Leadership in a Complex Environment (DST

10143) Assignment 2
Individual Leadership Development Plan
Covering Report & ILPD
Due Date: 26th October 2015
Richard Tassone (z3454258)
Word Count: 2814

Introduction
The workplace evolution to a knowledge based environment has propelled our
understanding of leadership and thus by extension that of leadership development (Pearce,
2007).
Leadership development historically has been approached as a series of planned and
systematic efforts to improve leadership effectiveness. Leadership effectiveness is an
evolutionary process of interconnected events and responses to events. Effective
leadership is a source for competitive advantage, act as the foundation for high performance
and continuing organisational growth (Amagoh, 2009). Thus planned ongoing leadership
development can improve leadership effectiveness and consequently the performance of an
organisation.
This covering report describes the framework and methods employed in development of the
Individual Leadership Development Plan (ILDP) which is included in Appendices 1 of this
report. The framework has been constructed by drawing upon a number of sources
including, course material, journal articles, self and external assessments, reflections and
discussions with classmates, contemporaries and mentors.
The subject of the ILDP is Richard Tassone, the author of this report and the ILDP. Richard
is a long term employee with an employment history of over 13 years with Leighton
Contractors. Currently Richard is a Construction Manager on a $2.2 billion dollar oil and gas
project just outside of Darwin, where he leads team of 35 engineers and a workforce of over
250 workers. His long term objective is to progress beyond the operational or project
delivery roles to a business administrative or corporate role within the parent organisation
CIMIC.
Leighton Contractors recognise five core values which define how the company operates.
Table 1 maps the corporate values against the corresponding leadership behaviour.
Table 1 Relation between Leighton Contractor Values & Leadership Behaviours

Leighton Value
Safety above all else

Leadership Behaviour
Ethical and Authentic

Respect for the community and environment

Enduring business relationships

Our people are the foundation of our

success

Team and Distributed

Achievement through teamwork

Team and Distributed

Sustainability
Sustainability, Transformational

Richard has come to recognise that effective leadership is not solely reliant on the leader but
the collaborators who form the team, the relational context in which leadership takes place
and the environment which the leader operates. This is substantiated by (McCullum & O'
Connell, 2009) who have identified that social capital is as important as the human capital in
both leadership and leadership development.
Richard Tassone, (z3454258)
DST 10143 Assignment 2 - Individual Leadership Development Plan

Hence, Richards personal leadership aspiration is to, be an impactful leader recognised

within the organisation not only as honest, thoughtful and effective, but also a mentor, this is
underpinned by the Leighton values and Richardss understanding of effective leadership.
This demands no single type of leadership but rather a holistic leader capable of calling upon
the appropriate leadership behaviour at the appropriate time, as determined by the people
and contextual environment (Day & Harrison, 2007).
This approach is echoed by many studies examining the increasing complexity, turbulence
and unpredictability that organisations are required to operate in. Analyses conducted by
(Alimo-Metcalf, 1998), (Scott, et al., 2007), (Amagoh, 2009) and (Sheri-Lynne & Parbudyal,
2007) all theorise that there is no one definitive development process, but rather suggest
that there must be a feedback loop in the development process that allows ingoing
refinement of the process. Subsequently, a degree of malleability has been built into the
ILDP, specifically with regard to the review process.
As a result, Richard aspires to become leader who is perceptive to the needs of the team so
that leadership behaviours are effectively employed in realisation of project and corporate
objectives. This supports with Richards leadership development vision of To create
opportunities that will permit continuing advancement in my effectiveness, sensitivity and
authenticity as a leader.

Methodology
The majority of leadership development effort narrowly focuses on transactional and
transformational leadership. However, there is a growing appreciation that development
must encompass a broader array of behaviours and competencies of leaders and followers
in the development process (Pearce, 2007).
The approach utilised to formulate the ILDP draws upon a holistic approach to leadership
development as described by (Scott, et al., 2007). This methodology tackles leadership
development as four domains comprising;
Table 2 Development domains
Four Holistic
Domains
Analytical
Conceptual /
Strategic
Emotional

Spiritual /
Sustainability

Behaviours

5 Practices

Logical reasoning, decisiveness, planning

monitoring clarifying rolls & objectives
Creativity, curiosity, abstract thinking,
understanding strategic environment & external
influences to organisation
Persuasive communication, sharing vision,
creativity, linked to conceptual process, idealistic
beliefs, values and purpose as opposed to
organisational context, emotional intelligence
Self-reflection, integrity, awareness, connect
followers to higher-order purposes, moral
leadership, relevant to transformational
leadership, social awareness.

Enable Others
to Act
Challenge the
Process
Inspire a
Shared Vision &
Encourage the
Heart
Model the Way
&
Encourage the
Heart

As indicated in Table 2, a degree of correlation is evident with the Five Practices of

Leadership described by (Kouzes & Posner, 2012).
Richard Tassone, (z3454258)
DST 10143 Assignment 2 - Individual Leadership Development Plan

The design of the leadership development plan is based on models described by (Amagoh,
2009) and (Sheri-Lynne & Parbudyal, 2007). The methodology consists of the following
stages;
1. Needs assessment
2. Education content and learning processes designed
3. Opportunity for engagement and practicing new skills & knowledge in a
real work setting
4. Support structure ongoing mentoring/guidance, feedback and evaluation
5. Reward and improvement on deficiencies
The original structure was described in the context of establishing an organisational
leadership development system, however its application to an individual should equally valid.
The assessment of leadership effusiveness is a complex field. Currently the most common
technique for assessment of an individuals potential is the online Assessment Centre (AC).
The AC presents a series of assessment techniques including psychometrics and simulation
exercises to generate a performance assessment. A more common and readily available
approach is the solicitation of assessments by staff, peers and managers, essentially an
informal 360-degree assessment.
The needs assessments undertaken for the development of the ILDP were mainly informal
360-degree type assessments, however two AC type self-assessments were completed, one
associated with self-awareness, the other being the Herrmann Whole Brain Model. The
outputs of both these AC type assessments are included in Appendices 4. However, there
was concern that there may be an inconsistency between the AC and the informal 360degree type assessments. Research has demonstrated that 360-degree type assessments
undertaken by peers/staff/subordinates were superior predictors than AC scores of leader
effectiveness, particularly with regard to performance 2 to 4 years in the future (AlimoMetcalf, 1998). Therefore, the 360-degree type assessments ought to provide indispensable
predictors of leadership performance.
With the congruence evident between the four domains and the five practices, the informal
360-degree feedback assessments were based on the assessment tools in included in the
course materials in table 4.3 and 5.3. Summary of the results and analysis are included in
Appendix 3.
Assessment types and allocation as self or external assessment is summarised in Table 3 .
Table 3
Ite
m
No
1
2
3
4
5

Assessment

15 Team Leadership Functions Table 5.3 of

course notes
Kouzes & Posers Leadership Behaviours Table
4.3 of course notes
Leadership Challenge Assessment (Kouzes &
Posner, 2012)
IPIP-NEO Narrative Assessment
Evaluative Surveys for Self-Awareness, including:
Self-awareness, Influence Dimension,
Emotional Intelligence, Locus of Control

SelfAssessmen
t
Yes

External
Assessmen
t
Yes

Yes

Yes

Yes

Yes

Yes
Yes

No
No

Richard Tassone, (z3454258)

DST 10143 Assignment 2 - Individual Leadership Development Plan

and Core Self-evaluation assessments

(Carlopio & Andrewartha, 2008)
6
Herrmann Brain Dominance Instrument
Yes
No
A variety of persons were selected to undertake the external assessments, from
subordinates once removed, direct subordinates, peers and superiors. This provided a
cross section through all organisational levels of the perceptions of leadership effectiveness.
As showed in Table 3, items 1 through 3 were completed in both a self and external
assessment manner. This dual assessment provided an opportunity to not only assess
performance against the assessment criteria, but more importantly provided a measure of
the degree of self-awareness related to the perception of leadership effectiveness.
In the context of the assessments undertaken for items 1 to 3, self-awareness is a measure
of seeing oneself as others see us. Research has indicated that there is a strong correlation
between the degree of a leaders self-awareness and the perception of others relative to the
effectiveness of leadership behaviours (Alimo-Metcalf, 1998). Where self-ratings of
leadership had a poor correlation to the external ratings, reduced leadership effectiveness
was apparent. Where leaders see themselves similarly to how others see them, such
leaders were perceived to be most effective (Alimo-Metcalf, 1998).
Consequently, by completing items 1 through 3 in both a self and external fashion, a
disparity score was able to be determined. This score is the average of the external ratings
subtracted from the self-rating score (Alimo-Metcalf, 1998). This provides insight leadership
behaviours, effectiveness and degree of self-awareness which could indicate deficient
leadership behaviours or areas of weakness.
Assessment item 4 was completed in the sequence of the coarse work, and provided insight
into the personality traits associated with the Factor Five model. These results while not
exclusively used as leadership behaviours provided additional context particularly with
regard to the self-awareness assessments.
Assessment item 5 was identified following the initial analysis of assessment items 1 through
3, particularly the application of the Disparity Analysis. The disparity analysis identified a
deficiency with regard to vision and leadership elements associated with self-awareness.
Assessment item 5 provided a candid evaluation and increased perception with regard to the
awareness of self. This forms the core of development plan by providing opportunity for
targeted reflection which offers a way to gain a greater understanding of self (Densten &
Gray, 2001).
Assessment 6 was completed 24 months ago as part of a psychometric assessment
requirement associated with a tender. While relatively old, the assessment identifies thinking
style preferences which again inform the self-awareness aspects of the ILDP.
Analysis of the assessment results was approached in a progressive manner. For items 1
through 3, the external assessment rankings were discussed with the particular assessor.
This provided opportunity for the context of the assessment to be articulated as direct
feedback. The key elements of the feedback discussion were then recorded adjacent to the
specific associated element being assessed. Details of these notes are included in
Appendices 3, together with the assessment summaries.
After collecting the external assessment data, the disparity assessment was undertaken to
determine the level of self-awareness. This was then used in conjunction with the average
external assessment ratings to identify elements of weakness and strength with regard to
specific leadership behaviours.
Richard Tassone, (z3454258)
DST 10143 Assignment 2 - Individual Leadership Development Plan

The leadership development objectives were classified against the ACES leadership
domains and a classification topology proposed by (Scott, et al., 2007). The applicability of
the development context is indicated by +, with the increasing number of + indicating
greater applicability.
Table 4 ACES classification topology
Formal
On Job
Organisational
Training Context
Context
Analytic
++
+
+
Conceptual
+
++
++
Emotional
+
++
++
Spiritual
+
+
++
Formal training has historically been the predominate centre for leadership development,
although it has been established that such a setting alone is insufficient for development to
occur (Scott, et al., 2007). It still fulfils an important role in development of analytic skills. No
developmental objectives in the ILDP rely on formal training.
On the job context is associated with actual job performance and is a key developmental
setting for leaders. This context provides occasion to apply behaviours and tools learned. It
also is an opportunity to alleviate bad habits and develop strengths through real world
practice. All of the developmental objectives in the ILDP include an on the job development
context.
Organisational context not only encompasses organisational culture and values but identifies
the importance of alignment of the four ACES domains with the organisational culture. If
misalignment is present, developing leaders may neglect that aspect of development (Scott,
et al., 2007). There are no organisational context objectives in the ILDP.
Supervisor input in the process was limited to discussions relating the opinions formed
following researching leadership development, due both parties limited experience relating to
formal leadership development. This unexpectedly provided the opportunity for unbiased
discussion as to the process of assessment, analysis, objective design and plan
construction.
Discussions were held following the initial completion of the proposed strategy/structure for
each phase of the ILDP being; needs assessment, education and learning process, objective
definition, support definition, review proposal. This approach allowed development of a
framework that was then critically assessed with regard to desired outcome, practicality and
applicability.
Moreover, this process resulted in the realisation that self-awareness is the foundation on
which leadership is developed. Consequently, the agreement to re-start the leadership
development process by revisiting self-awareness in a more structured process through the
ILDP, which is the first developmental objective.

Richard Tassone, (z3454258)

DST 10143 Assignment 2 - Individual Leadership Development Plan

Plan Guideline Compliance

Guideline
1. Ensure the plan has
elements of challenge,
assessment and
support
2. Ensure the plan helps
to meet organisational
needs

3. Carefully consider
developmental
objectives
4. Logically align the
plans vision, objectives
and actions
5. Include once-off as well
as ongoing actions

6. Include a variety of
developmental methods
and experiences

7. Get feedback on
progress along the way

8. The scope of your plan

can be broader than
just work-related
Leadership

9. Consider three levels of

development Self
Development,
interpersonal
competences, strategic
development
10. Work on strengths and
weaknesses
11. Celebrate
achievements

Achieved by
Each objective was peer reviewed to ensure include
challenge, assess & support elements.
Eg. Objective 1: Quarterly re-assessments, 2 quartile
improvement over a 12 month target, ongoing plan review
with mentor
Leighton Contractors operate with a decentralised structure
allowing adaptability. Recognition of environmental context
in development was discussed in the cover report and with
supervisor during plan reviews. Consideration is evident in
the rationalisation for the leadership development plan,
development and leadership visions.
Objective development drew upon the analysis of the
assessments and influenced by the disparity scores.
Development objectives reviewed by mentor and author
with regard to desired outcome, practicality and applicability.
The leadership vision was cultivated prior to the
development vision. Objectives designed to provide robust
foundation for further development.
A number of one off actions have been included in all
objectives. These typically involve completion of reading a
book or development of a plan. For example, development
of a networking plan, reading an associated text and joining
an professional body to attend a number of events as
networking opportunities
A wide range of methods have been included in the ILDP
including; reading, sub-plan development, real work
application of leadership behaviours, re-assessment,
maintaining a Leadership Diary or journal and time for
reflection.
Ongoing feedback from subordinates, peers and superiors
is a regular theme in the ILDP. Feedback is both formal and
informal, encompassing discussions and reviews of
assessments.
Networking elements in the ILDP span both work and non
work aspects. Improved networking requires development
of a network outside of the work sphere, while still being
professionally relevant. Also personal well bring/potential
future health issues associated with current work practices
is included in the ILDP. Objective 4 of the ILDP aims to
resolve.
All three encompassed in the ILDP. Current focus is selfawareness, networking, with some development associated
with transformational leadership. This is a result of
designing the ILDP to respond to the context in which
leadership behaviours are to be practiced.
Objectives are focused on identified weaknesses. However
strong behaviours will still be practiced.
Resources identified to allow the celebration of
achievements every six months.

Richard Tassone, (z3454258)

DST 10143 Assignment 2 - Individual Leadership Development Plan

Lessons Learnt
The process of constructing a ILDP was challenging. The facets of leadership discussed
within the course material only illuminated a very small part of a very diverse field.
The most significant realisation made during the ILDP construction was that it is not realistic
or beneficial to subscribe to a single leadership stratagem or lens. Initially this presented as
a contradiction, however after appreciating that leadership behaviour must be a response to
the contextual environment defined by the leader, the followers and the environment in
which leadership was being displayed, structuring of the ILDP became somewhat less
problematic. Likewise, a leader could display a variety of leadership behaviours if the
followers and contextual environment benefited from such a practice.
This realisation led to the desire to re-boot the leadership development process by revisiting
self-awareness to address perceived ambiguities. The initial outcome was the realisation
that the apparent self-awareness was significantly out of alignment with the leadership
aspirations and was highlighted in the results of subordinate assessments of leadership
effectiveness.
Without proper self-awareness, further development would be less effective. Therefore, the
determination was made to invest time and effort in ensuring a deep self-awareness was
achieved and then maintained.
The realisation that leadership can be delivered as a hybrid arrangement of behaviours does
not then mean that the leadership models are inaccurate. The models are the best means of
describing and assessing leadership behaviours, however the interpretation of the
assessment results need to reflect the application or hybrid context.
This approach to developing and application of alternate models of leadership is gaining
interest, particularly when considering newer forms of leadership behaviours such as
sustainability. Such an alternate model (the ACES model) was used in the development of
this ILDP.

Richard Tassone, (z3454258)

DST 10143 Assignment 2 - Individual Leadership Development Plan

References
Alimo-Metcalf, B., 1998. 360 Degree Feedback and Leadership Development.
International Journal of Selection and Assessment, 6(1).
Amagoh, F., 2009. Leadership Development and Leadership Effectiveness.
Management Decision, 47(6), pp. 989-999.
Aoife McDermott, R. K. P. F., 2011. Understanding Leader Development.
Leadership and Organisation Development Journal, 32(4), pp. 358-378.
Carlopio, J. & Andrewartha, G., 2008. Developing Self-Awareness. Sydney:
Pearson Education Australia.
Day, D. & Harrison, M., 2007. A Multilevel, identy based approach to leadership
development. Human Resource Management Review, Volume 17, pp. 360-373.
Densten, I. L. & Gray, H. J., 2001. Leadership Development and Reflection : What
is the Connection. The International Journal of Education Management, 15(3), pp.
119-124.
Iain L Densten, J. H. G., 2001. Leadership Development and Reflection: What is
the Connection?. International Journal of Educational Management, 15(3), pp.
119-124.
Kouzes, J. & Posner, B., 2012. The Leadership Challenge. 5th ed. San Fransisco:
Jossey-BAss.
McCullum, S. & O' Connell, D., 2009. Social capital and Leadership Development.
Leadership and Organisation Development Journal, 30(2), pp. 152-166.
Pearce, C. L., 2007. The Future of Leadeship Development. Human Resource
Management Review, Volume 17, pp. 355-359.
Scott, A. Q., David, A. W. & Benjamin, M. G., 2007. Developing holistic leders:Four
Domains for Leadership Development and Practice. Human Resource
Management Journal, Volume 17, pp. 427-441.
Sheri-Lynne, L. & Parbudyal, S., 2007. Leadership Development: Larning from
Best Practices. Leadership and Organisation Development Journal, 28(5), pp.
444-464.

Richard Tassone, (z3454258)

DST 10143 Assignment 2 - Individual Leadership Development Plan

Richard Tassone, (z3454258)

DST 10143 Assignment 2 - Individual Leadership Development Plan