Experience Based Leadership Analysis

Experience Based Leadership Analysis

Experiences play an important role in how future leaders will run the organization. Give three examples of how effective competencies, relationships, and learning capabilities can be measured as factors in future leadership development.

In the modern world, to become an effective leader does not only calls for performing beyond obvious but also having specific critical experiences. Solomon & Steyn (2017) argue that experiences present events to learn, grow, and enhance effective leadership skills. However, experience alone is not enough, thus calling for the need to integrate elements such as effectiveness competencies, relationships, and learning capability to boost one’s future leadership development.

Effective competencies, relationships, and learning capabilities can be used to evaluate a leader’s knowledge, skills, and abilities. If the leader exhibits these elements, then they should be said to have effective leadership competencies, relationships, and learning capabilities. By using the Health Leadership Competency Model (HLCM) developed by Calhoun, Dollett, Sinioris, & Wainio (2010),  effective competencies, relationships, and learning abilities can be tested by accessing the leader’s skills and abilities to transform, executive responsibilities and influence people.

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Future leadership development can as well be measured using an outcome-oriented approach. This strategy ensures the desired results and targets are outlined (Jones, 2015). For example, in the future development program, competencies for continuous learning should be evaluated. This will include aspects such as developmental relationships, reflective thinking, and self-awareness.

Behavioral development is another example that can be used to assess future leadership development. The evaluation using this approach will determine how leaders have experienced personal changes while solving leadership-based issues or problems (Atwood, Mora, & Kaplan, 2010). The behavioral change should be accompanied by the leader’s ability to execute the project successfully and effectively after development. This will be done by measuring how effectively the leader has completed the project compared to the performance before the development program.

The above examples conform to Kirkpatrick’s four-level evaluation model. The framework evaluates a leader’s development based on the four levels: learner’s reaction, learning, application of the acquired knowledge and skills, and results (Tamkin, Yarnall, & Kerrin, 2020, p. 3). The leaner will show satisfaction if they react positively to future development needs. Learning tests the knowledge and skills that a learner has acquired. The application evaluates the learner’s ability to put the acquired knowledge and skills into practice. Results elements measure’s the leader ability to impact the organization and people effectively.


Atwood, M. A., Mora, J. W., & Kaplan, A. W. (2010). Evaluating leadership and organizational learning. Leadership & Organization Development Journal, 31(7), 576-595. https://doi.org/10.1108/01437731011079637

Calhoun, J. G., Dollett, L., Sinioris, M. E., & Wainio, J. A. (2010). Development of an Interprofessional Competency Model for Healthcare Leadership. Journal of healthcare management / American College of Healthcare Executives, 53(6), 375-389. doi:10.1097/00115514-200811000-00006

Jones, T. P. (2015). An outcomes evaluation of a leadership development initiative. Journal of Management Development, 34(2), 153 – 168. doi:10.1108/JMD-05-2013-0063

Solomon, A., & Steyn, R. (2017). Leadership style and leadership effectiveness: Does cultural intelligence moderate the relationship? Acta Commercii – Independent Research Journal in the Management Sciences, 17(1), 1-13. Retrieved from http://www.scielo.org.za/pdf/acom/v17n1/19.pdf

Tamkin, P., Yarnall, J., & Kerrin, M. (2020). Kirkpatrick and Beyond: A review of models of training evaluation. Institute of Employment Studies. Retrieved from https://www.employment-studies.co.uk/system/files/resources/files/392.pdf

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