Leadership Development Programme Design Training Course

Participants can build a behavioural leadership framework that reflects organisational priorities and role requirements.

• Leadership competency models compared: behavioural, functional, values-based and future-focused approaches
• Critical incident interviews identify observable behaviours behind superior leadership performance
• Design principles distinguish enterprise-wide expectations from role-specific leadership requirements
• Leadership standards calibrated through stakeholder panels and existing talent architecture
• Behavioural indicators written at foundational, proficient and advanced performance levels
• Equity checks identify cultural bias and inaccessible leadership assumptions

Participants can identify priority leadership audiences and diagnose their distinct development needs.

• Developmental personas combine assessment data, career stage and context
• Transition maps identify first-line, middle, senior and executive leadership moments
• Needs analysis triangulates surveys, interviews, business metrics and talent reviews
• Training needs prioritised using impact, urgency, reach and feasibility criteria
• 70:20:10 allocations align formal learning, social learning and workplace experience
• Readiness criteria distinguish developmental need from selection and performance management

Participants can create a coherent leadership learning journey linked to intended organisational outcomes.

• Programme theory of change links interventions, mechanisms, outcomes and business results
• Logic Model outputs distinguish inputs, activities, outputs, outcomes and impacts
• Learning journeys sequence awareness, skill practice, application and reflection
• Blended architecture assigns classroom, virtual, coaching, peer and workplace components
• Cohort design balances hierarchy, function, geography, confidentiality and network value
• Programme duration matched to behavioural complexity, transition timing and operational constraints

Participants can develop leadership curriculum components that produce observable performance evidence.

• Backward design starts with performance evidence before content and learning methods
• Learning outcomes written with action verbs, conditions and observable standards
• Content scope separates essential leadership practice from reference material
• Case narratives model ethical dilemmas, stakeholder conflict and resource constraints
• Scenario design uses decision points, consequences, feedback and debrief questions
• Facilitation guides specify timing, materials, instructions and assessment evidence

Participants can select and combine development methods appropriate to leadership capability goals.

• Action learning sets address live business issues through questioning and reflection
• Experiential learning cycle connects concrete experience, reflection, concepts and testing
• Peer consultation protocols build accountability around participant leadership challenges
• Coaching conversations use GROW questions, goal clarity and follow-through
• Simulation fidelity calibrated against risk, realism, time and participant experience
• Psychological safety protocols govern challenge, disclosure, feedback and confidentiality

Participants can design fair assessment and feedback processes that guide leadership development.

• Assessment strategy combines self-report, observation, manager input and work evidence
• 360-degree feedback planned with rater selection, briefing and confidentiality controls
• Behavioural rubrics define evidence for communication, judgement, inclusion and execution
• Development centres distinguish diagnostic assessment from high-stakes selection decisions
• Individual development plans convert feedback into measurable behaviour-change commitments
• Assessment accommodations support accessibility without diluting leadership performance criteria

Participants can build workplace conditions that support sustained leadership behaviour change.

• Transfer design assigns managers, sponsors, peers and participants explicit responsibilities
• Manager briefing packs prepare goal-setting, observation and developmental conversations
• Workplace application projects connect leadership practice to priority business outcomes
• Implementation intentions specify cue, behaviour, context and contingency response
• Peer accountability structures schedule progress reviews, problem-solving and encouragement
• Learning transfer barriers diagnosed through workload, authority, culture and incentives

Participants can measure leadership programme quality, behaviour change and contribution to organisational results.

• Kirkpatrick Four Levels aligns reaction, learning, behaviour and results measures
• Evaluation questions distinguish programme quality, learning gain, transfer and impact
• Baseline measures selected before delivery for credible change comparisons
• Contribution analysis tests plausible links between programme activity and business outcomes
• Dashboard metrics combine participation, completion, behaviour evidence and outcome indicators
• Data governance covers consent, access, retention and reporting boundaries

Participants can prepare a governed implementation plan for piloting and scaling a leadership programme.

• Programme governance defines decision rights, escalation paths and design approval gates
• RACI matrices allocate accountabilities across sponsors, HR, faculty and line managers
• Vendor selection criteria assess faculty credibility, design quality, logistics and data security
• Risk registers address attendance, facilitator continuity, confidentiality and operational disruption
• Budget models separate design, delivery, technology, coaching and evaluation costs
• Implementation roadmaps sequence pilot, review, refinement, scale and sustainment actions
• Application plans set 90-day design milestones, owners and evidence checks