EDAR Model for Leadership & Management Development
Taylor Clarke’s Leadership and Management Development Interventions
We see leadership and management development as linked activities :-
- Our approach to Management Development ensures your managers can meet the delivery targets your organisation needs.
- Our approach to Leadership Development ensures your leaders can bring about the adaptive changes your organisation needs.
Our approach is facilitative and tailored, not prescriptive and rigid.
We see ourselves as a catalyst. We provide a framework and environment for change. We add the energy, feedback and impetus to initiate change. We leave when the reaction has been successfully completed.
EDAR Model for Leadership & Management Development
Our EDAR model framework seeks to reduce the relapse and decay after interventions and increases the return for participants and their organisations.
The process is essentially good practice when carrying out any form of people development.
It should be understood that each phase is not discrete. It may be that any individual will move back and forward as new information is gathered or discovered.
Briefly, EDAR’s stages are:
1 Engage: Key people agree what is wanted from the development activity
2 Develop: The development activity is carried out
3 Apply: The key people ensure the success or transfer of the development
activity into the workplace
4 Return: The benefits of the development activity are reaped
Phase 1 – Engage
This phase is prior to any intervention commencing.
It is critical that both the participant and their manager are engaged at this stage.
The manager works in collaboration with the participant to unearth what they want to change as a result of this intervention. This may be in terms of changed attitudes and behaviours, skills learnt, or knowledge applied. These ‘objectives’ are captured in a ‘Scorecard’.
The scorecard lays out what the participant will achieve as a result. This may be in the form of goals they are struggling with, new responsibility, key projects to which they will apply learning or a key business opportunity. The scorecard also indicates what measures will be used to regularly track progress.
The manager and participant will then agree what support the participant will need to take full advantage of the development opportunity. This will cover:
- What skills the participant will develop and how to get the opportunity to practise these.
- What coaching support the manager will give to help the participant develop these skills.
- What attitudes will be different after the intervention and what help will be given to the participant on their limiting beliefs.
- What opportunities the manager will afford the participant to try out their new knowledge, tools and techniques.
- When they will meet to update the scorecard on progress.
- What quantifiable return on investment does the organisation expect from the participant’s investment and by when.
- What time will the participant be given for the development and any associated work.
Phase 2 – Develop
This phase is essentially the intervention (or course). It involves the participant focusing their learning around the objectives outlined in Phase 1. This clarity of purpose allows the participant to guide the course leader/coach as to their needs and helps them ‘look for’ the relevant material in the course or intervention.
Having a clear idea of how their learning is going to be applied allows the participant to introduce real live issues into the discussion and thus benefit from the knowledge and experience of others.
Phase 3 – Apply
This phase starts at the end of the intervention but in reality it overlaps with Phase 2 as it is hoped that the participant begins to apply their learning during as well as post-course.
The participant should have a de-brief meeting with their manager to update the scorecard in the light of the participant’s learning. The opportunities to apply the learning are revisited to check they are still relevant and adjusted accordingly.
The participant engages with the activities that will provide the quantifiable return for the organisation and receives coaching support from their manager.
The scorecard is updated regularly and course corrections made as necessary. Any gaps in performance are analysed and any new requirements for development outlined and implemented.
Phase 4 – Return
This phase overlaps with the previous phase but concentrates on achieving the return on investment of the development activity.
Phase 4 has a key meeting, possibly with a senior organisation person, the participant and their manager. This close out meeting is akin to a project close out meeting and covers the following:
- How well did the participant (and their manager) do in achieving the planned return from the investment?
- What attitudes have changed, skills developed and used, and knowledge applied?
- What has been the organisational benefit of the above?
- What have we learned about the participant, their manager and the organisation and how can we gain from this?
- What have we learnt about the intervention and how can it be improved and developed?
- What unexpected benefits have also occurred?
- Where do we go from here?
