Evolving Leaders: A Model for Promoting Leadership Development in Programs
By Charles J. Palus and Wilfred H. Drath
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Evolving Leaders - Charles J. Palus
EVOLVING LEADERS
A MODEL FOR PROMOTING LEADERSHIP DEVELOPMENT IN PROGRAMS
EVOLVING LEADERS
A MODEL FOR PROMOTING LEADERSHIP DEVELOPMENT IN PROGRAMS
Charles J. Palus
Wilfred H. Drath
Center for Creative Leadership
Greensboro, North Carolina
The Center for Creative Leadership is an international, nonprofit educational institution founded in 1970 to advance the understanding, practice, and development of leadership for the benefit of society worldwide. As a part of this mission, it publishes books and reports that aim to contribute to a general process of inquiry and understanding in which ideas related to leadership are raised, exchanged, and evaluated. The ideas presented in its publications are those of the author or authors.
The Center thanks you for supporting its work through the purchase of this volume. If you have comments, suggestions, or questions about any CCL Press publication, please contact the Director of Publications at the address given below.
Center for Creative Leadership
Post Office Box 26300
Greensboro, North Carolina 27438-6300
336-288-7210 • www.ccl.org
©1995 Center for Creative Leadership
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior written permission of the publisher.
CCL No. 165
Library of Congress Cataloging-in-Publication Data
Palus, Charles J.
Evolving leaders : a model for promoting leadership development in programs / Charles J. Palus, Wilfred H. Drath.
p. cm.
Includes bibliographical references (p. ).
ISBN 1-882197-11-9 [ISBN-13: 978-1-882197-11-8]
1. Leadership. 2. Leadership—Study and teaching. 3. Executives—Training of. 4. Leadership—Case studies. I. Drath, Wilfred H. II. Title.
HD57.7.P35 1995
658.4'07124—dc20
95-36809
CIP
Table of Contents
Acknowledgments
Preface
Introduction
Perspective and Focus
Distinctions
The Model
Readiness for Development
Trait readiness factors
State readiness factors
Environmental readiness factors
Sociocultural readiness factors
Developmental Processes
Experience
Disequilibrium
Equilibrium
Construction
Potentiation
Safely taking risks in a leadership development program
Attention to readiness
Equilibration
Follow-up
Outcomes
Competencies and taking action
Meaning structures
Developmental stages
Holding environments
Discussion and Implications
References
Appendix A: A Case Example of Applying the Model to an Individual in a Development Program
Readiness
Developmental Processes
Experience
Disequilibrium and equilibrium
Construction
Potentiation
Outcomes
Appendix B: Example of One Concept of Stage Development
Readiness
Developmental Processes
Outcomes
Notes
Acknowledgments
To the many people who helped us shape the ideas in this paper, we give our thanks. We especially thank the following people for their support, input, and helpful criticisms: Michael Basseches, Robert Burnside, Maxine Dalton, Nancy Dixon, Robert Fulmer, Stan Gryskiewicz, Michael Hoppe, Marcia Horowitz, David Horth, Winn Legerton, Abigail Lipson, Cindy McCauley, Glenn Mehltretter, Jr., Sharon Rogolsky, Judy Rosenblum, Marian Ruderman, Sylvester Taylor, Walt Tornow, Ellen Van Velsor, Martin Wilcox, and Dianne Young.
Preface
We should say a bit about the background of this paper.
In 1991 a team, which included the first author, began a research project to assess a new Center program called LeaderLab®. We wanted to look at more than the teaching and learning of competencies, to see the program in relation to the subtlety and complexity of human growth, adaptation, and change. We realized that development programs are not the only influence on the growth of participants; work, family, community, and self are also factors. We were, in addition, interested in the idea of readiness for development—that people differ in how ready they are to develop—as previously raised by Chris Musselwhite and Ellen Van Velsor (Musselwhite, 1985; Van Velsor & Musselwhite, 1986) in their studies of the Center’s Leadership Development Program.
With all these complexities, it seemed important to us to break set
and see the new program in new ways. That is when we first conceived of the model presented in this paper.
Around the same time, the second author published an article (Drath, 1990) that made use of the adult developmental framework of Robert Kegan (1982). This interpretation of the life experiences of senior executives in the Awareness Program for Executive Excellence (APEX)® connected the work of the Center to that of the study of adult life span development, a connection further explored in the present paper.
Also around that time the staff of the Center engaged in a lengthy dialogue on whether we should endorse and disseminate a definition of leadership. Ultimately it was decided not to adopt any single definition (because the range of Center activities, from training to research, makes it impractical to have just one), but that discussion helped us develop a new understanding of leadership (see Drath & Palus, 1994). That led naturally to a