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HR · Human Resources · programme 02

Develop leadership

Identify and reveal natural management skills.

Why this programme

Without ever appointing a leader, the programme confronts each team with decisions to be made quickly, with incomplete information. Natural leaders emerge in the way the team organises itself, not through a job title. The facilitator observes and the report captures what took place.

The greatness of a profession is perhaps, above all, to unite people: there is only one true luxury, and that is human relationships.

Antoine de Saint-Exupérywriter and aviatorWind, Sand and Stars (Terre des hommes), chap. II “The Craft”, 1939

What your teams experience

  1. The timed mission: assign roles in thirty seconds and keep up the pace.
  2. The dilemma: decide collectively between two defensible options, and own the choice on screen.
  3. The relay: each member leads the team in turn on a challenge.
  4. The guided debrief: what the team did spontaneously, and what that says about it.

Each activity opens and closes with a projected cinematic sequence, personalised for your teams. The facilitator sets the pace: nothing moves forward without them.

What the company gains

A concrete reading of management potential, observed in action rather than claimed in an interview.

78 %

lower absenteeism in top-quartile engaged teams compared with bottom-quartile teams, along with 23% greater profitability.

GallupQ12 Meta-Analysis, 11th edition, 2024

How we tailor it to you

Your wording, departments, figures and photos are built into the challenges and cinematic sequences, to the letter. The look follows your brand guidelines. Teams are formed on the spot or based on your organisation chart. The session report is delivered to you after the event.

The sources of this programme

Every game, measure and reminder in this programme builds on published research. The facilitator cites it in the debriefs, and you can check every reference.

  1. Lacerenza, C. N., Reyes, D. L., Marlow, S. L., Joseph, D. L., & Salas, E. (2017). Leadership training design, delivery, and implementation: A meta-analysis. JAP, 102(12), 1686-1718. 10.1037/apl0000241
  2. Carson, J. B., Tesluk, P. E., & Marrone, J. A. (2007). Shared leadership in teams. AMJ, 50(5), 1217-1234. 10.5465/amj.2007.20159921
  3. D'Innocenzo, L., Mathieu, J. E., & Kukenberger, M. R. (2016). A meta-analysis of different forms of shared leadership–team performance relations. Journal of Management, 42(7), 1964-1991. 10.1177/0149206314525205
  4. DeRue, D. S., & Ashford, S. J. (2010). Who will lead and who will follow? AMR, 35(4), 627-647. 10.5465/amr.35.4.zok627
  5. Keith, N., & Frese, M. (2008). Effectiveness of error management training: A meta-analysis. JAP, 93(1), 59-69. 10.1037/0021-9010.93.1.59
  6. Ellis, S., & Davidi, I. (2005). After-event reviews: Drawing lessons from successful and failed experience. JAP, 90(5), 857-871. 10.1037/0021-9010.90.5.857
  7. Arnold, J. A., Arad, S., Rhoades, J. A., & Drasgow, F. (2000). The Empowering Leadership Questionnaire. JOB, 21(3), 249-269.
  8. Chen, G., Gully, S. M., & Eden, D. (2001). Validation of a new general self-efficacy scale. ORM, 4(1), 62-83. 10.1177/109442810141004
  9. Gallup (2015). State of the American Manager: Analytics and Advice for Leaders (rapport). www.gallup.com/services/182138/state-american-manager.aspx
  10. Svenson, O. (1981). Are we all less risky and more skillful than our fellow drivers? Acta Psychologica, 47(2), 143-148. 10.1016/0001-6918(81)90005-6
  11. Lu, L., Yuan, Y. C., & McLeod, P. L. (2012). Twenty-five years of hidden profiles in group decision making: A meta-analysis. PSPR, 16(1), 54-75. 10.1177/1088868311417243
The foundations shared by all our programmes (20 references)

The mechanics of our sessions: team play, the debrief, the before-and-after measure, spaced reminders.

  1. Klein, C., DiazGranados, D., Salas, E., et al. (2009). Does team building work? Small Group Research, 40(2), 181-222. 10.1177/1046496408328821
  2. Salas, E., DiazGranados, D., Klein, C., et al. (2008). Does team training improve team performance? A meta-analysis. Human Factors, 50(6), 903-933. 10.1518/001872008X375009
  3. McEwan, D., Ruissen, G. R., Eys, M. A., Zumbo, B. D., & Beauchamp, M. R. (2017). The effectiveness of teamwork training on teamwork behaviors and team performance. PLoS ONE, 12(1), e0169604. 10.1371/journal.pone.0169604
  4. Tannenbaum, S. I., & Cerasoli, C. P. (2013). Do team and individual debriefs enhance performance? A meta-analysis. Human Factors, 55(1), 231-245. 10.1177/0018720812448394
  5. Blume, B. D., Ford, J. K., Baldwin, T. T., & Huang, J. L. (2010). Transfer of training: A meta-analytic review. Journal of Management, 36(4), 1065-1105. 10.1177/0149206309352880
  6. Gollwitzer, P. M., & Sheeran, P. (2006). Implementation intentions and goal achievement: A meta-analysis. Advances in Experimental Social Psychology, 38, 69-119. 10.1016/S0065-2601(06)38002-1
  7. Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning. Psychological Science, 17(3), 249-255. 10.1111/j.1467-9280.2006.01693.x
  8. Cepeda, N. J., et al. (2006). Distributed practice in verbal recall tasks. Psychological Bulletin, 132(3), 354-380. 10.1037/0033-2909.132.3.354
  9. Howard, G. S. (1980). Response-shift bias. Evaluation Review, 4(1), 93-106. 10.1177/0193841X8000400105
  10. Stasser, G., & Titus, W. (1985). Pooling of unshared information in group decision making. JPSP, 48(6), 1467-1478. 10.1037/0022-3514.48.6.1467
  11. Mesmer-Magnus, J. R., & DeChurch, L. A. (2009). Information sharing and team performance: A meta-analysis. JAP, 94(2), 535-546. 10.1037/a0013773
  12. Prentice, D. A., & Miller, D. T. (1993). Pluralistic ignorance and alcohol use on campus. JPSP, 64(2), 243-256. 10.1037/0022-3514.64.2.243
  13. Aronson, E., et al. (1978). The Jigsaw Classroom. Sage (ouvrage).
  14. Galton, F. (1907). Vox populi. Nature, 75, 450-451. 10.1038/075450a0
  15. Kahneman, D., Fredrickson, B. L., Schreiber, C. A., & Redelmeier, D. A. (1993). When more pain is preferred to less: Adding a better end. Psychological Science, 4(6), 401-405. 10.1111/j.1467-9280.1993.tb00589.x
  16. Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall (ouvrage).
  17. Sitzmann, T. (2011). A meta-analytic examination of the instructional effectiveness of computer-based simulation games. Personnel Psychology, 64(2), 489-528. 10.1111/j.1744-6570.2011.01190.x
  18. Lichtenstein, S., Fischhoff, B., & Phillips, L. D. (1982). Calibration of probabilities: The state of the art to 1980. In D. Kahneman, P. Slovic & A. Tversky (dir.), Judgment under Uncertainty, 306-334. Cambridge University Press (ouvrage).
  19. Surowiecki, J. (2004). The Wisdom of Crowds. Doubleday (ouvrage).
  20. Butler, A. C., & Roediger, H. L. (2008). Feedback enhances the positive effects and reduces the negative effects of multiple-choice testing. Memory & Cognition, 36(3), 604-616. 10.3758/MC.36.3.604

Before you book

What is digital team building?

A team building session in which teams play challenges on participants' phones while a big screen shows the running order, the scores and the cinematic sequences. A facilitator runs the room from start to finish. Everything happens in person.

Do we need to install an app?

No. Participants scan a QR code and play in their phone's browser. No account, no password, no installation. It works on iPhone and Android.

Is there a limit on the number of participants?

No. The platform adapts to your headcount, from a small team to the whole company, in one or several rooms.

Demo

See “Develop leadership” in action.

Thirty minutes on your premises. You play a challenge and see the report at the end.

Request a demo