Leadership Development Program: Developing the Next Generation of Leaders		برنامج تطوير القيادات: تطوير الجيل القادم  من القادة
		The Program will be taught in Eight Weeks; Two Days per Week, and 4hrs a Day
Instructor
Professor/ Gamal Shehata
We believe that Leadership itself is a critical competency, and we believe it can be taught. We suggest that leadership is a huge subject encompassing discrete actions and activities that can themselves be identified as competencies. It is hard to imagine a successful leader not having a very demonstrable capability and capacity for leading their organizations and realize their vision in creating a better future. This course is the first of its kind to bring you the state-of-the-art-knowledge and practice of the leadership subject.
Learn become the next generation leader

Leadership Development Program: Developing the Next Generation of Leaders

 

 

Professor/ Gamal Shehata

Professor of Strategy and HRM

Dean of the Faculty of Commerce, Cairo University

 

 

 

 

Today, business takes place in a highly disruptive and digital-driven landscape

resulting in the need for companies to deliver its ‘next generation„ of leaders who are capable of leading now. This is a highly recommended training course where we offer a pragmatic, tested, and insightful approaches including executive and transition coaching to effectively develop a sustainable leadership pipeline suitable for those who operate in the service industry such the insurance one. Developing future or next generation of leaders continues to be one of the perennial and biggest challenges facing organizations today especially in view of the dramatically changing digital and highly disruptive business landscape.

The course offered here will enable you transforming the next generation of leaders

through identify the leadership competencies that are critical in today„s business

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environment that is fast-paced, highly disruptive, and VUCAdriven (velocity, uncertainty, complexity, and ambiguous), and also provides business leaders with best practice approaches, framework, and tools that can be leveraged upon toward developing the next generation of leaders (high potentials). This course is a recommended for leaders at all levels across all industries.

If you are ready to be a next generation leader this course offers you an extensive knowledge and wealth of experience in developing future leaders at all levels into various frameworks and models that can be easily explained and replicated. The course will also provide you specific guidance and invaluable insights on how to develop a leadership pipeline for your organization. The course will enable you to transform your people high potentials and ensure success in this new era of Industry

4.0. You will learn from the best thought leaders in the field of leadership and organizational development.

In short, trainees and leaders will find this course valuable. It offers clear and practical advice on how to develop talent in their organizations in this time of disruption and change. It also provides valuable insights for those aspiring to future leadership roles on the steps they can take to develop their own leadership capabilities. As we face the disruptive digital era of IR4.0, the next generation of

leaders will find most of what they have learned in the past to be obsolete. To be

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successful, we need to constantly learn, unlearn, and relearn, and be nimble and adaptable.

                            Introduction

This training program has a simple aim: a single, easy-to-read and to practice resource of the best and most current thinking on a broad yet essential range of leadership topics. When developing this program, we take into our consideration several audiences in mind when we prepare this course: (1) those of you who practice leadership as managers and executives and who desire to become more effective, (2) those of you who develop leaders and who want to improve the ways you help others learn to lead, and (3) those of you who study and research leadership and who want to become more informed on certain topics. We hope you will find this “one-stop” training course as informative, rich, and helpful as we intended it to be. An underlying assumption of this course is that leadership can be developed. While there is an age-old debate about whether leaders are born or made, the authors in this course argues that both individuals and their organizations can proactively influence leadership capability long after birth.

At a minimum, organizations can improve how they select and assess for leadership. But more important, this course highlights how leaders can improve their own

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effectiveness across a wide range of situations, from those requiring change and innovation to those with diverse populations and differing cultures to those in crisis. Given the course„s emphasis on leadership practice, each taught section offers insights around the action steps and practical implications of the topic. While certain topics discuss what can and cannot be developed, each section is designed to provide hands-on guidance to implementing its insights.

                          The Course Aim

A company„s leadership pipeline is expected to deliver its “next generation” of leaders who are capable of leading now. It is evident that conventional leadership development practices are no longer adequate. Organizations need to incorporate the next-generation leadership competencies globally in order to address the development needs of their rising leaders. The current digital transformation that underpins the Fourth Industrial Revolution (also known as Industry 4.0) has ushered in a new business environment that is fast, open, and responsive, resulting in a number of organizational and leadership challenges. How do organizations develop the next generation of leaders to meet these challenges? This course is designed to provide insights into an understanding of the best practices and contemporary approaches to the identification, assessment, selection, and development of future

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leaders of an organization with a focus on executive and transition coaching as a development tool.

  Course outline and an Overview of Main Topics Covered

The course is organized into four parts: leadership development and selection, the tasks and capabilities of leaders, the leadership of organizations, and leadership requirements of the unique demands of today„s world.

Part One

In Part One, on leadership development, we examine the critical issues of leadership assessment and selection. A great deal of research and investment has been made in both of these areas over the past decade. From there, we explore the use of action learning as a development methodology to promote new leadership forms and identities. We close Part One with a chapter that challenges the established paradigm of deploying behavioral competencies as the foundation for leadership development efforts.

In Chapter One, we explore the issue of how to select for leadership capability. Getting leader selection right can not only boost organizational performance, but also provide employees with an opportunity to excel in work they enjoy. “Best

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Practices in Leader Selection” describes how to get the selection process right. It reviews the objectives of selection, describes current selection techniques and evidence about their effectiveness, and looks at how individual selection methods can be combined into an effective selection system.

In Chapter Two, we examine leadership assessment—the process of determining the success or potential of individuals for leadership positions. We discuss how leadership assessment is used for predicting performance, evaluating performance, diagnosing performance gaps, and setting directions for improvement and career development. Leadership assessment involves measuring individual characteristics and evaluating behaviors as well as collecting indicators of group or organizational effectiveness that result from the leader„s behavior. Assessments can and should occur on different levels—organization, team, and individual. They also should measure multiple dimensions—financial, personal, and interpersonal. We will explore together these many dimensions of assessment.

In chapter three, we are “Shifting the Emphasis of Leadership Development: From ‘Me„ to ‘All of Us,„ „„ discuss the necessity of managers shifting their perceptions of leadership from seeing themselves as independent actors and leaders to seeing themselves as an interdependent “leadership collective” within  their organizations.

But developing such “collective leadership identities” goes against the grain of most

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people and organizations. The authors explore through two organizational case studies how one methodology—action learning—can promote collective leadership identities.

The last chapter in Part One, we challenge the conventional wisdom of the field— that a set of tangible leadership competencies should be the foundation of any developmental effort .Most contemporary leadership development initiatives begin with an elaborate (and expensive and time-consuming) process of identifying a small number of competencies that are believed to characterize effective leaders in an organization. In Chapter Four, we challenge this competency-based approach. We argue that development initiatives need to focus on using experiences to develop competence, rather than on preconceived competencies. We lay out a blueprint for completely revamping our current approaches.

Part Two

Part Two of the course—“The Tasks of the Leader”—focuses on certain fundamental or baseline capabilities and responsibilities of leaders. For example, leaders know when and where to deploy a particular tactic in their broad repertoire of influence approaches. They are particularly effective at directing and motivating

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teams and at fostering environments promoting innovation. Finally, the best are guided by a moral or ethical compass despite pressures to do otherwise.

In Chapter Five, the use of proactive influence tactics ranging from rational persuasion (using facts and logic) to inspirational appeals (linking a request to target values and ideals). We will describe eleven types of proactive influence tactics, explains what we know about their relative effectiveness, explores the situations best suited to each, and provides guidelines on how to use them for leading people in organizations. We also describe how most of the proactive tactics can also be used to resist unwanted influence attempts by others.

Chapter Six which is entitled creating the Conditions for Success: Best Practices in Leading for Innovation highlights the mix of the technical, organizational, and strategic skills required to lead the development of innovative new products and services. We identify each of the stages of the innovation process in which leaders must excel. Each stage is illustrated with the specific capabilities that leaders must demonstrate.

Chapter seven which is named the “Best Practices in Ethical Leadership,” brings us to the critical responsibility of all leaders—to set a moral standard for their organizations. It begins by defining the tasks of ethical leadership and identifying key

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practices that enable leaders to carry out this responsibility. The first task is simply to behave morally as leaders carry out their roles. The second task is to shape the ethical contexts of their groups and organizations. The dual responsibilities of acting as a moral standard and shaping the ethical context for their organizations intertwine, but it also examines each one separately to provide a more complete picture of the task facing leadership practitioners. The chapter then introduces a set of resources and tools that leaders can draw on when assuming ethical duties.

In Chapter Eight, “Best Practices in Team Leadership: What Team Leaders Do to Facilitate Team Effectiveness,” we will explore one of the most critical capabilities of leaders: leveraging team performance. It provides an overview of the broad functions and behaviors that team leaders must enact to create the conditions required for team effectiveness. We then discuss the need for leaders to create five conditions that serve as a set of mutually reinforcing resources that teams can draw upon when working toward outstanding performance. These five prerequisite conditions for team effectiveness include creating (1) a real team, (2) with a compelling direction,

• an enabling structure, (4) a supportive organizational context, and (5) expert This chapter describes how leaders can successfully foster each condition.

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Part Three

In Part Three of the course, where we will explore organizational leadership, we turn our attention to senior most leaders and their roles in change and corporate governance. We examine critical questions such as, what are the actions and approaches that executive leaders must adopt as they lead change during difficult transitions for their organizations? What is the role of corporate social responsibility, and what are the corresponding actions required by executives to instill a culture of social responsibility? Finally, what kinds of leadership should corporate boards provide for the organizations they oversee and particularly in relation with the company„s senior most leader, the chief executive officer (CEO)?

Chapter Nine, examines how leaders can help organizations and their members overcome the unintended consequences of major organizational transitions. It discusses the fact that senior leaders have two requirements to ensure workplace recovery. One is to weaken the forces that maintain the undesired status quo, and the second is to strengthen the forces for the desired new vision. They must intervene at both the emotional and business levels. Simultaneously, they engage employees by freeing up time and other resources to help them find ways to get their work done better. They must also generate energy by clarifying a vision of a new and better organization and creating a learning environment that creates incentives for

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people to experiment. Last, they enforce their desired post transition organization by aligning systems and operating standards with new organizational realities. The chapter also explores how leaders can accomplish each of these outcomes.

Chapter Ten presents a view of executive leadership that centers on social responsibility values, the forms of leadership that emanate from such values, and the resulting effects on followers. The underlying premise of this chapter is that executive leaders can have a positive leadership effect on their followers over the long term only through a sense of social responsibility targeted toward multiple stakeholder groups. It describes the behaviors and mindsets that are required if executive leaders are to successfully guide their corporations, deploying a moral compass and a set of performance standards that stretch way beyond today„s narrow emphasis on profitability.

The last chapter in Part Three—“Best Practices in Corporate Boardroom Leadership”— chapter eleventh examines the leadership roles that board members must embrace if they are to provide oversight from the boardroom. It explores a new generation of boardroom best practices in leadership. Specifically, alternative forms of leadership, such as nonexecutive chairpersons, lead directors, and stronger committee leadership, are described as a counterbalance to the CEO„s

authority. The pluses and minuses of each form of leadership are discussed. This

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chapter offers concrete guidance for boards wishing to implement these leadership alternatives.

Part Four

In Part Four, the last part of the course, we take a look at leading in today„s world. We address three specific topics highly relevant to the current times. Given the turmoil in the world, we feel it is particularly important to explore the demanding leadership requirements faced in times of crisis. We want readers to learn how to prepare their organizations in advance for crises. Our second topic—leading diverse organizations—is a reflection of the fact that diversity is the characteristic of today„s workplace. It is imperative that we examine the leadership practices that recognize and leverage diversity at work. Finally, globalization is rapidly transforming how we work and lead. Understanding how to lead across cultures is a necessity for many managers and executives. There is a great deal of new research on the topic that has important practical implications for readers.

We begin Part Four with chapter Twelfth which is called: “Best Practices in Leading under Crisis: Bottom-Up Leadership, or How to Be a Crisis Champion.”  Where we introduce examples of crises abound, from the terrorist attacks on September 11, 2001, to the corporate scandals such as Enron/Andersen to natural disasters such as the tsunami in Southeast Asia and Hurricane Katrina in Louisiana. All of these cases

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represent failure of leadership. We argue that leaders must proactively and rigorously prepare their organizations for a broad range of potential crises. We begin the process by helping us to challenge the basic assumptions we hold about our lives and our organizations. These assumptions make us vulnerable and unprepared for crisis. Successful crisis leaders speed up the recognition and awareness of these assumptions across their organizations. They also implement the organizational strategies of anticipation and innovation to minimize the impact of a crisis. We will explore how crisis leaders effectively accomplish these outcomes.

Chapter thirteenth addresses the needs of leaders who wish to further develop their capabilities in working with diverse staff. We begin by examining the value that leaders gain from addressing organizational diversity and the costs of ignoring it. This is followed by a discussion of key concepts and approaches to understanding diversity in organizations as a foundation for understanding specific leadership practices. A summary of best practices for leaders of diverse organizations is then presented, along with a discussion of some of the most significant challenges in the implementing diversity leadership. The chapter concludes by offering a detailed example of how leaders can put these best practices to work by developing the capabilities of diverse staff through mentoring.

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Chapter fourteenth focuses on cross-cultural leadership closes out this part of the book. She addresses five questions fundamental to understanding the topic. The first is, Does cross-cultural leadership really matter? A second issue is, How do we best understand and define the concept of cross-cultural leadership? Third, what are the behaviors, competencies, and skills that distinguish individuals who are adept at cross-cultural leadership? Fourth, is the cross-cultural leader„s set of competencies innate, or can it be developed? The fifth question considers knowledge: What specifically does a cross-cultural leader need to know? What are the kinds of questions that these leaders must be asking themselves to ensure they possess insights needed to succeed in each situation? This chapter answers these questions with a set of leadership best practices.

Chapter Fifteenth, our final chapter, summarizes the essential lessons on leadership practices from each of the topics presented in our course. It then identifies the common themes shared across the chapters. Specifically, we identify five major themes: (1) leaders need to engage and involve their followers; (2) effective leaders proactively monitor, measure, and adapt to their environments; (3) leaders need to model the way; (4) leaders must be proactive; and (5) there are no shortcuts to leadership—the developmental process is a long-term investment.

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Part Five: Cases and Activities in Leadership

 

 

 

 

We have strived to provide flexibility and options throughout the training program, as well as explain how you can personally use each module presented in the previous four units. We are confident that you will be able to take our materials and modify them to meet your specific needs. The current trend in training is to avoid daylong programs and, instead, offer one to three modules of one, two, or three hours each. If shorter sessions work best for you, consider choosing modules that can make up a longer Leadership program, but offer them in smaller and concentrated topics. Most activities in this part come with an estimated time. Feel free to adapt that time frame as you see fit. Within some modules, we note that a particular section took us 5 minutes or 10 minutes; we hope these comments help you see that a simple question can lead to extensive group discussion. Again, your own situation will be the best guide. We have also tried to supply you with an optimal group size. We often suggest twenty as an upper limit because one facilitator for 10 participants, in our opinion, is the best size for interaction and participation—and we certainly want each session to have those lively qualities! That said, if your group is 20, perhaps you can get a colleague to help you. You will know what is best for your training mode and comfort level.

We have design this leadership program as a get-up-and-do guide. We are not

offering you a list of other books to read and other places to get ideas, unless they

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directly relate to the materials we have provided. Our delight would be e-mails, calls, and letters from each reader, to tell us of the many ways that you were able to adapt and restructure our ideas. Play with your thoughts, build on our ideas, and make each training module truly your own.

Course Tentative Schedule

 

 

 

 

 

                      Week One (Saturday – Tuesday)

 

 

 

 

Part One: Leadership Development and Selection

• Best Practices in Leader Selection
• Best Practices in Leadership Assessment

• Shifting the Emphasis of Leadership Development: From “Me” to “All of Us”
• Getting Leader Development Right: Competence Not Competencies

Week Two (Saturday – Tuesday)

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Part Two: The Tasks of the Leader

 

 

• Best Practices in the Use of Proactive Influence Tactics by Leaders
• Creating the Conditions for Success: Best Practices in Leading for Innovation

• Best Practices in Ethical Leadership
• Best Practices in Team Leadership: What Team Leaders Do to Facilitate Team Effectiveness

                   Week Three (Saturday – Tuesday)                  

 

 

 

 

 

 

 

Part Three: Leading the Organization

• Best Practices in Leading Organizational Change: Workplace Recovery Following Major Organizational Transitions

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• Best Practices in Leading at Strategic Levels: A Social Responsibility Perspective

• Best Practices in Corporate Boardroom Leadership

 Part Four: Leading in Today’s World

• Best Practices in Leading under Crisis: Bottom-Up Leadership, or How to Be a Crisis Champion

                      Week Four (Saturday – Tuesday)                     

 

 

 

• Best Practices in Leading Diverse Organizations
• Best Practices in Cross-Cultural Leadership

• Getting It Right: The Practice of Leadership
• The New Realities of Leadership

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                      Week Five (Saturday – Tuesday)

 

 

 

• What Makes a Great Next Generation Leader?
• Leading High-Performance Organization

• Leading High-Performance Next Generation Teams
• Leadership 0—The Future of Next Generation Leadership

Part Five: Cases and Leadership Activities

50 Different Leadership Activities and Insights from a Variety of Cases Located in MENA Region and worldwide

 

 

 

• Followers and Leaders
• Why Should Leaders Develop Followership?

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• The Basic Definition and Connotation of Followership
• Interaction Between Followers and Leaders

• Two Cores of Followership
• 5 Q Model of Leaders„ Self- Management
• Seven Laws of Leaders„ Upward Management

	§  Day 14 (Tuesday): 2pm to 6 pm
	(28)	Face- to- Face Leadership
	(29)	Four Driving Wheels of Face- to-Face Leadership
	(30)	The Four “Don„t Know” Root Causes of Performance Gap
21	(31)	Four Driving Wheels of Face- to-Face Leadership

• Indirect Leadership
• Three Major Roles of Indirect Leaders
• Upgrade from Face- to- Face Leadership to Indirect Leadership
• Three Key Roles of Indirect Leaders
• Three Performance Indicators of Indirect

• Three Dynamic Optimizations of Organizational Executive Leadership
• Three Dynamic Optimizations of Organizational Executive Leadership
• Dynamic Optimization of Organizational Talent Pool
• Dynamic Optimization of Decision- Making Modes
• Dynamic Optimization of Leadership Styles

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• Summary of the Program
• Leadership Stations: Your Final Journey
• Keep the Flame Burning: Recognizing Others Add Heart To Your Workplace Celebrations

                        Course  Instructors

A highly talented and skilled group of instructors will be teaching in this course. They have strong resumes and experience in leading top organizations in the process of growing the next generation of leaders in various industries. They also have a strong connection between the academic and practical knowledge.

                    Teaching Methodologies

The course will be using the following techniques and methods in addressing the leadership topics.

• Teaching
• Cases
• Group discussions
• Videos
• Leadership activities
• Role playing
• Simulation

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• Leadership tests and assessments

                        Program Duration:

 

The course will last 16 training days; each day will be assigned 4hrs of leadership teaching and practicing activities ending in a total of 64 training hours.

Best Regards Professor/ Gamal Shehata

Dean of Cairo University Business School and an international expert in HRM, Strategy, and international business strategies

 

 

 

 

 

 

 

 

 

 

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