gs Type Indicator (MBTI) Step II can all give leaders valuable insight into their potential developmental needs, along with suggestions for how to improve within those areas. Yet, personality does not dictate behaviour nor competence. Leaders who use psychometric self assessments to focus their development, should view their potential developmental needs, rule out those that they have already developed their competence in and foLeaders can dramatically increase the likelihood that developmental activities will help them become better leaders, by taking the time to focus their efforts each year. This involves two simple steps, determining potential developmental needs and setting developmental goals. The effectiveness of leadership development can be increased when leaders undertake a series of both on and off the job experiences, all with a common focus. This should be done over a prolonged yet finite period. An annual cycle may be quite suitable.

Effective leadership development starts by looking inwards and gaining a heightened sense of yourself as a leader. Most leaders have risen to their current positions because they have succeeded in previous roles. Yet, in new roles and different situations, what worked before may not be appropriate. Successful leaders are self-aware. They capitalise on their strengths and develop themselves in their weaker areas. They then have a broader and more balanced repertoire to draw on as circumstances demand. Developing self-awareness should not be left to chance. Nor should leaders rely on their own gut feelings. Even the most noble leaders tend to judge themselves by the intent behind their actions rather than the actions themselves. The identification of developmental needs is the first step in focusing subsequent leadership development. Leaders can use psychometric self assessments or 360 degree feedback to identify their own developmental needs. There is no doubt that a leaders personality influences their behaviour. Psychometric self assessments, such as the Californian Psychological Inventory (CPI), the Leadership Development Report and the Myers-Briggs Type Indicator (MBTI) Step II can all give leaders valuable insight into their potential developmental needs, along with suggestions for how to improve within those areas. Yet, personality does not dictate behaviour nor competence. Leaders who use psychometric self assessments to focus their development, should view their potential developmental needs, rule out those that they have already developed their competence in and foc

s. This should be done over a prolonged yet finite period. An annual cycle may be quite suitable.

Effective leadership development starts by looking inwards and gaining a heightened sense of yourself as a leader. Most leaders have risen to their current positions because they have succeeded in previous roles. Yet, in new roles and different situations, what worked before may not be appropriate. Successful leaders are self-aware. They capitalise on their strengths and develop themselves in their weaker areas. They then have a broader and more balanced repertoire to draw on as circumstances demand. Developing self-awareness should not be left to chance. Nor should leaders rely on their own gut feelings. Even the most noble leaders tend to judge themselves by the intent behind their actions rather than the actions themselves. The identification of developmental needs is the first step in focusing subsequent leadership development. Leaders can use psychometric self assessments or 360 degree feedback to identify their own developmental needs. There is no doubt that a leaders personality influences their behaviour. Psychometric self assessments, such as the Californian Psychological Inventory (CPI), the Leadership Development Report and the Myers-Briggs Type Indicator (MBTI) Step II can all give leaders valuable insight into their potential developmental needs, along with suggestions for how to improve within those areas. Yet, personality does not dictate behaviour nor competence. Leaders who use psychometric self assessments to focus their development, should view their potential developmental needs, rule out those that they have already developed their competence in and fo

aware. They capitalise on their strengths and develop themselves in their weaker areas. They then have a broader and more balanced repertoire to draw on as circumstances demand. Developing self-awareness should not be left to chance. Nor should leaders rely on their own gut feelings. Even the most noble leaders tend to judge themselves by the intent behind their actions rather than the actions themselves. The identification of developmental needs is the first step in focusing subsequent leadership development. Leaders can use psychometric self assessments or 360 degree feedback to identify their own developmental needs. There is no doubt that a leaders personality influences their behaviour. Psychometric self assessments, such as the Californian Psychological Inventory (CPI), the Leadership Development Report and the Myers-Briggs Type Indicator (MBTI) Step II can all give leaders valuable insight into their potential developmental needs, along with suggestions for how to improve within those areas. Yet, personality does not dictate behaviour nor competence. Leaders who use psychometric self assessments to focus their development, should view their potential developmental needs, rule out those that they have already developed their competence in and focation of developmental needs is the first step in focusing subsequent leadership development. Leaders can use psychometric self assessments or 360 degree feedback to identify their own developmental needs. There is no doubt that a leaders personality influences their behaviour. Psychometric self assessments, such as the Californian Psychological Inventory (CPI), the Leadership Development Report and the Myers-Briggs Type Indicator (MBTI) Step II can all give leaders valuable insight into their potential developmental needs, along with suggestions for how to improve within those areas. Yet, personality does not dictate behaviour nor competence. Leaders who use psychometric self assessments to focus their development, should view their potential developmental needs, rule out those that they have already developed their competence in and fogs Type Indicator (MBTI) Step II can all give leaders valuable insight into their potential developmental needs, along with suggestions for how to improve within those areas. Yet, personality does not dictate behaviour nor competence. Leaders who use psychometric self assessments to focus their development, should view their potential developmental needs, rule out those that they have already developed their competence in and focus on new areas to develop each year. 360 degree assessments go one step further, providing unique insight into how others perceive a leader. Such insight is valuable as staff react to their perception of a leaders behaviour, not the behaviour itself. Leaders should select 360 degree assessments that are valid (they should measure leadership competencies that actually make a difference to the impact a leader has) and reliable (leaders should be able to trust the integrity and accuracy of the results). Using self-made 360 degree assessments may be tempting, but without a great deal of time, money and energy being invested into the process it is fraught with danger. The number of quality commercial instruments may make it easier for leaders to select an existing instrument, which suits their context.

The second step leaders should take to focus their developmental efforts, is goal setting. To help avoid goals turning into meaningless good intentions, five guidelines should be followed. Leaders should:

1. Only select 1-2 goals each year. These goals serve as a focus for a series of related developmental activities over the 12 month period. Leaders should use the handful of developmental needs identified through their assessment as a starting point to consider, which needs are most relevant to their context at work and their career aspirations. This helps ensure that goals are both relevant and motivating.
2. Write goals in fluid rather than static forms. "I want to become more assertive" is better than "I want to become assertive" and "I want to use a more participative approach" is better than "I want to be a participative l