The purpose of this poster is to develop an understanding of Millennial leadership development, gain insights on how managers can use prevailing program approaches to address future leadership gaps in organizations, and provide decision-makers with recommendations when using best practice.
programs to affect Millennial leadership developmentMillennial Leadership Development:
Building Competencies with Best Practices
Problem
• Approximately 50% of the current Federal workforce is nearing retirement age
(U.S. Department of Labor Bureau of Labor Statistics, 2013)
• Nearly 1/3 of the Federal employees are Millennials (U.S. OPM, 2015)
• Competency gaps exist in leading employees, change management, and building
and mending relationships (Gentry et al., 2011)
• There is no “one-size-fits-all” program that fills identified gaps to assist managers
with building leadership competencies (Keller, 2009; Zingheim, 1996)
• Millennial’s desire for hands-on learning and training activities make them a
special group for human resource managers to develop (Kultalahti & Viitala, 2015)
• Succession planning poses an incredible leadership challenge as the Baby
Boomer generation retires with far fewer college-educated workers that are
prepared to replace them (Groves, 2007)
A leader’s organizational legacy is best preserved through actions that
demonstrate care for developing a professional and competent work force
(Kouzes & Posner, 2008)
Purpose
• Develop an understanding of Millennial leadership development
• Gain insights on how managers can use prevailing program approaches to
address future leadership gaps in organizations
• Provide decision-makers with recommendations when using best practice
programs to affect Millennial leadership development
How can managers use current best practice program approaches to positively affect
Millennial leader development (MLD)?
Research Question
What shortfalls or competency gaps (e.g., leading change, leading people,
results driven, business acumen, building coalitions) can managers fill by
using the best practice program approaches (e.g., 360-degree, coaching,
mentoring, networking, job assignments, action learning, authentic learning)
to affect Millennial leadership development?
Methodology
Studies identified for each
program approach area:
360 (3)
Coaching (4)
Mentoring (5)
Job Assignment (2)
Networking (3)
Action Learning (10)
Authentic Learning (3)
Implications for Practitioners
Educate managers to use best practice program approaches for
MLD succession and growth planning to fill leadership gaps
Select program approaches that support planned MLD by specific
department, sector, or organizational area
Implications for Future Research
Research comparing effectiveness of program approaches for MLD
Conduct primary research to more clearly discern the role of the
program approaches for MLD
Examine how MLD influences current competency gap shortfalls
Investigate how MLD changes the organizational needs for
developing future generations of leaders (e.g., Generation Z)
Gentry et al. (2011)
U.S. OPM (2012)
Conceptual Framework
“How do you build organizations that merit the gifts of creativity, passion, and initiative?”
(Gary Hamel, 2008)
1. What are the leadership competencies that organizations need to develop in their rising
Millennial workforce?
2. What types of leadership programs perform best in producing Millennial leaders to
develop the required competencies?
3. How can managers use best practice programs to develop Millennials?
n=30 Studies
5 Case Studies
5 Systematic Reviews
17 Qualitative
2 Meta-analysis
1Theoretical Review
i
Systematic Review
Thematic Analysis
Engaged Stakeholders
Gough et al. (2012)
Briner et 2009)
EBR
Rigorous/Iterative
Evidence Based Research (EBR) supported by engaged stakeholders throughout the systematic review process
PRISMA
RESULT
Evidence identified specific program areas that were best for Millennial leadership development
1. Plan
U.S. OPM’s(2012) core competencies aligned with Gentry et al.’s (2011) Millennial leadership practice competencies
Included Studies
Supporting Evidence
Authors support MLD as an outcome of
using the program approach
Leading Change (9)
Leading People (15)
Results Driven (18)
Business Acumen (4)
Building Coalitions (4)
If the program
approach is:
Then managers
can expect: Supporting Literature by Author(s)
360-Degree
Feedback
Leading Change Externbrink & Inceoglu (2014); Johnson et al. (2012);
Leading People Nowack & Mashihi (2012)
Results Driven
Coaching Leading Change Jantti & Greenhalgh (2012); Kombarakaran et al. (2008);
Leading People Peet (2012); Perkins (2009)
Results Driven
Business Acumen
Building Coalitions
Mentoring Leading Change Chaudhuri & Ghosh (2012); Chen (2013); Chen (2014);
Leading People Eby et al. (2013); Marcinkus Murphy (2012)
Results Driven
Networking Leading People Griffiths & Arenas (2014); Groves (2007); Markuns et al.
Results Driven (2010)
Job Assessment Results Driven McCauley et al. (1995); Zaccaro & Banks (2004)
Action Learning Leading Change Brown and Czerniewicz (2010); Hirst et al. (2004);
Kennedy et al. (2010); Kubiatko (2013); Leonard & Lang
(2010); Narasuman et al. (2011); Shear et al. (2014);
Valtonen et al. (2010); van den Beem et al. (2011);
Venkatesh et al. (2014)
Leading People
Results Driven
Business Acumen
Building Coalitions
Authentic
Learning
Leading People Jones & McCann (2005); Tennant et al. (2012); Venne &
Results Driven Coleman (2010)
•Drive for results
•Deciding/Initiating Action
•Goal setting/Prioritization
•Analyzing
•Technology
•IT Competency
Engag
al. (Evidence and Synthesis
Moher et al. (2009)
Day (2000); Day et al. (2014)
Findings and Conclusions
Technical knowledge is a significant antecedent of the results
driven competency for Millennials (Jones & McCann, 2005)
Developing the results driven competency underpins leadership
development of the Millennial cohort (Jantti & Greenhalgh, 2012)
Coaching and action learning approaches act to enhance
developing all five core competencies (U.S. OPM, 2012)
Reverse mentoring capitalizes on Millennial interpersonal
capabilities and preferences to develop leading people
competencies through direct exposure to Baby Boomers
(Marcinkus Murphy, 2012)
Action learning can be tailored, and used with other approaches to
build specific competencies while developing organizational
leadership skills (Leonard & Lang, 2010)
Leadership programs should be informed by the best available
scientific evidence (Externbrink & Inceoglu, 2014
