Edited by Mitchell G. Rothstein and Ronald J. Burke
Chapter 2: Inspiring the Development of Emotional, Social and Cognitive Intelligence Competencies in Managers
Richard E. Boyatzis, Tony Lingham and Angela Passarelli Leadership educators must ask themselves two fundamental questions when designing developmental programs. First, what competencies make leaders effective (that is, what do we want our students to learn)? Second, how can we inspire students to develop them? Successful leadership development courses in management education need to address these two questions in a way that promotes shared responsibility between educators and students. Such courses need to be designed around theoretical frameworks that lead to meaningful and sustained adult change and development. The first segment of this chapter discusses the competencies that distinguish outstanding leaders from average leaders, managers and professionals – answering the what question above. Intentional Change Theory (ICT) is explained in the second segment, as the central theoretical framework to inspire self-development in MBAs through the Leadership Assessment and Development Course (LEAD). Specific examples of how these competencies are developed within the MBA program are then described. In the third segment, results from 22 years of longitudinal assessment of learning outcomes related to competency development in a full-time MBA program show that MBAs can change in ways that are essential to effective leadership and management. COMPETENCIES AS THE FOCUS OF SELF-MANAGED DEVELOPMENT It could be said that developing human talent breaks down into three categories: acquiring knowledge, learning to use that knowledge effectively, and 62 Inspiring the development of emotional, social and cognitive intelligence 63 discovering why one is driven to use one’s knowledge and competencies. Leaders on a journey of self-development...
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