Our Outplacement Services

Outplacement Services

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March 2011

During what can be a very challenging and often potentially difficult period, we at DCP have established an extremely professional, supportive and progressive programme to assist executives manage this process and grow through it using the experience to become the best they can be at this stage of their professional lives. There are at least five stages to this process, each building on from the previous one.

Step 1- Psychometrics

This phase comprises a range of questionnaires which provides you with a significant bank of information about yourself, your strengths, your preferred way of working, your leadership style, how you think and your areas for development.

In addition, completion of these questionnaires sets you up for completion of executive level psychometric selection methods you may encounter.

Step 2- Feedback of results

Full feedback of all results and establishment of behaviour based programme for moving forward, including:

  • Personal Impact
  • Interpersonal Style
  • Organisational Awareness
  • Stress Management
  • Adaptive Skills
  • Optimism
  • Drive and Focus
  • Energy and Enthusiasm
  • Any other goals that become apparent

Step 3- Curriculum Vitae

Review at the highest level of proficiency. The function of your CV is to get you to interview, by creating a strong and impactful (and truthful) resume you can open many doors to new opportunities. This is a rigorous, enlightening and highly affirming session, with hugely positive feedback and success for participants to date. Included at this stage are practical exercises getting yourself out there, establishing networks and other supporting tools.

Step 4- Personal Resilience

This session ensures that you are continuing to manage this process effectively and that your preferred focus is aligned with your personal values. You will also gain invaluable methods to ensure ongoing emotional and psychological well being, mental toughness, the best recognised ways to turn challenges into opportunities and an enhanced belief in your ability to control what is happening to you. Your ability to manage yourself is crucial to professional success.

Step 5- Preparation for Interview

Having successfully been called to meet prospective new employers, this session is designed to ensure that you present your absolute best aspects. You will determine how well you will fit with the new role and how you can contribute to the organisation. Of prime importance at this stage of the process is that you will feel calm, confident, in complete command of yourself, and will be adept at managing your impact on others, on building rapport, establishing personal and professional credibility, and ensuring that both you and your prospective new employers are aligned in terms of understanding, expectations, future focus and desire to move forward.


This is a five phase process, typically undertaken over a six month period (i.e. monthly session) but can be completed in a slightly shorter time period if required.

You will have a sizeable amount to do between sessions, but you will be clear about what this is and a weekly call with relevant expert is part of the programme.

Talent 2020 – Talent in a Reset World

Talent 2020

Talent in a Reset World

Click here to read about Deloitte’s views on Talent Management issues up to 2020.


To find out more about Talent Management and all our services, please contact the office: +353-1-6688891 or info@davittcorporatepartners.com

Discover how DavittCorporatePartners can help you to:

Develop Emotional Intelligence in Your Organisation

Win the War for Talent

Realise Individual Potential

Align Behaviour with Corporate Values


Driving learning back into the business: the 70/20/10 concept


Driving learning back into the business: the 70/20/10 concept

by Stewart Beamont January 2011


“The real finish line for learning is the delivery of business results”

“The Six Disciplines of Breakthrough Learning”:  Wick, Pollock, Jefferson (2010) p.7



As a learning professional, who is your customer?

Clearly, on one level, your participants are your customers: they rely on you to design learning programmes and facilitate in a way which provides a high quality professional and personal learning experience for them.

But your ultimate customer is the business. Any firm’s investment in learning for its professionals is intended to drive its business strategy. The real measure of our success as learning professionals is the impact that our participants will have on the bottom line as a result of the skills, knowledge and commitment that we have helped them to develop

This clearly has implications for what happens to our participants when they shake hands with us at the end of their group or classroom experience. What happens to them next? Do they get the support and the stretching opportunities they may need to continue their learning?

We see increasing use of the metaphor of “Journey” to describe the development of professional people. This simple idea is strongly influenced by the 70/20/10 model of learning, which describes the relative impact of three different kinds of learning on the development of professionals, and in particular the development of managers and future leaders.

The model suggests that for most professionals

– 10% of their learning is formal, and comes from organised learning programmes

– 70% is on the job, representing the work challenges, opportunities, successes and failures that individuals experience and think about

– the other 20% represents all the linking activities that join the 10% and 70% and make them coherent. For example, performance review, work scheduling, coaching, mentoring, action learning, promotion decisions, the opportunity to take part in new projects, and so on

It’s our belief that outstanding businesses make sure that the 20% is in place for their people. Without it, the 10% will be wasted and the 70% will be poorly planned and ineffective.

How valid is the 70/20/10 concept?

“About 70 per cent of organisational  learning takes place on the job, through solving problems and through special assignments and other day-to-day activities. Another 20 per cent occurs through drawing on the knowledge of others in the workplace, from informal learning, from coaching and mentoring, and from support and direction from managers and colleagues. Only 10 per cent occurs through formal learning, whether classroom, workshop or, more recently, e-learning.”

Charles Jennings, Head of Global Learning, Reuters

Whatever its academic pedigree, the 70/20/10 concept of development has achieved credibility in a range of organizations worldwide. It has become part of the vocabulary of Microsoft, Deloitte and Nokia. It is promoted by the Centre for Creative Leadership. It has been badged as a consulting tool by Slade Consulting. It is, interestingly, also promoted in a slightly different guise by Google as a model for creating innovation, and is described by Gary Hamel in his book “The Future of Management” (2007)

Conceptually, the 70/20/10 model can clearly be linked to David Kolb’s fundamental work on experiential learning, and the Learning Cycle that he describes through which adults convert their day-to-day experience into skills and knowledge.

In effect, 70/20/10 is the organizational version of Kolb’s model. The cycle below describes how this works in practice

The clear emphasis of the model is that formal learning programmes are important: within each learning programme, learners will be challenged and stretched, and during the programme they will travel through a continual learning cycle of input, activity and review.

However, the real Learning Cycle takes place AFTER they leave the formal learning programme and enter (hopefully) a working world in which they are given intelligent opportunities, challenged, stretched, coached, given feedback, and encouraged to move to the next level of their development.

We have known for a long time that formal, off-site learning provides a relatively small component of our professional development. Morgan W. McCall’s research (1) shows that successful people regard the following “career events” as crucial to their development. His findings can be mapped directly onto the 70/20/10 model

Assignments Work challenges, first time managing people, starting a new project, new responsibilities

Other people Role models, coaches, people giving feedback (sometimes just a key sentence or two…)

Learning events Formal courses, solo study, conferences, academic input

Hardships Failures, difficult colleagues, disappointment, personal trauma, frustration, the opportunity to work through difficulties.

The 70/20/10 model effectively responds to this research by placing McCall’s “career events” in a planned, supported context. It poses a number of challenges to any organization

How far is work allocated to individuals in a way which motivates and stretches them?

What is the quality and consistency of coaching support?

How effective are we at helping individuals to learn from feedback?

Can we construct our 10% Formal Learning programmes so that the 70%/20% are “designed in”? In practice, this will mean using action learning and sponsored projects to drive real development

It is clear that the processes and attitudes and commitment that are required to deliver 70/20/10 are the responsibility of every business leader and every business professional. However, the rewards are huge in terms of optimizing potential and business focus, and in this way it is an effective template for a successful organization. As guidance about the relative value of different activities, it’s a simple model with profound implications.

As a learning professional, it’s important to have an understanding of the journey that your participants will go on as part of your programme. You may have a crucial personal role to play in the final “action planning” part of your classroom programme, to ensure that your participants go away with clear goals, and a clear plan to achieve them.


1.       Described in “High Flyers: Developing the Next Generation of Leaders”(1998): Morgan W. McCall


To learn more about how you can develop a learning culture in your oganisation, please contact the office: +353-1-6688891 or info@davittcorporatepartners.com

Discover how DavittCorporatePartners can help you to understand emotion and leadership

Develop Leadership in Your Organisation

Win the War for Talent

Realise Individual Potential

Align Behaviour with Corporate Values


Stewart Beamont is a Senior Associate with DavittCorporatePartners – Corporate Psychologists

Emotion and Leadership Part 2

Why are leaders followed?

Fineman (2003) raises the question of why do we follow leaders?  The concept of emotionality and leadership is particularly relevant in addressing this question, by making emotional connections with their followers leaders can be seen as charismatic and inspire a following.

The notion of charisma is closely linked to emotion as charismatic leaders are generally those who people feel an emotional connection with. Bono and Ilies (2006) suggest that charismatic leaders express positive emotions that are transferred to followers resulting in followers experiencing positive moods.

They found that leaders who were rated high on charisma by their workmates used more positive emotion words in their vision statements and in their prepared speeches, providing support for the role of positive emotion expression in the perception of charisma.

The findings were further strengthened by ruling out other factors such as vision content, emphasizing the importance of work, or leader attractiveness as mood influencers. This study provides empirical support to prior research by Sy et al (2005) that proposed leaders’ experienced mood could be transferred to followers.

Bono and Ilies (2006) also found that a link between leaders positive emotion and follower mood to perceptions of leadership effectiveness. As follower perceptions of effectiveness are a crucial element of successful leadership this reinforces the importance of emotion in attracting and keeping followers. Indeed meta analytic work by Lowe et al (1996) supports the link between charismatic leadership and positive outcomes.

Amber Hanna is an Organisational Psychologist at DavittCorporatePartners – Corporate Psychologists


To learn more about our  services, please contact the office: +353-1-6688891 or info@davittcorporatepartners.com

Discover how DavittCorporatePartners can help you to understand emotion and leadership

Develop Leadership in Your Organisation

Win the War for Talent

Realise Individual Potential

Align Behaviour with Corporate Values


Emotion and Leadership 1

Emotion and Leadership Part 1

The area of emotion in the workplace is one that is easily overlooked by top level management. Previous to the last decade emotions in the workplace have mainly been discussed as a hindrance to good management, as a distraction to rational decision making or a by-product of interpersonal conflicts.

More recently the role of emotions in the workplace has become clear through research in the organisational psychology literature. These two articles will focus on the area of emotion in the workplace as it relates to leadership. Fostering positive relationships in the workplace is an essential element of leadership. In order to do this an awareness of the importance of emotions in developing positive relationships is essential.

Brotheridge and Lee (2008) highlight that emotions serve as ‘the context, content, process, and the result of managerial work’. Emotion is inherent to the practice of leadership and all actions of an organisation are inseparable and influenced by emotions (Crawford, 2007).

Expectations of the type, strength and variety of emotions displayed by leaders differ greatly based on number of factors. The type of organisation involved, the profession, and social norms held by peers, supervisors, followers and customers of the organisation all play a role in determining the type of emotional displays expected of managers.

Humphreys et al (2008) highlight that in comparison to service workers managers are required to display a variety of emotions including friendliness, sympathy and social-control emotions, but they also must exercise a degree of judgement and control over their emotional expressions.

It becomes clear in exploring these issues that aside from regulating their own emotions managers and leaders often have to deal with and manage the emotional behaviour of others (Ostell, 1996); in this way leaders also become emotion managers.

Amber Hanna is an Organisational Psychologist at DavittCorporatePartners – Corporate Psychologists


To learn more about our  services, please contact the office: +353-1-6688891 or info@davittcorporatepartners.com

Discover how DavittCorporatePartners can help you to understand emotion and leadership

Develop Leadership in Your Organisation

Win the War for Talent

Realise Individual Potential

Align Behaviour with Corporate Values

Inspiring Leaders by Martyn Newman PhD., DPsych.

Inspiring Leaders – Why They Do What They Do and How Everyone Can Do It

Martyn Newman PhD., DPsych.

November 2010

Most of us agree that great leaders are those that inspire us to act and give us a sense of purpose that has little to do with any external incentive or reward. They have a remarkable ability to tap into the very personal, intrinsic motivations that drive each of us and help us reach for something better in ourselves. And we know that people who love going to work, are more creative and more productive, and they treat their colleagues, clients and customers better.

Imagine if more people inside the organization could learn to think, act and communicate like those who inspire us? Imagine if the ability to inspire others could be practiced not just by a select few, but also by the majority?

Leadership abilities, such as those described by emotional intelligence (EQ), explain what leaders do, but not why they perform. Furthermore, knowing what to do is all very well, but the big question is how to do it. In the course of working with some of the world’s best organizations over the last 12 years, the question of how to develop inspirational leaders is the most common one that I’ve faced.

In this article I’d like explain why leaders do what they do that inspires us and then describe to you a revolutionary new tool that’s just been launched for building inspired leaders — SmartCoach. This goes a long way to answering the question of how to develop a leadership culture that motivates colleagues and customers and inspires the rest of us. According to more than 20 years of research in psychology, there are at least seven common factors that contribute to creating positive behavior change.

1. Engagement: “I have a dream…”

According to leadership expert and author, Simon Sinek, most of us can explain what we do at work Some of us can also describe how we do it. Great leaders, on the other hand, can also clearly explain why they do what they do. Being clear about your aspirations and dreams, and being able to articulate the values that shape your beliefs, goes to the very heart of great leadership.

We are drawn to leaders and organizations that can communicate why they believe what they believe. True leaders are really CSOs — Chief Storytelling Officers — and the stories they tell provide the inspiration for people as well as organizations. Your job as a leader is to tell and re-tell the story of why you do what you do, and what your business is capable of achieving. Most importantly, it is about enabling people to understand the value of their contribution to the story.

In other words, the how of building leadership skills begins with telling people what they do and, more importantly, why they do it. People engagement is the single most important factor influencing the value of any leadership training. As the poet Yeats said, “Education is not about filling a bucket, but lighting a fire V’

2. Benchmarking: Self-Discovery & Self-Directed Change

Even when people are motivated to develop their EQ and leadership skills, they can often remain unclear about how to do so — until they become aware of how they measure up. There are many ways of gaining feedback on performance, but by far the most credible and compelling way is to benchmark emotional and social competencies and provide feedback using high-quality psychometric assessment tools. Comparing our skills against a well- established benchmark of peer performance clarifies where we currently stand and has the effect of engaging our internal drive to improve.

In other words, engaging intrinsic motives has a more sustainable impact on behavior than simply appealing to extrinsic, carrot-and-stick motives. To encourage development leaders need to see where they have already been successful and leverage their strengths in a personal development plan

3. Create Manageable, Measurable Goals & Share Them

Performance in training programs improves dramatically when participants set explicit goals for change. In fact, the motivating power of such goals is greatly enhanced when they are declared publicly and put in writing. In one particularly well-conducted study, participants in a leadership training program were much more likely to apply what they had learned when, following the training, their supervisors were able to remind them of their goals and had encouraged them to use their new skills.

When people are ready to commit to a program of change, setting specific goals helps create and sustain lasting motivation Even Benjamin Franklin insisted that setting daily and weekly goals was indispensable to becoming a virtuous person

Leaders who communicate a dream also need to have a plan. If communicating the dream or the vision is why people find you inspiring, then setting goals provide the ‘what to do’ that galvanizes people’s energy and gives them something practical to focus on In other words, average leaders provide their people with something to work on, but the most inspiring leaders give their people something to work towards.

4. Model the Skills

Provide people with opportunities to observe the skills they want to acquire. Modeling is a more effective learning method than simply being told about the skills because it requires greater attention and accelerates learning.

This is much more than simply ‘monkey see, monkey do’. It’s not only about copying the practical tactics and strategy that drives real change, it’s also about understanding why these behaviors work and how to practice them.

5. Practice New Skills & Provide Feedback

Providing clear models of the desired behavior, along with psychological insight, is not sufficient in itself. Repeated, deliberate practice of the targeted skills is essential.

A common mistake in EQ training is to assume that leaders can acquire these behaviors quickly by attending motivational seminars. Although these activities can certainly inspire the desire to change, real behavioral change requires practice and repetition over an extended period. Psychologists refer to this as ‘distributed practice’ (i.e. practice over time), as compared to ‘massed practice’ that takes place in a short concentrated burst. In fact, recent research has shown that learners exposed to distributed practice far outperformed those employing massed practice. And although practice may not make you perfect, it will certainly make you better.

Organizational psychologists have long known that consistent constructive feedback is the most effective way to motivate people and provide direction Records of your success help you recognise the progress you are making and create the positive momentum for continued change.

6. Provide Follow-Up Support

Research has shown that the value of learning is maintained, if not greatly enhanced, when people receive targeted coaching support from a reinforcing reference group or an individual. In other words, providing coaching and mentoring to people on the job contributes greatly to positive change.

In recent years, there has been a rapid growth in the use of one-on-one executive coaching. Various approaches to delivering executive coaching have been used. By far the most powerful programs have been those that combine seven elements: goal setting, feedback, skills practice, supervisor journaling, constant evaluation and end-results.

Cost-effective online coaching platforms that cover these seven elements can provide the critical follow-up support that is often missing in traditional leadership programs. And, psychologists have long known that such support maximizes skill transfer and prevents relapse.

However, due to the high costs associated with coaching programs they have largely been restricted to a chosen few. In response to this challenge, we recently launched an online coaching platform, SmartCoach ‘“that successfully integrates each of the seven elements described in the research into a dynamic interactive leadership program that can be delivered cost-effectively across an organization

7. Evaluate change

An important part of any leadership program is to measure an individual’s actual performance against the behaviors targeted for change. Leaders who have been involved in setting their own targets are generally more likely to make progress.

Documenting individual progress by evaluating changes in both understanding and behavior reinforces learning, charts the way forward and demonstrates return on investment. Nothing succeeds like success.


To learn more about our  services, please contact the office: +353-1-6688891 or info@davittcorporatepartners.com

Discover how DavittCorporatePartners can help you to:

Develop Leadership in Your Organisation

Win the War for Talent

Realise Individual Potential

Align Behaviour with Corporate Values


Martyn Newman is CEO of RocheMartin Ltd, a Strategic Business Partner of DavittCorporatePartners – Corporate Psychologists

How Self Aware Are You?

How self aware are you?

Nine tips to increase your self-awareness and manage your personal impact.

• Consider how your interpersonal approach affects your working relationships at the individual, local and global levels.

• Evaluate the first impression you make on others

• Keep track of incidents during which your intentions were misunderstood. Did your approach effect the interaction?

• Assess your relationships with people in your business. Identify those who are easily managed and those who are challenging, consider how your approach positively or negatively effects your relationships.

• Observe others who manage others’ perceptions effectively. Compare your approach with theirs.

• Take professional personality inventories to gain insight into how others see you.

• Take time to recognize your emotions and responses to people. Try to identify reasons you respond in certain ways and to recognize your moods, context factors and patterns.

• Try to articulate your driving values, especially leadership values. If you are feeling threatened, conflicted or stressed your values can provide internal guidance.

• Think about key stakeholders in your organisation and how your actions might push their buttons.

10-steps to Delivering Constructive Feedback

10-steps to Delivering Constructive Feedback

By Aoife Harrington, September 2010

Smart people see feedback as a rich source of information that can help them to recognise and celebrate their successes whilst highlighting areas that they can improve upon thus ensuring their continued success into the future. Smart organisations create a culture in which feedback is not only accepted but it is promoted, valued and both given and received in abundance.

Whether it comes in the form of a 360 degree feedback initiative, as part of an annual performance review or, informally, in the daily exchange of conversation between managers and direct reports, feedback needs to be well thought out and appropriately delivered. Not surprisingly, feedback is all in the delivery. Delivered incorrectly, feedback can lead to anger, resentment, confusion and disillusionment but if delivered correctly it can encourage people, help them to build on their strengths and realise their full potential.

From time to time, we all have to give someone else feedback on what isn’t working in terms of their behaviour or performance but whilst giving negative feedback isn’t easy, it doesn’t have to be unpleasant for either the giver or the receiver. By following these 10 steps, you can make the situation more manageable, palatable – and even beneficial – for everyone involved.

10-steps to Delivering Constructive Feedback

1. Tell the person, in advance, that you would like to give them some feedback on their performance – ask them would that be ok. Give them the rationale for providing the feedback.

2. Be clear about what it is that you are going to say in advance – prepare yourself for the feedback. What are the key messages that you want the person to walk away with?

3. Give the feedback in a timely manner – as soon after the event as possible. Find a suitably quiet and safe place to deliver the feedback, not in front of other people.

4. Follow this simple rule; Positive – Area for Development – Positive. Specifically, begin the feedback on a positive note, i.e. tell the person what you observe them to be doing well, introduce an area that you feel they would benefit from developing (further) and finish on another area of positivity and strength.

5. Keep the focus on behaviour and not on the person. It’s very important that the individual doesn’t feel that the feedback is a personal attack on themselves and their personality. e.g. instead of saying that the person isn’t very clear when deliver presentations, tell them that some of the points they raised in a recent presentation lacked clarity.

6. Don’t generalise – be specific, referring to specific incidences, times and events – try to be as descriptive as possible.

7. Focus on the skills and behaviours that you would like to see reinforced or changed and again provide a rationale for this.

8. Always make suggestions for improvements / suggest alternative ways of doing things e.g. when giving someone feedback on their presentation skills perhaps suggest that if they look out at the audience and maintain eye contact, their voice will carry better and they will be heard clearly by everyone in the room – as well as engaging with their audience more effectively.

9. Check for understanding – make sure the person understood you and took the correct messages away from the feedback. Give them time to speak or retort, listening to any concerns or issues that they raise.

10. Always finish on a positive note.


To learn more about our  services, please contact the office: +353-1-6688891 or info@davittcorporatepartners.com

Discover how DavittCorporatePartners can help you to:

Develop Leadership in Your Organisation

Win the War for Talent

Realise Individual Potential

Align Behaviour with Corporate Values


Aoife Harrington is a Registered Work and Organisational Psychologist at DavittCorporatePartners – Corporate Psychologists

The Power of Transformational Leadership

The Power of Transformational Leadership

By Amber Hanna, August 2010

Have you ever been in a group situation where someone has taken control of the group by describing their clear vision for the group’s goals, a real passion for the work to be done and an ability to make the rest of the group feel energized? This style of leadership is known as ‘Transformational Leadership’ a relatively rare but highly sought after leadership style.

Research has shown leaders to be the most prominent aspect of a workplace environment that can shape team members’ perceptions of workplace information. Leaders can use this extraordinary impact to improve team members’ work related attitudes and feelings.

In large companies in particular, a leader’s influence on workflow and task assignment can be rather limited, never the less, leaders in such companies can engage in ‘management of meaning’ or organisational sense making to provide team members with a deeper understanding of how important and meaningful their tasks are. This in turn contributes to greater organisational commitment. A second useful approach can be to give lower and middle hierarchy leaders, in particular, greater autonomy and degrees of freedom. These enriched leadership positions should enable leaders to show many behaviours of the transformational leadership pattern.

Leaders in any organisation or hierarchy should facilitate a positive organisational climate by providing opportunities for contact, support and other social activities, on and off the job. The role of individual team members in promoting consensus and positive organisational climate should also be emphasized by their own fair and respectful behavior towards their co workers they can promote consensus and a positive climate.

The concept of transformational leadership was initially introduced by leadership expert and presidential biographer James MacGregor Burns. According to Burns, transformational leadership can be seen when “leaders and followers make each other advance to a higher level of moral and motivation.” Through the strength of their vision and personality, transformational leaders are able to inspire followers to change expectations, perceptions and motivations to work towards common goals. Bass (1985, 1999) later expanded this theory into the model of transformational leadership we use today. This research outlined how a transformational leader achieves results by seeking to move his/her team beyond immediate self interest through four main processes. These are the processes of idealized influence (or charisma), inspirational motivation, intellectual stimulation and individualized consideration.

Research indicates that all four components of transformational leadership are positively related to leadership effectiveness, and have positive associations with team member motivations and self rated performance.

Factor 1- Idealized Influence/ Charisma (II)

This factor of transformational leadership describes leaders who act as strong role models for their team members; by seeing their leader as a role model team members begin to identify with the leader and wish to emulate them. This aspect of transformational leadership is enacted when leaders envision a desirable future, articulate how this can be reached and set an example to be followed. The transformational leader uses idealized influence to provide team members with a vision and sense of mission.

Factor 2- Inspirational Motivation (IM)

This factor describes leaders who communicate high expectations to team members, inspiring them through motivation to become committed to and part of a shared vision in the organisation. By helping their team to experience the same passion they feel the transformational leader motivates the team to fulfill their group’s goals. In practice this involves leaders using symbols and emotional appeals to focus the group members’ efforts to achieve more than they would in their own self-interest. This enhances team spirit.

Factor 3- Intellectual stimulation (IS)

This factor refers to leadership that stimulates team members to be creative and innovative and challenge their own beliefs and values as well as those of the organisation or leader.

This factor of transformational leadership supports team members as they engage in new approaches and develop innovative ways of dealing with organisational demands or problems. This factor is thought to encourage team members to think on their own and engage in careful problem solving methods by themselves. Typically transformational leaders enact intellectual stimulation by challenging the status quo, encouraging creativity among their team and always seeking out new ways of doing things and new learning opportunities.

Factor 4- Individualized Consideration (IC)

This factor refers to the transformational leader who provides a supportive climate in which they listen to the individual needs of each team member. By acting as coaches and trusted advisers transformational leaders try to assist their team members to fully realize their own potential as a valuable and contributive team member.

Another important behaviour indicating a transformational style is how the leader uses delegation to assist team members through personal challenges. This part of individualized consideration also highlights the importance of allowing team members the space to develop their own problem solving skills but also providing a directive approach for those who may need it. In order to fully enact this aspect of transformational leadership it is essential the leader keep all lines of communication open. This fosters a culture of everyone in the team contributing ideas and enables the leader to give direct recognition to each team members’ contribution.

It is important to distinguish that directive and supportive leadership behaviours are both needed. Research has distinguished supportive leadership as including behaviours relating to emotional support such as provision of sympathy, evidence of liking, caring and listening. Developmental leadership on the other hand is seen here as being more transformative as it includes behaviours such as career counseling, observation of staff, recording progress and encouraging technical development of skills. Developmental leadership has been found to have a stronger relationship with the outcome variables of job satisfaction; role based self efficacy, career certainty and affective commitment to the organisation.

If you want to gauge your own approach in relation to transformational leadership take a look at the statements below. These statements are taken from a recent measure of transformational leadership devised by Ronald Riggio.

1. I would never require a follower to do something that I wouldn’t do myself. (II)

2. My followers would say that they know what I stand for. (II)

3. Inspiring others has always come easy to me. (IM)

4. My followers have told me that my enthusiasm and positive energy are infectious. (IM)

5. My followers would say that I am very attentive to their needs and concerns. (IC)

6. Even though I could easily do a task myself, I delegate it to expand my followers’ skills. (IC)

7. Team reativity and innovation are the keys to success. (IS)

8. I encourage my followers to question their most basic way of thinking. (IS)


To learn more about our  services, please contact the office: +353-1-6688891 or info@davittcorporatepartners.com

Discover how DavittCorporatePartners can help you to:

Develop Leadership in Your Organisation

Win the War for Talent

Realise Individual Potential

Align Behaviour with Corporate Values


Amber Hanna is a Trainee Work and Organisational Psychologist at DavittCorporatePartners – Corporate Psychologists