional and physical challenges of doing
MGT601_Models for Leadership Development_ Module 1.2
things differently and changing the dynamics of relationships with other people. Personal
change requires periods of destabilisation or disequilibrium as existing habits or
behaviours are questioned and modified, which is one of the reasons why it can be so
difficult for the individual and the people with whom he or she interacts.
The stages or ‘discoveries’ of the model are shown in Figure 2.3. It is possible to start at any
point in the cycle. The actual starting point for an individual will depend on personal
circumstance or perhaps a trigger such as a work or career turning point. The logical
starting point and appropriate starting point for an individual who wishes to develop
leadership capability, without being pushed into it by a sudden crisis, is Discovery 1 – My
Ideal Self
Discovery 1 – My Ideal Self
This requires the development of a positive image of the person you want to be in the future
that is attainable and based on your core identity and current strengths. Boyatzis describes
it as “catching your dreams and engaging your passion”. The positive self-image generates
emotional energy that drives and sustains changed behaviours.
Figure 2. Intentional change model
Source: Boyatzis, 2006.
MGT601_Models for Leadership Development_ Module 1.2
Discovery 2 – My Real Self – Strengths and Gaps
Developing an accurate understanding of your current self is the next discovery. Boyatzis
points out that accurate self-awareness is often difficult because of psychological defence
mechanisms which can screen our perceptions and often work to protect or maintain an
inaccurate self-image. Techniques for enhancing self-awareness are explored in more detail
in the next topic. Trusting relationships with mentors or coaches, close friends or
colleagues can be extremely helpful in this discovery. Boyatzis emphasises the importance
of knowing where your current values and behaviours are consistent with your ideal self.
These are strengths to be recognised and nurtured. They are as important in achieving your
ideal self as any weaknesses or gaps between the real and the ideal.
Discovery 3 – My Learning Agenda
This is the main task for you in this course and beyond. It requires a deliberate or
intentional intervention on your part to create some disequilibrium and permission from
yourself and others to try different things, observe, reflect and then incorporate the positive
aspects in your new behaviour repertoire. Your learning agenda for leadership should
include those things that you already do well and how you can maintain and strengthen
them. It should also include the things that are currently limiting your capacity to realise
your vision for your desired self.
A successful learning agenda is like to include a range of activities and experimental
behaviours. As we identified at the beginning of this topic, leadership is a performance art
and skill. It is not something that you can develop by reading a study guide alone. Also,
your learning about leadership does not take place in a closed system. It has to interact
with other peoples’ and other organisations’ systems, which are largely beyond your
control. Learning occurs when you can identify the ways of making beneficial impacts on all
of the relevant systems.
A learning agenda should therefor include reading, reflection, action, experimentation,
feedback and further action. In practice, during this course, an agenda should include
reading about new approaches, skills or behaviours, trying them out in appropriate
situations, observing the reactions of others and then modifying your behaviour so that the
effective behaviours become habits. Learning in the work place often occurs through taking
on new roles, stretch assignments or deliberately taking judicious risks.
A template for your learning agenda is included in the workbook. We encourage you to use
this as the blueprint for your own, targeted learning during this course. It should be an
MGT601_Models for Leadership Development_ Module 1.2
iterative process; it will almost certainly change and mature as your learning progresses. As
your progress through the topics of this course, you are likely to find additional areas of
existing strength that will help you achieve your ideal self. It is also probable that you will
find new concepts and skill sets that you will want to build into your learning agenda.
Discovery 4 – New Insights and Behaviours
This is where the real learning takes place. It is where you identify specific skills,
behaviours or approaches that you would like to try or modify. We recommend that you
start with a modest list of three or four skills or behaviours and focus on one at a time. As
you become competent in those things on your initial list, you may wish to add to the list.
An important aspect of learning is also observing the reactions of others as you experiment
with different ways of interacting, reflecting on what happened and changing your approach
where necessary.
Discovery 5 – Relationships that Support Your Learning
You do not have to do this all on your own. It is very important and probably essential that
you find individuals or networks that can support your learning and growth. People who
can help you include mentors, coaches, supervisors, or trusted colleagues. If your
organisation has a formal mentoring or coaching program, we encourage you to seek
enrolment or engagement with that system if possible. We will explore options during the
E-communities discussion on this topic. If your organisation does not have a formal
program, we encourage you to identify a respected and experienced person who is familiar
with your role or work challenges. It is preferable for a mentor to be a person who is not in
a line management relationship to you, in other words, a person who is not your boss or
boss’s boss. This avoids the potential for any conflict of interest and keeps the lines of
communication clean. Having identified a suitable person, we encourage you to approach
the person and ask if he or she would be willing to develop a mentoring relationship with
you. In our experience the vast majority of people who are asked to be mentors accept with
pleasure and enthusiasm.
Trusted friends, work colleagues or learning communities are also possible sources of
support. The main criteria for selecting people or groups to support you should be:

MGT601_Models for Leadership Development_ Module 1.2
Fellow participants in leadership development program often form the basis of effective
and long lasting support networks. In virtual or on-line programs, it is more difficult
because it is not usually possible to get to know people at a face-to-face level. However,
with the benefit of social media video via the Internet, it is possible that other participants
in this program could become part of your learning network.
A video on the Intentional Change Model is available at:
Finlay, J. (2010, Jun 5). Introducing Intentional Change [Video File]. Retrieved from
http://www.youtube.com/watch?v=W_l9VC5hFwo
References
Boyatzis, R.E. (2006) An overview of intentional change from a complexity perspective.
Journal of Management Development, 25 (7), pp. 607-623.
Boyatzis, R.E., & McKee, A. (2006) Intentional Change. Journal of Organizational Excellence.
pp. 49-60.
Luft, J. and Ingham, H. (1965). The Johari window; a graphic model of interpersonal
awareness. Proceedings of the Western Training Laboratory in Group Development. Los
Angeles, CA: UCLA.
Whitmore, J. (2006). Coaching for Performance. GROWing People, Performance and Purpose.
London: Nicholas Brealey Publishing.

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