including the feedback and input from leaders throughout the organization was paramount to the success of the program both in terms of personal learning needs and that of the organization. – With the assistance of two external consultants, the Steering Committee constructed an interactive 12-month phased program (see Figure 1). In December 2003, Phase I, “Dialogue was launched with close to 100 leaders from all levels across the organization about Leadership”, participating in in-depth discussions on the constructs and meaning of leadership. These two hour sessions ignited interest among participants as to the type of leadership they hoped to promote at the ACB. These sessions generated several common themes of leadership, which were synthesized into the Four Pillars of Leadership clarity of vision and purpose, acts with — and (see Box 2). Broader integrity, inspires other to do their best, fosters mutual understanding than competencies, the Four Pillars of Leadership included a variety of skills, knowledge, behaviors and attitudes that leaders could develop or enhance by participating in the LDI program. The Four Pillars of Leadership are consistent with other leadership principles found in the literature. Bennis and Nanus, in their original 1986 book entitled Leaders: Strategies for described four key principles every leader should know: Taking Charge, attention through and, vision; meaning through communication; trust through positioning; the deployment of self (Bennis & Nanus 2003). Kouzes and Posner in their book, (1987, The Leadership Challenge 2002), described five practices of leadership: modeling the way; inspiring a shared vision; challenging the process; enabling others to act; and encouraging the heart (Kouzes & Posner 2002). Senge focused on the learning organization and systems thinking in his original work, The (Senge 1990) and his subsequent work, (Senge 1999). Fifth Discipline, The Dance of Change Following this, the Steering Committee piloted an approach that was initially based on individual leaders having a dialogue with their supervisor to consider their own needs for
including the feedback and input from leaders throughout the organization was paramount to the success of the program – both in terms of personal learning needs and that of the organization. With the assistance of two external consultants, the Steering Committee constructed an interactive 12-month phased program (see Figure 1). In December 2003, Phase I, “Dialogue about Leadership”, was launched with close to 100 leaders from all levels across the organization participating in in-depth discussions on the constructs and meaning of leadership. These two hour sessions ignited interest among participants as to the type of leadership they hoped to promote at the ACB. These sessions generated several common themes of leadership, which were synthesized into the Four Pillars of Leadership — clarity of vision and purpose, acts with integrity, inspires other to do their best, and fosters mutual understanding (see Box 2). Broader than competencies, the Four Pillars of Leadership included a variety of skills, knowledge, behaviors and attitudes that leaders could develop or enhance by participating in the LDI program. The Four Pillars of Leadership are consistent with other leadership principles found in the literature. Bennis and Nanus, in their original 1986 book entitled Leaders: Strategies for Taking Charge, described four key principles every leader should know: attention through vision; meaning through communication; trust through positioning; and, the deployment of self (Bennis & Nanus 2003). Kouzes and Posner in their book, The Leadership Challenge (1987, 2002), described five practices of leadership: modeling the way; inspiring a shared vision; challenging the process; enabling others to act; and encouraging the heart (Kouzes & Posner 2002). Senge focused on the learning organization and systems thinking in his original work, The Fifth Discipline, (Senge 1990) and his subsequent work, The Dance of Change (Senge 1999). Following this, the Steering Committee piloted an approach that was initially based on individual leaders having a dialogue with their supervisor to consider their own needs for