Blended Learning – This solution combines various forms of development: Assessments, Training, Coaching, Mentoring, Self-Reflection.

Application Coaching – All skills and knowledge learnt during training can only yield a return on investment if there is sufficient application and practice. To encourage practice and application, each leader needs coaching for support and accountability. The workshops can only impart the skills and knowledge. Subsequent one-on-one coaching will entrench the use of the skills and knowledge.


Program Approach

DistincTions’ approach to leadership is based on the premise that leadership is a set of desired behaviours that would lead the leader to achieve results through others.

The model used by DistincTions has been proven and consists of 5 steps that must occur for any change to take root:

The client organisation needs to have a set of core leadership competencies/behaviours that are essential to lead the organisation into the future. These leadership competencies and their accompanying behaviours can be customised according to the organisation’s needs or be based on validated standard competency sets proven by many organisations. Now that the core leadership competencies and behaviours are known, the next question is where each identified leader stands in regards to these competencies. Here competency gaps, the difference between the leaders’ current and desired competency levels, are discovered through assessment and profiling exercises. Change starts with self-awareness. With that, comes motivation to change. Thus each leader will be assessed on their personality and leadership behaviours so that they are aware of their current state. Personality leads to a pre-disposed set of behaviours. Personality can help us understand our behaviours. Therefore assessments come in 2 forms: Psychological and Behavioural. These assessments result in an Individual Development Plan after an individual feedback session that requires the individual to identify areas of strengths as well as areas of development. The plan calls for action steps to improve on the areas of development. Tools used: -Pre-program Biographical Questionnaire -Pre-program Interview with superior -Personality Assessments: Workplace Big 5, MBTI, DISC, FIRO-B etc -Behavioral 360-degree Assessments -Debrief session (1/2 to 1 day) - Individual feedback session -Personal Developmental Plan A series of learning programs will be designed and delivered with the objective of allowing the leaders to learn the concepts and skills of the core competencies. Typical subject matters are collaboration, influencing, coaching, communications, cultural diversity, change management. Active and experiential training techniques, like the use of case studies, simulation games and role-plays, are encouraged as these have been proven to be effective for adult learning. These programs come in ½ -day or 1-day modules. The client can opt to spread these modules out or have the modules conducted in a 4 to 5 day period. Training programs are cognitive in purpose. They build knowledge. Knowledge is a means to an end. The ability to apply and implement knowledge leads to outcomes. Thus this is where learning takes on a new dimension, an active form on the job. As in any skills training, mastery comes from practice and application. Follow-up 1:1 coaching sessions will be offered as part of this program for up to 6 months for the leaders. The main purpose is to ensure that the leaders are getting the support in applying the learning and skills. While coaching tends to focus on skills and is common between superiors and direct reports, mentoring takes a broader and longer-term perspective to include career development and personal growth. Formal mentoring in an organisation has formalized objectives like increase the levels of core leadership competencies. It usually does not involve direct reports in order to allow for more openness and wider perspectives. This initiative can take place concurrently or after the application coaching has been completed. Monkeys see, monkeys do. At the end of the program, to bring about the wanted leadership competencies, behaviors demonstrating these competencies must be recognized and rewarded. Each leader will be re-assessed on a 360-degree basis after a stipulated period of time (6 to 9 months), as a post-measure to see, if identified leadership behaviours have changed and if the leader has improved on his/her areas for development. This 360 assessment is different from the first one. This assessment is tailor-made to each participant based on his/her developmental goals.

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