VGRA Leadership Development Plan

[Audio] BAS400 – HR MANAGEMENT · CASE STUDY STAGES I–IV VGRA Leadership Development Plan A 24-month Leadership Architecture Map for the Board, the President, Regional Leaders, and Special Topics Leaders Natalie Tchoroukian Fall 2026 Hello, and welcome. My name is Natalie Tchoroukian. In this video I walk through the leadership development plan I designed for the Video Game Research Association, or VGRA, as part of my BAS400 Human Resource Management case study. The plan is a 24-month Leadership Architecture Map. It covers four leadership levels: Regional Leaders, Special Topics Leaders, the Board of Directors, and the President. I will start with the situation VGRA faces, explain what its leaders need to learn, walk through the map level by level, and finish with an honest look at the risks, the costs, and what the plan depends on..

[Audio] VGRA Lost Nearly Half Its Members 17,400 9,800 Peak membership in 2001, up from 84 members in 1970 Members today, after stagnation and decline Years the longtime President served before stepping down, leaving the office vacant Seven Board members and two paid staff members oversee 82 volunteer Regional Leaders and the Special Topics Leaders. VGRA has no HR department. Smaller specialized groups and larger research organizations are competing for the same members. VGRA Leadership Development Plan · Case background Here is the situation. VGRA grew from just 84 members in 1970 to a peak of 17,400 in 2001. Membership then stagnated and fell to 9,800. Fundraising success hid the decline for years. The longtime President stepped down after 15 years, and the Board could not agree on a replacement, so the office is vacant. The Association has seven Board members and two paid staff members, and it depends on 82 volunteer Regional Leaders and the Special Topics Leaders. There is no HR department. At the same time, smaller specialized organizations and larger research businesses are competing for the same members. That is why I treat leadership development as central to VGRA's future..

[Audio] Stage I: Three Threats and a Vision for Leaders Loss of Research Credibility · High Financial Instability or Closure · High Loss of Competitive Relevance · Medium Conflicting findings could lead members, journalists, and other groups to stop relying on VGRA. Continued membership decline could cut revenue and volunteer support, even if fundraising succeeds. Smaller specialized groups could keep attracting VGRA's members and media attention. VISION To develop knowledgeable, ethical, and adaptable leaders who work together to strengthen VGRA's research, encourage member participation, and prepare the organization for the future. VGRA Leadership Development Plan · Stage I diagnostic In Stage I, I diagnosed the Association. I identified three risks, which are threats and not just challenges. The first is loss of research credibility, rated high. If VGRA keeps producing conflicting research findings, members, journalists, and other organizations may stop relying on it. The second is financial instability or possible closure, also rated high. If membership keeps falling, VGRA loses revenue and volunteer support, and even strong fundraising may not be enough. The third is loss of competitive relevance, rated medium, because smaller specialized groups keep attracting VGRA's members and media attention. From this, the Leadership Development Committee wrote its vision: to develop knowledgeable, ethical, and adaptable leaders who work together to strengthen VGRA's research, encourage member participation, and prepare the organization for the future..

[Audio] FROM THE PAPER · STAGE I, QUESTION 3 The Three Risks, Rated by Severity Two are rated high and one medium, so the plan starts where the damage would be greatest. VGRA Leadership Development Plan · Stage I paper, page 6 Here is that part of my Stage I paper. Each risk has a severity rating and a description of what happens if nothing is done. Loss of research credibility and financial instability are rated high, and loss of competitive relevance is rated medium. Rating them showed me where leadership development should start..

[Audio] The Educational Need: Leaders Who Identify Problems and Follow Through Regional Leaders Special Topics Leaders Board President Build stronger relationships with members Bring the groups together while staying accountable to the Board Improve strategic oversight and decision-making Strengthen research coordination and communication VGRA has a leadership accountability problem, not a training problem alone. Experience does not automatically give leaders the skills to handle changing circumstances. VGRA Leadership Development Plan · Step IV, Question 1 So what do VGRA's leaders need to learn? My answer in Step IV was that the greatest educational need is not just teaching people how to become leaders. It is helping existing leaders identify where their current practices fall short, and giving them the skills to correct them. The needs differ by level. Regional Leaders need stronger relationships with members. Special Topics Leaders need better research coordination and communication. The Board needs to improve its strategic oversight and decision-making. The President needs to bring these groups together while staying accountable to the Board. In my view, VGRA has a leadership accountability problem, not a training problem alone. Experience does not automatically mean a leader has the skills to handle changing circumstances..

[Audio] Ten Objectives Guide Every Activity in the Map Seven Leadership Objectives (Stage I, Question 6) Three Ethical Objectives Strategic Awareness and Foresight Adaptive Problem-Solving Collaborative Leadership Constructive Conflict Resolution Member Engagement and Responsiveness Coaching and Mentorship Continuous Learning and Self-Improvement Fairness and Impartiality in Leadership Decisions Ethical Integrity and Responsible Decision-Making Diversity, Inclusion, and Respect for Individual Abilities Design principles: practical experience, accountability, collaboration, continuous improvement, and ethical leadership, kept manageable for volunteers. VGRA Leadership Development Plan · Step IV, Question 2 Every activity in the map connects back to the ten objectives I set in Stage I, Question 6. Seven are leadership objectives: strategic awareness and foresight, adaptive problem-solving, collaborative leadership, constructive conflict resolution, member engagement and responsiveness, coaching and mentorship, and continuous learning and self-improvement. Three are ethical objectives: fairness and impartiality in leadership decisions, ethical integrity and responsible decision-making, and diversity, inclusion, and respect for individual abilities. The design principles behind the plan are practical experience, accountability, collaboration, continuous improvement, and ethical leadership. Because VGRA depends on volunteers, I kept the schedules manageable and used virtual activities wherever I could. Competition from smaller, faster organizations is the reason strategic awareness and member responsiveness matter so much..

[Audio] Stage II: Training Topics Are Different for Each Level Regional Leaders Special Topics Leaders Board of Directors President Member engagement and retention Collaborative leadership and knowledge sharing Adaptive problem-solving Strategic awareness and foresight Conflict resolution and collaborative leadership Adaptive problem-solving and ethical decision-making Strategic awareness and oversight Conflict resolution and collective decision-making Ethical accountability and leadership evaluation Collaborative leadership and communication Adaptive problem-solving and conflict resolution Coaching and mentorship Each topic links to a Stage I objective and to a problem VGRA has already experienced, such as duplicated research or a Board that could not agree on a President. VGRA Leadership Development Plan · Stage II, Training In Stage II, I started with training, and I chose different topics for each level. Regional Leaders get member engagement and retention, collaborative leadership and knowledge sharing, and adaptive problem-solving. Special Topics Leaders get collaborative leadership and communication, adaptive problem-solving and conflict resolution, and coaching and mentorship. The Board gets strategic awareness and oversight, constructive conflict resolution and collective decision-making, and ethical accountability and leadership evaluation. The President gets strategic awareness and foresight, conflict resolution and collaborative leadership, and adaptive problem-solving and ethical decision-making. Each topic connects to a Stage I objective and to a real problem in the case, such as duplicated research across regions, or a Board that could not agree on a replacement President..

[Audio] Stage II: Which Tools Go to Which Leaders Tool Regional Special Topics Board President Personality inventory (voluntary) Yes Yes Yes Yes Strengths assessment Yes Yes Yes Yes Action learning Yes Yes Yes Yes Job assignments No Yes Yes Yes Mentoring (voluntary) Yes Yes Yes Yes Coaching Selected Selected Selected Yes After-action reviews Yes Yes Yes Yes Peer communities of practice Yes Yes No No Assessment center No No No Limited 360-degree feedback No No No Yes Step III narrowed this toolbox after feedback and fit it to the 24-month schedule, with no assessment center or 360 for the President. VGRA Leadership Development Plan · Stage II, Tools Stage II was my toolbox. For each tool, I decided who should receive it, and explained why I included or excluded each level, because not every tool fits every leader. Personality inventories and strengths assessments are voluntary and open to all four levels. Action learning, mentoring, and after-action reviews also go to all four. Job assignments go to the President, the Special Topics Leaders, and, as a creative alternative, rotating committee chairs for the Board, but not to Regional Leaders. Coaching goes to the President and to selected leaders at the other levels. Peer communities of practice are for Regional and Special Topics Leaders. In Stage II, I recommended a limited assessment center and 360-degree feedback for the President only, because of cost and the volunteer workload elsewhere. When I built the 24-month map in Step III, I narrowed the toolbox based on feedback and fit it to the schedule, so the final President plan has neither of those two tools..

[Audio] The Map: Four Levels Across Four Six-Month Periods Level Months 0–6 Months 6–12 Months 12–18 Months 18–24 Regional Leaders Self-assessment, 12-week training, mentoring, peer groups Refreshers, action learning, after-action reviews Personality inventory, strengths, on-request coaching Ethical behavior training Special Topics Leaders Self-assessment, 12-week training, mentoring, peer groups Refreshers, action learning with Regional Leaders Big Five, strengths, on-request coaching Ethical behavior training Board of Directors Peer conference, coaching, rotating chairs, evaluation Apply practices, follow-up evaluation Keep or adjust practices, evaluator review Ethics training, Talent Management President 16-week training with coaching, temporary committee chair Follow-up assessment, outside mentor Personality, strengths, action learning, review Ethical behavior workshop VGRA Leadership Development Plan · Step III This is the whole map on one page. The rows are the four levels of leaders. The columns are four six-month periods that add up to 24 months. In the first six months, each level starts with the activities that fit its role. In months 6 to 12, leaders move from learning to practicing. In months 12 to 18, they learn about their own strengths and style, and get support where they ask for it. In the last six months, every level completes ethical behavior training, and the Board also starts to build Talent Management into its work. Each level has a named coordinator who reports progress to the Board. I will go through each row, starting with the Regional Leaders..

[Audio] LEVEL 1 · 82 VOLUNTEER LEADERS Regional Leaders Months 0–6 Months 6–12 Months 12–18 Months 18–24 Ethical behavior training Expected effects: consistent decisions, accountability, and more concerns raised early Short self-assessment 12-week training series, one 90-minute virtual session every two weeks Voluntary mentoring, 30 minutes monthly Peer communities of 6–8 leaders, 60 minutes monthly Follow-up assessment about three months after training Quarterly 60-minute refreshers Action learning: one 12-week project After-action reviews within two weeks Voluntary personality inventory Voluntary strengths assessment On-request coaching, up to four 45-minute sessions Peer groups and mentoring continue VGRA Leadership Development Plan · Regional Leaders Regional Leaders come first because they work directly with members and are best placed to detect dissatisfaction early. In the first six months, they complete a short self-assessment and start a 12-week training series, with one 90-minute virtual session every two weeks. They can also take part in voluntary mentoring for 30 minutes a month, and join small peer communities of six to eight leaders that meet for 60 minutes each month. In months 6 to 12, a follow-up assessment shows which skills improved. Quarterly 60-minute refreshers target the gaps, and each participating group completes one 12-week action learning project, followed by after-action reviews within two weeks. In months 12 to 18, leaders can choose a personality inventory, a strengths assessment, and on-request coaching of up to four 45-minute sessions. In the last six months, everyone completes ethical behavior training, which should lead to more consistent decisions and more concerns raised early..

[Audio] FROM THE PAPER · STEP III, REGIONAL LEADERS The First Six Months in Detail Each activity names its length, its format, and its link back to a Stage II answer. VGRA Leadership Development Plan · Step III paper, page 3 This is the same plan as it appears in my Step III paper. Each activity has a length and a format, such as one 90-minute virtual session every two weeks, and each links back to the Stage II answer that recommended it. That connection between the stages is what the professor asked for, and it keeps the map from becoming a separate document..

[Audio] LEVEL 2 · RESEARCH VOLUNTEERS Special Topics Leaders Months 0–6 Months 6–12 Months 12–18 Months 18–24 Short self-assessment 12-week training on communication and research coordination Voluntary mentoring Peer communities with Regional Leaders Ethical behavior training Expected effects: more reliable research sharing and fairer treatment across regions Voluntary Big Five personality inventory Voluntary strengths assessment On-request coaching, up to four 45-minute sessions Peer groups and projects continue Follow-up assessment after training Quarterly 60-minute refreshers Action learning projects with Regional Leaders After-action reviews within two weeks VGRA Leadership Development Plan · Special Topics Leaders Special Topics Leaders carry VGRA's specialized research, so their plan stresses communication and coordination with Regional Leaders. They follow the same pattern as Regional Leaders, with different content. In the first six months, they complete a self-assessment and a 12-week training series that focuses on collaborative leadership, and on how they share research information. They also have voluntary mentoring, and join peer communities with Regional Leaders. In months 6 to 12, they take a follow-up assessment and quarterly refreshers, and work with Regional Leaders on action learning projects, with after-action reviews afterward. In months 12 to 18, they can choose a Big Five personality inventory, a strengths assessment, and on-request coaching. The last six months bring ethical behavior training, which should make research sharing more reliable and treatment across regions fairer..

[Audio] LEVEL 3 · SEVEN DIRECTORS Board of Directors Decide which practices to keep or adjust Coaching winds down for directors who met their goals Evaluator review in months 15–18 Ethical behavior training Talent Management built into Board work Independent evaluation sets a baseline Peer conference in place of the training series Coaching, 45 minutes monthly Rotating committee chairs Test conference practices at quarterly meetings Remaining directors take a chair for one quarterly cycle Evaluator follow-up in months 9–12 VGRA Leadership Development Plan · Board of Directors The Board comes next, because it approves resources and sets expectations for everyone else. I designed the Board's plan differently from the other levels. Directors would attend a peer conference with other nonprofit boards in place of the structured training series. Coaching is the main tool, with one 45-minute session a month focused on one behavior each director needs to improve. Directors also take turns chairing an existing committee, and an independent evaluator sets a baseline early on, because the Board should not be the only judge of its own performance. In months 6 to 12, directors test the practices they brought back from the conference at their quarterly meetings, and the evaluator follows up in months 9 to 12. In months 12 to 18, the Board decides which practices to keep, and the evaluator reviews progress again in months 15 to 18. In the last six months, directors complete ethical behavior training and begin building Talent Management into their work..

[Audio] FROM THE PAPER · STEP III, BOARD Why the Board's Plan Differs Volunteers who meet quarterly need coaching and peer learning, not the structured training series. VGRA Leadership Development Plan · Step III paper, page 46 Here is how I explained the Board's unique needs in the paper. The Board consists of volunteers who meet quarterly and have limited time for extra training, yet they make decisions that affect VGRA's future. The Board also oversees the development of other leaders while improving itself. So I placed more emphasis on strategic decision-making, individual coaching, accountability, and learning from experienced nonprofit board members, and less on the structured training series recommended for Regional and Special Topics Leaders. That is why the first six months include a peer conference, coaching, rotating committee chairs, and an independent evaluation..

[Audio] LEVEL 4 · OFFICE CURRENTLY VACANT President Months 0–6 Months 6–12 Months 12–18 Months 18–24 Follow-up assessment in month 7 Mentoring from an outside nonprofit executive Quarterly reports to the Board Ethical behavior workshop The Board checks minutes and reports for ethical practice Clock starts when the Board appoints a President Month 1: role meeting and self-assessment 16-week training with built-in coaching Temporary 60–90 day committee chair Big Five inventory, months 12–13 Strengths assessment, months 13–15 Action learning project from month 15 After-action review in month 18 VGRA Leadership Development Plan · President The President's plan starts when the Board appoints a President, because the office is currently vacant. Selecting the President is a Board decision outside this plan. In month 1, the President meets with the Board to clarify responsibilities, authority, and reporting expectations, and completes a self-assessment. The 16-week training has coaching built into it, and one-on-one coaching of 45 minutes a month continues through month 6. In months 5 and 6, the President chairs a temporary leadership development committee for 60 to 90 days. In months 6 to 12, a follow-up assessment in month 7 measures progress, and an outside nonprofit executive provides mentoring. In months 12 to 18, the President can complete a Big Five inventory and a strengths assessment, and then lead an action learning project on a real VGRA problem, followed by an after-action review in month 18. The last six months close with an ethical behavior workshop, and the Board checks meeting minutes and quarterly reports to see whether those practices show up in daily work..

[Audio] FROM THE PAPER · STEP III, PRESIDENT The President's Clock Starts at Appointment The plan accounts for the vacancy: the Board selects first, then the six months begin. VGRA Leadership Development Plan · Step III paper, page 71 The President's page in the paper deals with the vacancy directly. Selecting a new President is a Board responsibility outside this plan. At month 0, the Board approves the plan, including its activities, estimated costs, and time commitments, and the President's six months begin in the month the President is appointed. In month 1, the President meets with the Board and completes a short self-assessment. The 16-week program follows in months 1 to 4, with an independent facilitator who leads the sessions and evaluates the President through scenario-based exercises and practical assignments..

[Audio] Board, Months 18–24: Talent Management So No Vacancy Repeats Foundational Growth Career Qualities that are hard to change. The Board sets them as selection criteria in months 18–20, drawing on the Stage I objectives. Each quarter the Board reviews which volunteers show the capacity and interest to develop as leaders. Past assignments prepare future leaders. By month 24 the Board has succession plans for key positions. Based on Dugan and O’Shea (2014), as connected to Stage I, Question 5 on Talent Management. VGRA Leadership Development Plan · Board, Talent Management In the final six months, the Board applies what it has learned to Talent Management, which I covered in Stage I, Question 5. I used the three dimensions from Dugan and O'Shea, published in 2014. The foundational dimension covers qualities that are consistent over time and hard to change, so the Board uses them as selection criteria, which it sets in months 18 to 20, instead of expecting training to create them. The growth dimension covers what helps or holds back a person's ability to develop, so each quarter the Board reviews which volunteers show the capacity and interest to grow as leaders. The career dimension uses a person's record in past roles to indicate probable success, so by month 24 the Board identifies the positions that need succession plans. VGRA has already experienced what happens without a replacement ready, and this is how the plan tries to prevent it..

[Audio] FROM THE PAPER · STEP III, BOARD, MONTHS 18–24 Talent Management, Applied The paper cites Dugan and O’Shea (2014) and ties each dimension to a Board action with a date. VGRA Leadership Development Plan · Step III paper, page 68 Here is the Talent Management section in my paper. It cites Dugan and O'Shea, published in 2014, and defines each of the three dimensions. The foundational dimension becomes selection criteria that the Board records in its meeting minutes, so leaders understand what is expected and how candidates will be considered. The growth dimension becomes a quarterly review of which volunteers show the capacity and interest to develop. The career dimension becomes succession planning, so VGRA does not face another vacancy without a prepared replacement..

[Audio] Will the Plan Succeed? It Can, If the Board Changes First What Could Cause Failure The Weakest Level: The Board Leaders treat training as a box to check Limited funding and volunteer burnout Resistance to feedback Board disagreements and a long President vacancy The Board approves resources, sets expectations, and decides whether the plan continues. If it cannot resolve disagreements or identify its own weaknesses, every other level is affected. The plan is realistic and appropriately designed, but its success is conditional on the Board changing its own behavior. VGRA Leadership Development Plan · Step IV, Questions 2 and 6 Now for an honest assessment. I believe the plan can succeed, but I would not guarantee it. The plan could fail if leaders treat development as another requirement to complete, if funding is limited, if volunteers burn out, or if leaders resist feedback. Continued disagreements on the Board, or a long vacancy in the President's office, could also stall it. The weakest level is the Board of Directors. That is not because the other levels have fewer weaknesses. It is because the Board approves resources, sets expectations, evaluates leadership, and decides whether the plan continues. So my answer is conditional. The plan is realistic and appropriately designed, but its success depends on the Board changing its own behavior, and holding itself to the same expectations it sets for everyone else..

[Audio] FROM THE PAPER · STEP IV, QUESTION 2(C) The Honest Answer: The Board The plan can succeed only if the Board demonstrates the same changes it expects from other leaders. VGRA Leadership Development Plan · Step IV paper, page 101 This is my answer to the question about the weakest level of leadership. I named the Board, and I explained that this is not because the other levels have fewer weaknesses. It is because the Board approves resources, establishes expectations, evaluates leadership, and decides whether the plan continues. This answer also qualifies my earlier one: the plan can succeed only if the Board demonstrates the same changes it expects from the other leaders..

[Audio] An Investment to Evaluate, Not a Guaranteed Saving Costs Possible Returns Feedback to VGRA Conference fees, qualified facilitators, coaching, independent evaluation, and volunteer time. Fewer repeated disagreements, less duplicated work, and better member engagement. The plan improves the conditions for disengagement to fall, but cannot guarantee members return. Quarterly virtual Board meetings, coordinator progress reports, self-assessments, and after-action reviews, so problems surface every six months. The map is detailed enough to guide implementation, but it is not a fully funded or finalized program. Costs, facilitators, and schedules need confirmation first. VGRA Leadership Development Plan · Step IV, Questions 7 to 11 On cost, my plan does add some. Conferences, qualified facilitators, coaching, and independent evaluation require funding, and even volunteer-led activities take time. Over the long term, the plan could reduce wasted time and money if it improves decision-making and coordination, but I have not established that the savings will exceed the costs. So I see it as an investment whose value must be demonstrated through results. The same applies to member engagement. The plan can improve the conditions that lead to disengagement, but leadership development alone cannot guarantee that members return. VGRA gives feedback through its Board, the quarterly virtual meetings, coordinator progress reports, self-assessments, and after-action reviews, so problems surface every six months and not at the end. Finally, I believe the map is detailed enough to guide implementation, but it is not a fully funded or finalized program. Costs, facilitators, and schedules still need to be confirmed..

[Audio] KEY TAKEAWAY A Reasonable Path Toward Stronger Leadership Its success depends on the Board’s commitment, consistent participation across all four leadership levels, and measurable changes in how leaders perform their responsibilities. Thank you · Natalie Tchoroukian To close, leadership development is not something an organization can accomplish through a few workshops or a written plan. It requires people to identify their weaknesses, act on feedback, and demonstrate that they are willing to lead differently. VGRA's plan provides a reasonable path toward stronger leadership, but its success depends on the Board's commitment, consistent participation across all four leadership levels, and measurable changes in how leaders perform their responsibilities. Thank you for watching..