1. Running Head: YFCI LEADERSHIP DEVELOPMENT PROGRAM ASSESSMENT
YFCI
Leadership Development Program; Analysis, Assessment, Results and Recommendations
7 March, 2014
James Frame
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Table of Contents
Executive Summary..........................................................................................................................5
Introduction......................................................................................................................................8
Literature Review...........................................................................................................................13
Problem Identification and Selection..............................................................................................18
Assessment Process.........................................................................................................................21
Conclusion and Recommendations .................................................................................................29
References.......................................................................................................................................32
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List of Tables
Table 1: Gilbert's Behavior Engineering Model...........................................................................34
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List of Figures
Figure 1: Age Demographic..........................................................................................................27
Figure 2: Knowledge of Program..................................................................................................27
Figure 3: Interest in Program........................................................................................................28
Figure 4: Age Demographic..........................................................................................................28
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Executive Summary
A research study was launched in coordination with Youth for Christ International
(YFCI) to examine perceived gaps in performance for their leadership development program.
The goal, process and finding are summarized here.
Goals:
1. To establish accurately the leadership development performance problem.
2. Identify gaps between expectations and outcomes.
3. Determine various causes for those gaps.
4. Answer the question: Why is there a lack of participation and completion in YFCI’s
Leadership Development Program?
Process:
1. Review existing data and development process for the Leadership Development Program.
2. Review literature in support of this research.
3. Interview the Director and the Curriculum Development Team.
4. Conduct a Gap Analysis.
5. Create a Cause Map.
6. Perform a Job Task Analysis.
7. Survey potential participants from two non-western nations; Uganda and South Africa.
8. Integrate the results of all findings.
9. Provide recommendations.
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Findings:
1. YFCI’s Leadership Development Program was created as a mandated program by the
YFCI board of directors in an effort to develop new and young leaders to lead the
organization into 2020 and beyond.
2. The Leadership Development Program was establish to develop leaders across four levels
of leadership that is a consistent structure in all 128 nations that YFCI exists.
3. The current program has no graduates and no participants from non-western nations.
4. Interview results indicate frustration in the gap between effort and results – curriculum
developers believed that the effort thus far should have better results.
5. There is frustration within the program developers and a perception of less-than complete
management support.
6. The curriculum development process did not use any analysis before developing – no
audience analysis or gap analysis to determine the needs across all 128-nation
representatives.
7. A survey of prospective participants from Uganda and South Africa indicate that a
majority have only some or very little knowledge of the program and the greatest
common barrier is finances.
Recommendations:
1. Further survey and research across multiple nation groups to better determine both actual
leadership gaps and needs and clearly identify lowest common education level.
2. Align both strategy and tactics of the Leadership Development Program with using
Gilbert’s Behavioral Engineering Model; aligning the environmental support factors to
sustain the long-term objectives of the program.
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3. A financial resource is the greatest perceived barrier to participation from prospective
participants; organizationally that barrier must be addressed to eliminate or reduce its
affect on participation.
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Introduction
To begin with the end in mind, as coined by Stephen Covey, has become a classic
understanding for successful thinking. It is also true in conducting research and building
successful solutions in the leadership and management discipline. Without a clear understanding
of the need or gap from which a proposed program or solution is aimed, the need may still exist
after the solution has been implemented and the goal left un-achieved. Allison Rosset reminds
us that, “performance analysis is partnering with clients and customers to help them define and
achieve their goals” (p. 20, 2009).
Gupta and Sleezer further remind us whether the term “needs assessment” or
“performance analysis” is used, the concept is to apply a structured and disciplined front-end
look in order to “figure out how to close a learning or performance gap” (p. 14, 2007). With a
clear understanding of, not only what the current problem is, but also, what final destination
needs to be, the management researcher can then align a solution that meets the criteria of both to
help the organization get to the end they desire. It truly is a process of beginning with the end in
mind.
Management and leadership problems evolve and change as economics, demographics
and political landscapes change. This researcher has chosen to study an existing leadership
training and development program within a non-profit organization; Youth for Christ
International (YFCI). Leadership training and development efforts are one of the most costly
services a company offers and many organizations have launched such programs without
conducting a thorough needs analysis and then begin the process of studying the ill effects of the
program after program performance is not what was expected. Leadership development is
difficult and many organizations do not conduct that front-end assessment work in order to
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properly align the program with organizational values and anticipate the needs of participants,
which lead to blind assumptions and costly mistakes.
Youth for Christ International (YFCI) is made up of 128 member nations worldwide.
Approximately only 20% of those nations are considered western; that leaves about 80% that are
non-western. The problem studied here is that the recently launched leadership development
program has been ineffective in supporting the selection process of new leaders in non-western
nations and gaining the needed participants into the program for leadership development and
succession to top positions. Net identified gap; No new leaders have been identified and are
participating in the leadership development program. So the question this researcher is going to
address is why aren't new leaders from two specific, non-western, countries, Uganda and South
Africa, participating in the leadership development program?
This is a real issue and the director is very passionate about seeking a solution. The
director invited this researcher to conduct an analysis and follow a prescribed process and further
allowed this researcher full access to study the problem. There appeared to be opportunities to
look at the problem from multiple perspectives and gather data from a select group of nations.
By focusing on the leadership development program this research will open up multiple
possibilities for causes to include program structure, content, platform for delivery, as well as
communication…and perhaps others. The outcome of this research will hope to bring the
program closer to attaining its goal of developing new national leaders for all of its 128 member
nations – not just the 20% western nations.
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Background
YFCI is a non-profit international organization that began as a para-church organization
in the early 1940s with a focus to reach the gap that existed between teen programs and adult
ministry programs within the church. The unmarried, 20-somethings (as often referred to today)
fell into this gap. Launching on campuses and in tent meetings to gather and ignite a passion for
youth, disadvantaged and poor; YFCI expanded rapidly. After WWII, YFCI began to explode
internationally. The current organization’s outreach is 128 nations around the globe. As with
many organizations, profit and non-profit alike, YFCI has recognized the need for leadership
development. In 2011 the international board of directors tasked the training and development
arm of the organization to develop a leadership program for new generations. In 2012, the
Leadership Development Program was birthed, but soon a gap between expectations for
participation and completion and actual participation and completion was experienced.
Theoretical Model
In order to better frame this research within a solid theoretical model, a review of
performance improvement models was performed. A survey of literature around a theoretical
model revealed a greater understanding of Gilbert’s Behavior Engineering Model and its
significance within the performance analysis. Peter Dean (1997) reminds us, that Gilbert’s
perspective and lens into performance improvement discipline came from training – recognizing
that training is only one answer to performance gaps. Gilbert defines human performance as a
result of behavior (Dean, 1997). Therefore, an accomplishment is one measure of performance.
An accomplishment can either add to, or take away from, a desired performance (Dean, 1997).
Dean reveals Gilbert’s Behavioral Engineering Model as a foundational model within the
practice of performance evaluation and analysis.
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Cox, Frank and Philibert (2006) tested the efficacy of the Behavioral Engineering Model
and Gilbert’s assumption that the environmental factors (data, instruments and incentives)
provide greater cost benefit in closing most performance gaps rather than individual factors
(knowledge, capability and motives). The results of their study upheld Gilbert’s assumptions
and indicated that a manager’s choice and preference for closing performance gaps weighed
heavily on environmental factors (Cox, et al., 2006). This study provided a more in-depth
understanding of Gilbert’s theoretical model, whereby an accomplishment’s value must exceed
the cost of the behavior that produced it.
It was revealed that Gilbert derived the model from three theorems (Cox, et al., 2006).
These theorems, simplified to human competence, measurement, and management provide a
context in understanding the basis for the model itself. Understanding the theorems better
enables the practitioner to apply the model correctly. In essence Gilbert believed value existed in
human capital, and deficiencies in performance were “always rooted in a deficient behavior
repertory or in the supporting environment” (Cox, et al, p. 25, 2006). Gilbert believes that the
real “leverage” (in terms of value) is in addressing deficiencies in performance by focusing on
the environmental factors rather than the individual behavior repertory (Cox, et al, p. 25, 2006).
Although Gilbert would acknowledge that the environment is itself a system, the perspective of
the model is from the behavior and not the system.
Winiecki (2010) placed Gilbert’s model within a rational system typology when
describing different organizational systems. His analysis of Gilbert’s model in relation to the
constructs of a rational system concluded that the practice of human performance analysis is
founded upon the ideas of a rational system, but if performance analysis as a discipline is to
survive it must embrace an awareness of multiple system typologies within organizations today.
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A review of literature thus far revealed that Thomas Gilbert’s model continues to be
foundational within the human performance practice. Understanding that behavior is a preceptor
of accomplishment, and accomplishment must have value above the cost of behavior really
begins a definition of an organization’s unique competitive advantage. Human capital, within a
system or organization, exhibits behavior. If that behavior costs more than the value of its results
there is a human performance deficiency. The model is not without its limitation though. Tosti
(2005) argues that Gilbert’s model is limiting within a systems approach to human performance;
as the model seems to provide more of taxonomy with a focus on the “performer rather than
performance” (p. 11). Thus there is an evolution from Gilbert’s model to the Performance
Systems Model as described by Tosti (2005). Never the less, Gilbert’s model provides the
practitioner a solid foundation from which to diagnose a deficiency in performance.
This review has revealed that Thomas Gilbert’s Behavior Engineering Model (BEM)
(Table 1) is significant to any performance assessment but, in addition, provides a great reference
from which to specifically understand the results of this assessment. Gilbert derived his model
from three theorems (Cox, Frank and Philibert, 2006). These theorems, simplified to human
competence, measurement, and management provide a context in understanding the basis for the
model itself. In essence Gilbert believes value exists in human capital (and so does the board at
YFCI). Gilbert believes gaps in performance are “always rooted in a deficient behavior
repertory or in the supporting environment” (Cox, et al, p. 25, 2006). At YFCI it was recognized
that a gap existed in leadership succession and therefore, the board created, and mandated, the
establishment of a leadership development program – a training program to close the gap.
Gilbert further believes that the real “leverage” (in terms of value) in addressing gaps in
performance is by focusing on the environmental factors over the individual behavior repertory
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(Cox, et al, p. 25, 2006). Individual behavior is understood in association with external
variables. The fact that a program was created to reduce a known gap in leadership succession,
and that there is now a lack of participation in this program, gave focus to the research to gather
data within Gilbert’s model; from both the environment and the individual.
Literature Review
Performance improvement as a field aligns with organizational performance as well as
individual, or human performance and thus directly impacts leadership development efforts.
From early studies in human performance (human behavior) in the workplace originated from
the field of behavioral psychology and are represented by studies by B.F. Skinner (1948) in
operant conditioning and how we learning from our environment. Building upon those early
studies the field of human performance began and Thomas Gilbert (2007) applied the theories of
Skinner to his studies and further indicated that human performance is both behavior and
consequence. Both Skinner and Gilbert, amongst many others, were influenced by behaviorism
which identified that performance (behavior) as an observable and thus measurable activity.
Gilbert (2007) further examined the concept of engineering performance, and worthy
performance, in the context of value. Value being that which is measurable and aligns with
organizational objectives. Rummler and Brache (1995) identified that three levels (organization,
process and job) of performance exists in any organization. It is in the context of the interaction
in and between all three levels a leadership development program should be evaluated and
measured.
What are key performance indicators (KPIs) and how do they relate to performance and
leadership development? According to Kent Bauer (2004), KPIs have transitioned from a static
historical indicator for business to a more dynamic indicator that creates an ability to become
predictive by applying predictive analytics. This invites the question, can predictive analytics be
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ascribed to a leadership and development program? If we look at behaviorism and its application
in hiring practices there are several studies (Oliphant, Hansen and Oliphant (2008)) that have
associated evaluation of prior behavior has highly correlated to predicting future performance.
What are those indicators that correlate to the performance desired by an organization in
leadership succession and leadership development? In order to answer that question we turn to
the role and work of leadership development.
What is the expected outcome, KPIs, of a leadership development program? In order to
define and measure significant and key performance indicators (KPIs) one must understand the
full landscape of what a leadership development program does and not only the process, but the
outcome. According to Addison, “performance equals activity plus result, as in reading a map,
activity, and using it to find your destination, result. We further stipulate that the result must be
of value” (p. 39, 2006) to the organization. The work of analysis helps the organization to define
performance, identify gaps and implement solutions to improve performance (Pershing, 2006).
According to Bolin (2012) the stages of a performance consulting practice allow for evaluation
and analysis beyond that of the performance being studied. How can the organization determine
the needed performance of their leaders…and then, possibly begin to predict outcomes?
The value of identifying KPIs comes from the manufacturing industry, but many
industries, including construction, have worked to identify their usefulness (Haponava & Al-
Jibouri, 2012). Haponava and Al-Jibouri research identified KPIs in relationship to a process,
not just the results of a process, so as to gain awareness of end results, but the sub-processes and
their alignment with client requirements at the process level (2012). Value, as Addison eluded
to, must be clearly identified in order for measure value at the process and job level, not just the
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organizational level. What Haponava and Al-Jibouri (2012) identified for the construction
industry was value can be defined at the process and sub-process level.
Tying KPIs to organizational value is one aspect of meaningful KPIs. Mohamed Rabhi
(2010) reported that, in a Knowledge Management practice, KPIs were developed that took into
account organizational values. As with Haponava and Al-Jibouri, Rabhi worked to align the
KPIs important to the organization. In Rabhi’s study (2010), key stakeholders were brought to
the table and the result was a list of that, to these stakeholders, the KM practice would show
contribution to both organizational goals and values, such as participant satisfaction. The result
of identifying meaningful KPIs at the onset of the KM program enabled the program itself to
demonstrate increasing value as well as performance.
Similar to application of KPIs to industry specific processes, the application of KPIs to
process improvement programs, and therefore long-term sustainability is worth mentioning.
Sheila Poling (2012) indicates that to insure the continuous value of a Six Sigma practice within
an organization KPIs must be developed at the lowest level possible. Organizational KPIs have
no meaning at an associate level unless manager’s tie (“chain”) them together (Poling, 2012).
The overall goal should be that any associate in the organization should know how what they do
impacts the organizational KPIs. A Six Sigma practice is one of many practices available for
continuous improvement and is closely associated with leadership development. Where KPIs are
a method of measurement, Poling (2012) goes on to state that an organization should measure
what they value. Thus the KPIs should lead back to what the organization values.
Another aspect of KPIs to consider is their application in the field of competency
management or the management of core competencies. A leader performs a function and that
function is deemed a requirement because it adds value to the organization in either improving or
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discovering and removing excess. The functional capabilities of that position requires certain
core competencies. Allen Kern (2010) has indicated KPIs are a logical tool from which to
manage core competencies. The organization must examine both the process of developing a
new leader as well as the job – which relates to the measurement of core competencies required
of that role.
The literature has revealed leadership performance not only can be measured, but should
be measured not only for the individual performer, but also for the organization. Gone are the
days when simply showing up for work and working hard (whatever that might mean) will cause
one to be evaluated as a contributor to the organization. Today’s technologically advanced
world has leveled the playing field in most all industries, including non-profits, therefore the
human performer may now be the single resource that provides the most advantage. Measuring
what one is expected to do and evaluating that against key indicators will go a long way in tying
the performance of a leader with the organizational values, the leadership development process
and job goals.
Problem Identification and Selection
At YFCI a perceived problem existed between the expectation that new and potential
leaders from all 128 nations would not only participate, but complete the new leadership
development program. The international training and development business unit helped identify
the problem and a Performance Problem Worksheet (Appendix A) was created. A needs
assessment began in an attempt to answer the concern that the leadership development program
has not effectively gained the new potential leaders from Uganda and South Africa as expected.
The question of why was where this assessment began.
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This performance assessment process involved six critical path elements from which the
final analysis and recommendations were formed. Each element was examined and informed
from the data and information obtained from the proceeding element. Process elements and tools
used in this assessment were: 1) A kick-off Interview; 2) Structured Interview and Focus Group;
3) Survey; 4) Gap analysis; 5) Cause map; and 6) Job task analysis. The basic frame theoretical
framework that informed this process was Gilbert’s Behavioral Engineering model. The results
and recommendations from this assessment not only support the need for theoretical models, like
Gilbert’s, but also equally support the concept of beginning with the end in mind. What follows
are an in-depth look at each element in this analysis and assessment.
Kick-off Interview
A kick-off interview with the director of training and leadership development was
conducted. Two items were the focus of conversation; 1) to clarify the exact nature of the
problem being experienced and 2) to discuss a proposal for interaction and gain support for this
project.
The training and leadership arm of YFCI was tasked in 2012 to develop a leadership
program for a new generation. By 2013 the problem has been that the non-western nations
particularly have not effectively selected potential leadership nor have any potential candidates
participated in the leadership development program. Many of these nations have retiring
leadership with no successor. Without a qualified and named successor YFCI is at risk of losing
nation support.
The director of training and leadership development welcomed the opportunity to engage
with a needs assessment. Before the meeting ended, access was granted to a shared “Dropbox”
folder system from which to begin gathering existing data on the leadership development
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program. In addition, because the director was traveling during the assessment process to two
non-western nations (Uganda and South Africa) to meet with many of the local leadership, a
survey was developed and hand-delivered, collected and returned.
The vision of this program is to bring potential leaders into the leadership development
pipeline to insure long-term and continued effective leadership throughout the life of the
organization world-wide. Western nations have been more effective in selecting new potential
leaders than non-western nations. At the kick-off interview, the director stated this problem
could be from cultural differences in curriculum, or perhaps gaps in training on effective
selection processes, or even actual needs not properly identified. In any case the needs
assessment and analysis was welcomed to help clearly identify where to put resources to
effectively accomplish the international board’s mandate.
With over 24,000 thousand global staff having a solid and effective leadership pipeline is
necessary to remain effective around the world. By the conclusion of the interview an agreement
was made that this needs assessment is not only welcomed but, supported. Access was granted
to people, processes and data that may be useful and necessary to conduct the assessment.
Review of Existing Data
Since the first element of any analysis process is to clearly identify and create a problem
statement and scoping document, a Performance Problem Worksheet was created (Appendix A)
and agreed to by the Director, and became the guide for this assessment. The identified
performance problem was written as, “The current leadership development program has not
effectively gained the new potential leaders from Uganda and South Africa as expected”
(Appendix A). The problem was simplified to a question and stated as, “Why is there a lack of
participation and completion in YFCI’s Leadership Development Program?” The focus on this
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question resulted from learning, through the existing data, that the program has not had one
participant complete the process.
Access was granted to the curriculum development folders and a review of existing
curriculum and development material began. The following findings assisted in better
understanding the scope and gaps related to answering the needs assessment question:
1. Curriculum exists for only 1 of the 4 leadership levels consistent across all 128 nations’
participants with YFCI.
2. There exists no surveys or matrix from which to guide the choosing of curriculum flow
and content.
3. Existence of the program is a directive by YFCI congress held every 3 years, with a
report due in 2014.
4. Promotional materials were all but non-existent tying the program to the directive,
benefits, etc.
ResearchMethods Selection
The selected research methods for obtaining new data for this assessment were a
structured interview, a focus session with the development team and a survey of potential
participants. A structured interview was selected to focus a deeper discussion into the process
used to develop the current program materials. The focus session was an impromtu opportunity
that added to the assessment by gaining insights with the development team and served to help
create the survey instrument. A survey was selected, because of opportunity, to potential non-
western participants. Since opportunity to access a group of non-western prospective
participants, specifically in the region of Uganda and South Africa, was made available because
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of already planned events, this survey would be able to gather individual perceptions otherwise
unavailable.
The focus of the interview was to further clarify and understand the problem from the
strategic perspective. According to Gupta and Sleezer, “Interviews can be challenging” (p. 45,
2007). There is more preparation required to be effective than perhaps assumed. Rossett
reminds us that an interview, “enables probing for the meaning behind statements” (p. 115,
2009). A structured set of questions were used (Appendix B) to gather data but with an informal
question and answer format from which to penetrate the question behind the question.
. A survey was used to focus on a subset of a broader group of people currently staffed
with YFCI. This subset was thought to be representative of the larger set of non-western nations,
and therefore would lead to a greater understanding in a broader context. These two demographic
groups are located in the Uganda and South African region for YFCI. Since the leadership
development program has been unsuccessful in selecting and having participants complete the
program from non-western nations, these respondents could provide valuable information in
answering the question and focus of this assessment.
The development of the survey instrument was done in colaboration with the curriculum
development team. To further mitigate the potential cultural missunderstanding, the survey was
reviewed with representatives native to non-western nations. Once reviewed and accepted the
survey was printed and traveled with the team to Uganda and South Africa. In the case of YFCI,
where a majority of the organization is outside western culture, it was imperative to gather as
much data about the leadership development program as possible in order to better diagnose the
root of the problem. While there are many possibilities from which to obtain information on the
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problem, survey data from potential participants and members in non-western nations was found
critical to better understanding next steps.
Assessment Process
Interview and Focus Session
A structered interview was conducted with the Director of Training for YFCI and a focus
session with the curriculum development team. Focus questions asked are presented in
Appendix B. The interview was conducted in a structured way, but with a question and answer
free flow conversation to allow for deeper understanding. Along with the interview a focus
session was conducted and many of the same questions were surfaced and responded to during
that session.
The focus session allowed for input and development of the survey instrument to be used.
The development team provided further insight into perceptions and frustrations with anticipated
versus actual performance of the leadership development program. A summary of findings are
presented below:
1. The Leadership Development Program is a high profile and valued expectation for the
long-term success of YFCI.
2. Perception of barriers to the success of the program ranged from senior leadership
support through budget allocation to non-paid staff support in development of program
curriculum.
3. Drivers to program success were clearly unified in the congressional mandate in 2011.
4. Program successes were identified as 100% participation from each of the 128 nations,
but differed on demonstration of outcome – from testing to experiential write-ups.
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5. Team focus session identified that a pre-curriculum development survey would have
streamlined performance and results may indicate better understanding of course flow.
As a result of the interview and fucus session a more thorough 25-question survey was
developed. Survey questions were added from which the team may be able to gather additional
understanding of the demongraphics, years of experience as well as other pertinant data found
missing when developing the curriculum.
Gap Analysis
The process of completing a Gap Analysis Worksheet (Appendix C) allowed for
continued drill down to the core of the assessment. After several iterations in development, in
order to better clarify performance problems and identify the gaps that exist relevant to a specific
process or activity, eight gaps were identified for the existing performance problem. Each gap
aligns with a specific process or activity involved with the leadership development program. As
a result of this critical element, one better understands the performance expectation, or KPIs,
from an activity and how a lack of performance impacts the organization. The identified gap
becomes the starting point for further investigation into causes. The eight gaps identified are
listed below with a corresponding identification where that gap falls in Gilbert’s Behavioral
Engineering model (BEM):
1. No curriculum exists for 3 of the 4 leadership roles; BEM #2 (Environmental
Resources).
2. Non-western culture is not represented in the curriculum; BEM #3 (Environmental
Incentives) and/or BEM #6 (Individual Motives).
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3. A majority of the expected audience, nearly 80%, is not, or has not, participated in the
program to date; BEM #3 (Environmental Incentives) and possibly BEM #5 (Individual
Capacity).
4. Those who are in the program have not completed the program; BEM #1
(Environmental Information) and/or BEM #4, 5 &/or 6 (Individual Knowledge, Capacity
and/or Motives).
5. The program is not supported by all senior leadership; BEM #2 (Environmental
Resources).
6. Although a directive created the program, tying the program to long-term strategy
does not exist; BEM #1 (Environmental Information).
7. Without course objectives, the program may not have internal consistency between
courses and content through the program; BEM #1 (Environmental Information).
8. Program may or may not address the actual needs at each leadership level. There is no
data currently available which demonstrates an analysis of each leadership level; BEM #2
(Environmental Resources).
Since the gap analysis builds a bridge to a root cause analysis, each gap represents an
opportunity to discover conditions or causes that have led to the gap. Without clarifying the gaps
associated with the performance problem a cause analysis may focus on the wrong things.
Additionally, the gap analysis helped tie the investigative efforts back to organization strategy by
asking specifically how this gap affects the organization. The gap analysis further asked the
question, why does this matter? It was important to remain focused on what matters, value,
throughout the investigation so as not to be stuck in the weeds. Strategic versus tactical is
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always a concern. The tactical approach to solving a gap must be aligned with strategy or one
could experience a heightened increase in efficiency doing the wrong thing.
To that end, reexamination of Gilbert’s BEM helps place what was learned with the gap
analysis into a specific model. For example, gap number 1 identifys there currently does not
exist curriculum for 3 of the 4 leadership paths within YFCI. Gilbert’s model would suggest that
this gap falls into the environmental support, cell two; resources. The organization has not
produced, to date, the required resources to support the performance required of the leadership
development program. Therefore, it is an expectation that these resources be developed before
full performance of the program is capable.
In final assessment of the gap analysis a majority of the gaps identified fall under the
environmenal support factors according to Gilbert’s model. Using the model one can begin to
identify where potential solutions could most efficiently and effectively close gaps and increase
the performance of the leadership development program.
Cause Map
A cause map was created (Appendix D) from which the assessment could better drill
down potential causes for the performance gap identified. A first level set of causes came from
the gap analysis. Each additional level of cause identified helped to better understand what was
potentially below the surface and provide a clearer focus to eliminate or reduce their affect on the
performance of the program.
Three fourth-level potential causes were identified; 1) Funds spent on curriculum
development leaves very little funding left, 2) There was no knowledge of (or) perceived need
for an assessment (prior to curriculum development), and 3) National leadership is retiring
without a named successor. The factual data gained up to this point of the assessment support
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those assumptions for potential causes affecting the lower-than-expected performance of the
leadership development program.
From the cause map one can also overlay the components of Gilbert’s model. The first
two (fourth-level) causes seemed to align with Gilbert’s #1 and #2; environmental information
and resouces. The last cause may require further investigation into Gilbert’s # 4, 5 and 6 to
better understand why it is occuring.
Job Task Analysis
A job task analysis (Appendix E) was conducted in association with the curriculum
development team from which a better understanding was gained on those who have and should
participate in developing the curriculum. A summary of findings from this element revealed:
1. A clear understanding across the team on what is required to perform the tasks associated
with a Curriculum Developer
2. New awareness that there exists differing skill sets from a Subject Matter Expert to
Curriculum Developer.
3. All members of the curriculum development team are considered Subject Matter Experts,
but may lack current skills as Curriculum Developers.
4. No analysis was conducted on the job task of a subject matter expert, yet more will be
needed to finish the other 3 levels of leadership that currently exists across the
organization.
From the job task analysis and Gilbert’s model the individual repertory of motives,
capacity and knowledge were examined in relation to the performance of the leadership
development program. Since the program itself is not performing as expected it is reasonable to
examine the job task of those who developed the program. The outcome identified two specific
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job tasks that are required to fulfill all the necessary information and resources for the leadership
development program to achieve maximum performance. Subject matter experts on leadership
within YFCI and curriculum developers. The latter have the task of assembling the content
provided by the former and placing it within the context of the delivery platform for the program
to its intended audience. The job task analysis clearly provided additional detail around the
overall performance problem and added elements necessary during the discussion of
recommendations.
Survey
A 25-question survey was created (Appendix F) targeting the perceptions and needs of
potential participants in the leadership development program from Uganda and South Africa.
The survey was created with participation from the curriculum development team and
incorporated additional questions beyond the scope of this research, but the opportunity was
ideal to capitalize on audiences in these two specific nations. 42 surveys were collected; 22
women and 20 men. The results of the survey indicate that potential participants were generally
within the age group focus of the Leadership Development Program; age 22 - 35 (Figure 1).
27. 27
Figure 1
In addition, two highlights specific to this research indicate that, in general, participants
do not know enough about the program (Figure 2) and that a majority of the participants
indicated a desire to know more about the program (Figure 3).
Figure 2
28. 28
Figure 3
These two specific questions highligh the necessary environmental support factors (Gilbert’s
BEM # 1 and #2) required for the programs performance. Specific to understanding the
individual factors is an interesting notation on barriers to participation. Respondents indicated
their largest barriers to participation would be time and finances, with a majority of all
respondents indicating that they have less than 5 hours a week to spend on a leadership
development program (Figure 4). This clearly cooresponds to Gilberts BEM #5 and #6 which
are the individual capacity and motives.
Figure 4
29. 29
These results seem to further indicate that environmental factors of information and resources
seem to be two of the greatest barriers to participation and completion of YFCI’s Leadership
Development Program and, therefore, the programs overall performance.
Conclusion and Recommendations
Rachelle Hoffman has done a great job of reminding the non-profit world some of the
specific items that are effective in leadership and leadership development like; "it must be a
priority," and "attitudes are vital to success" (p. 33, 1995). The success of any leadership
program is most dependent upon leadership support. A timeless quote from Hoffman, "History is
less important than how current needs and future goals can be met" (p. 32, 1995). This is a very
important message in regards to this research project. One answer to the performance problem in
question could be that the program simply has not effectively tied the environmental resources to
program objectives.
In addition, Hoffman provides a great set of questions to incorporate into future surveys
regarding meeting needs and identifying goals from the perspective of volunteers (a list will be
provided to management upon request). In the non-profit world the bulk of the work is often
done by volunteers and their interest in the organization is most often related how the
organization is meeting the current needs. The problem faced by YFCI is not uncommon, but
Hoffman would suggest an increased emphasis on relevancy to today's current needs, and that
statement was supported in more than one comment from survey respondents. It would seem
that is pressing leadership challenge within any organization - to remain relevant to current needs
and not remain pigeon-holed to past successes. Perhaps the competitive advantage in non-profit
organization is simply relevancy to current needs. This will enhance not only abilities to recruit
30. 30
volunteers and, specific to this program, to better recruit and deliver tomorrows leadership for
the mission of the organization.
Recommendations
In a summary of findings this research assessment learned there is in fact a performance
problem with YFCI’s leadership development program. Three significant causes were; 1) There
was no front-end analysis performed before building and subsequently launching the program
internationally, 2) The leadership development program was developed by subject matter
experts who share a common view of successful performance in leadership with YFCI, and 3)
No audience analysis was performed prior to developing the curriculum.
This assessment recommends there be further analysis and research into individual needs
and the specific environmental support factors as identified here by applying Gilbert’s BEM.
Gilbert's model informs that specific organizational supports should be in place for maximum
and successful performance of the leadership development program. Lack of participation and
completion could be directly be caused by the program missing what the need is and, further, the
organization system within each nation is not aligned to support the program or its objectives.
This last statement should also be a focus on further research as the individual member nation
support would be an element and factor as either a barrier or support of the program objectives.
Curriculum should support identified needs, not just a corporate mandate. The mandate
actually led to immediate work around curriculum development rather than first gaining a clear
understanding of the gaps that exist. Rather than "build it and they will come," focus on what
they will come for and build that.
Finally, a thorough platform analysis should be conducted. That is a complete and
thorough analysis of available platforms to determine the lowest common denominator for the
31. 31
larget population of potential participants. Out of 128 nations worldwide there are limitations. A
good analysis here would bring to light which platforms for delivery work best. In addition,
curriculum should be developed based upon how it is to be delivered rather than building
curriculum and than "tweaking" it for the desired platform. Content developers would agree that,
with technology, the approach to developing curriculum really does depend upon the delivery
method.
Final thoughts
The YFCI leadership development program is struggling, but with enough time to alter its
current course and realign program strategy directly with the identified needs. The organizational
support must be addressed, and if not addressed, it may not matter how good the program is, it
may never see the results expected. These recommendations, along with a careful look at the
organizational support systems for the program overall, will likely generate the greatest return on
investment. The program curriculum has significant content, but lacks content on 3 leadership
levels. Rather than complete the other 3 levels in the same manner the first was, apply the results
of this and further assessments to determine exactly what content is required and deliver on that.
32. 32
References
Addison, R. M., & Haig, C. (2006). The performance architect's essential guide to the
performance technology landscape. Performance Improvement, 45(10), 38-47.
Bauer, K. (2004). Key performance indicators: The multiple dimensions. DM Review, 14(10), 62-
63.
Bolin, A. U. (2012). Salvaging value from project failure. Performance Improvement, 51(5), 12-
16. doi:10.1002/pfi.21262
Cox, J. H., Frank, B., & Philibert, N. (2006). Valuing the gilbert model. Performance
Improvement Quarterly, 19(4), 23-42.
Dean, J. & Ripley D. (Eds.). Performance improvement pathfinders: Models for organizational
learning systems (Vol. 1, pp. 108–123). Washington, DC: International Society for
Performance Improvement.
Focus on performance. (2003). T+d, 57(8), 10.
Gilbert, T. F. (2007). Human Competence Engineering Worthy Performance. San Francisco, CA:
Pfeiffer.
Gay, D. L., & LaBonte, T. J. (2003). Demystifying performance: A roadmap. T+d, 57(5), 64.
Gupta, K. & Sleezer, C.M. (2007). A practical guide to needs assessment. San Francisco, CA:
John Wiley & Sons. ISBN: 9780787982720.
Haponava, T., & Al-Jibouri, S. (2012). Proposed system for measuring project performance using
process-based key performance indicators. Journal of Management in Engineering, 28(2),
140-149. doi:10.1061/(ASCE)ME.1943-5479.0000078
Hoffman, R. (1995). Leadership resource development for non-profit organizations. Fund
Raising Management, 26(1), 30-30.
Kaskinen, J. (2007). Creating a best-in-class KPI program. Strategic Finance, 89(4), 29-33.
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Kern, A. (2010). Continuous improvement or core-competency? Hydrocarbon Processing, 89(7),
90-90.
Lacey, M. Y., & Tompkins, T. C. (2007). Analysis of best practices of internal consulting.
Organization Development Journal, 25(3), P123-P131.
Oliphant, G. C., Hansen, K., & Oliphant, B. J. (2008). Predictive validity of a behavioral
interview technique. Marketing Management Journal, 18(2), 93-105.
Pershing, J. A. (Ed). (2006). Handbook of Human Performance Technology (3rd ed.). San
Francisco: Pfeiffer.
Poling, S. R. (2012). The secret to sustaining six sigma. Quality, 51(9), 46-49.
Rossett, A. (2009). First things fast: A handbook for performance analysis (2nd ed.). San
Francisco, CA: John Wiley & Sons. ISBN: 9780787988487.
Rummler, G. A., and Brache, A. P. (1995). Improving Performance: How to Manage the White
Space on the Organization Chart. San Francisco: Jossey-Bass.
Rummler, G. A. (2007). Serious Performance Consulting. San Francisco: Pfeiffer.
Skinner, B. F. (1948). Superstition' in the pigeon. Journal of Experimental Psychology,
38, 168-172.
The importance of being a KPI sceptic (2008). Haymarket Business Publications Ltd.
35. 35
Appendix A
Performance Problem Worksheet
1. Organization or unit in organization where the problem can be seen.
Training and Leadership development within YFC International (YFCI).
2 (a). What specific activity or task needs to improve?
The successful selection and subsequent entrance and completion of new/young emerging talent
within Uganda and the South African nations through the YFCI Leadership Development
Program.
2 (b). What is the existing problem with that activity or task?
The current leadership development program has not effectively gained the new/young potential
leaders from Uganda and South Africa as expected.
3 (a). Why does this problem matter to the organization?
YFCI is at risk in losing new leadership potential, and even more at risk in losing ground at the
national level of ministry involvement.
3 (b). What happens if it is not improved?
For an existing international organization, with a huge infrastructure, young leaders are not
effectively identified or are involved in the Leadership Development Program. YFCI’s
leadership development pipeline is effective in identifying western leadership who are
participating in the Leadership Development Program, but those leaders only make up about
20% of the worldwide organization. The organization as a whole may lose ground in its
outreach effort and some nations may cease without new young leaders effectively identified and
participating.
4. Why do you think this problem is occurring?
a. The current LDP does not adequately equip aging national leadership to identify and name
potential successors at the national level. b. The current identification process for selecting new
leadership does not work in South Africa or Uganda. c. The Leadership Development Program
is not culturally relevant to those nations. d. Other barriers to selecting and
participating/completing the program.
5. How would one measure a successful solution to the problem identified in 2(b)?
The leadership development program successfully assimilates new future leaders into the
program from Uganda and South Africa.
6. Whose support in the organization will you need in order to conduct an assessment of
this problem?
VP of Ministry and Training and Leadership Director
36. 36
Appendix B
Interview Questions
1. Can you describe, in your own words, the problems with the leadership development program
as it is today?
Answers:
· I see the biggest problem is lack of senior leadership support.
· There was no assessment of current needs, only a directive.
· Budgets and finances
· Scope creep
· Audience needs
2. From your perspective how would you describe the ideal state of the leadership development
program? What results do you expect?
Answers:
· 100% participation and completion from all nations.
· Meets the needs of all 4 leadership levels within YFCI.
· New young leaders in every nation at the national level.
· Access to every possible participant.
3. What factors do you believe contribute to the success program?
Answers:
· YFCI directive from 2011 Congress.
· Young leaders desire to become better.
· Leadership all over craves to learn and grow their ministry.
· Leadership principles go beyond specifics of YFCI.
4. What factors do you believe would contribute to the failure of the program?
Answers:
Lack of participation.
Lack of access to the program.
Lack of leadership support of the program in the various nations.
Time
Budgets/finances
5. What are some barriers you see in making this program more successful?
Answers:
Money
Lack of understanding cultural differences
Access to the program
Length of commitment
37. 37
Doesn’t meet the right need
6. What are some of the drivers that will make this program successful?
Answers:
· Directive
· Congress support
· Desire of participants to grow
7. In thinking of a successful leadership development program, what additional factors should be
considered?
Answers:
· Time
· Access
· Cultural differences
· eLearning vs face-to-face: many potential participants respond better to face-to-face
8. What additional thoughts do you have on the leadership development program?
Answers:
· More development people across all cultures are needed
· Better understanding of differences of leadership in all 4 levels as applied in different
cultures.
· Marketing support is required, but has not been given as of yet.
· Content assumes to high of a learning level.
38. 38
Appendix C
Gap Analysis Worksheet
Process or Activity
Title
Expected
Performance
(A)
Current
Performance
(B)
Performance Gap
(A minus B)
Effect of Gap on
Organization
Four levels of
leadership curriculum
matching the four levels
of leadership within
YFCI.
Curriculum
supports and
develops
leadership on all
four levels of YFCI
leadership.
Curriculum
currently supports
only one leadership
level.
No curriculum
exists to address
the three levels of
YFCI leadership.
(Note: One
additional
leadership level
was created after
the programwas
birthed)
In succession
planning or
leadership
development, the
lower levels of the
organization
leadership are not
being developed;
therefore succession
and development to
senior leadership is
missing. The
organization suffers
from not addressing a
key strategy element.
(Note: When an
organization adds
leadership levels
without developing
theminto the
leadership
development
program; a gap
exists immediately)
Culturally relevant
leadership curriculum
Curriculum that
supports and
cultivates all
cultures
represented in
YFCI nations.
Curriculum
represents only a
western leadership
culture and
perspective.
Non-western
cultures are not
represented in the
curriculum.
Without cultural
representation in the
development the
program, the
program culturally
only represents 20%
of the intended
audience.
39. 39
Leadership program
participation
Leadership
program achieves
participation from
all 128 nation’s
representing YFCI.
Leadership
program current
participation is
only about 20% of
the expected
audience.
A majority of the
expected audience,
nearly 80%, is not,
or has not,
participated in the
program to date.
If the program is only
reaching about 20%
of the expected
audience, 80% are
not receiving the
benefit and the
program is not
meeting its strategic
objectives.
Leadership program
completion
Leadership
program achieves
100% participant
completion from
all 128 nation’s
representing YFCI.
Zero completion
rate in 2 years of
program existence.
The handful that
are in the program
have not completed
the program
The organization is
not meeting its
strategy in
developing new
young leaders to
insure the succession
of the organization
through the 21st
Century.
Program support 100% senior
leadership support
of the program.
Less than 100%
leadership support.
Program is not
fully supported by
all senior
leadership.
Program has a
mandate to exist, but
without full
leadership support
the program faces
obstacles in both
selection and
completion
Program Strategy Program is
identified with and
meets a strategic
mission
Ties to strategic
mission not clearly
defined.
Although a
directive for the
program exists,
tying the program
to long-term
strategy is missing
Program has a
mandate to exist, but
without ties to
overall organization
strategy the program
faces obstacles in
both selection and
completion
Program objectives Program objectives
are clear and
consistent across
all courses
Course objectives
are clear,but little
on program
objectives
Without course
objectives program
may not have
internal
consistency
between courses
and through the
program
Program faces
possible internal
inconsistency across
all courses
40. 40
Program Process Program builds on
current abilities
(knowledge and
skills) and elevates
those abilities to
meet demands of
higher leadership
within YFCI
Program does not
assess current
abilities at any
leadership level.
Program assumes
necessary abilities
to perform at any
leadership level.
Program may or
may not address
the actualneeds at
each leadership
level. There is no
data currently
available which
demonstrates an
analysis of each
leadership level.
The strategic process
of the program itself
is to build a
succession through
the leadership level
of YFCI. If at the
root of this process
the actualabilities of
each level are not
clearly defined, the
program may be
ineffective in
accomplishing its
desired outcome.
Reference
Adapted by C. Redden, from Gupta, K. (1999). A practical guide to needs assessment(p. 145). New York, NY: Jossey-Bass.
42. 42
Appendix E
Job Task Analysis
Job Title (Professional/Supervisory/Management): Curriculum Development Team
member
Department: International Training and Development
Location: Remote
Job Responsibility 1: Assesscurriculum needsforLeadershipDevelopment Program
1. Job Task:
Identify needs in accordance with the four levels of leadership within YFCI.
2. Job Task:
Assess gaps between leadership levels.
3. Job Task:
Identify curriculum to close gaps.
Competencies:
Demonstrated ability and understanding of the complicated skills required for
leadership.
Ability to work in a virtual environment.
Demonstrated ability in one or more of the leadership levels within YFCI.
Demonstrated ability to communicate across cultural boundaries.
Great understanding of leadership principles in a non-profit environment.
Training Requirements: Minimum of7yearsofexperience inaleadership position, preferablyin
YFCIorothernon-profit organization. Demonstratedleadership skills working withaboardofdirectorsand
managing staff. Demonstrated knowledge ofassessmentandevaluation through interviews.
Non-Training Requirements: Access to internet and phone. Access to YFCI
database. Knowledge of Microsoft Office products, to include Word and PowerPoint.
43. 43
Job Responsibility 2: Design curriculum for instructor led training events.
1. Job Task:
Identifies and maps curriculum progression.
2. Job Task:
Identifies activities and tools to engage the young adult learner related to content being
discussed.
3. Job Task:
Writes YFCI design document.
Competencies:
Knowledge and understanding of young adult learning principles as applied to
PowerPoint and Instructor led training.
Demonstrated application of creativity to engage the young adult.
Demonstrated ability to think logically.
Demonstrated writing proficiency using MS Word.
Demonstrated understanding of the ADDIE process in developing curriculum.
Training Requirements: Experience andknowledgeofcurriculum development using theADDIE
model, 3yearsexperiencein developing engaging contentfor young adults.
Non-Training Requirements: Access to internet and phone. Access to YFCI
database. Knowledge of Microsoft Office products, to include Word and PowerPoint.
