Search results

The authors introduce an experience‐based approach offering a comprehensive new way of developing leaders. It knits together on‐the‐job experience, life experience, and specific skill development, rather than presenting employees with a smorgasbord of classes and programs that is tenuously linked (if it is linked at all) to career development, succession planning, or business objectives.

The authors base their conclusions on previous Accenture research and their observations of leadership technology as used by organizations.

Advances in learning models, information technology, and leadership research strongly suggest that new approaches like experience‐based learning hold strong promise in helping companies meet the high performance challenge.

The experience‐based approach bridges the gap between practice and performance through creative uses of information and communication technology. Research to validate and show the impact of the experience‐based approach compared to various alternatives would be welcome.

The experience‐based method can be adapted to the developmental needs and opportunities of leaders and potential leaders at all stages of their careers, and also to the changing needs of organizations operating in complex and uncertain environments. The goal of experience‐based leadership development is to equip employees to mine their experiences – continuously and intensively – for insight into what it takes to lead, what it takes to grow as a leader, and what it takes to cultivate the leader in others (peers and superiors as well as subordinates).

Today's challenge for organizations is to grow more leaders over a larger terrain and faster than ever before. Article explains how a program that uses learning models, information technology, and leadership research to link experience and leadership training can help companies produce higher quality leaders more efficiently.

Findings by leadership researcher Robert J. Thomas suggest that organizations reconsider what they know about how successful leaders actually learn. In an interview Thomas aims to explain what he means by crucible experiences and how leaders learn from them.

The paper takes the form of an interview with leadership researcher Robert J. Thomas.

Thomas believes that organizations can develop more leaders by helping promising employees learn from experience, especially situations he calls “crucibles.” Potential leaders, he says, must then develop and apply a personal learning strategy, and they must practice as they perform. Aspiring leaders must learn from experience, develop and apply a personal learning strategy, and practice their craft as they perform it. The five criteria for experience‐based leadership development are presented.

Thomas found that leaders benefit from difficult experiences that transform their attitudes or behavior. These tests – crucible experiences – can and often do provide rich opportunities to learn leadership lessons and learning perspectives that last a lifetime.

Thomas describes the methods of Toyota and Boeing (with its Waypoint program), two corporate exemplars of experience‐based leader development. These programs prepare people to extract learning from experience. They understand that people have to be supported while they're engaged in experienced‐based learning.

The purpose of this paper is to analyze if the sport trajectory could be an impact factor in leadership development.

A qualitative research method has been adopted by conducting 17 in-depth, semi-structured interviews. The data were analyzed with the program Open Code (4.03).

The findings of this study revealed that the interviewed managers perceived that their sport trajectory has had an important influence in the development of their leadership. This influence is determined by four factors: (1) sport profile, (2) sport referents, (3) competences, values and abilities and (4) experiences from different sport roles played during their lifespan.

The research is based on interviews with a small sample of managers. In order to develop the research further, a more extensive sample is required.

The paper is unique as it examines the impact of the sport trajectory as an impact factor in leadership development.

It is important that organizations embark on leadership development programs that will enhance leadership effectiveness. The purpose of this article is to identify some leadership development initiatives.

The paper uses a review of the literature to offer some leadership development practices.

Leadership development should be comprehensive and systematically integrated into the organizational culture in order to produce leaders who can deal adequately with organizational challenges.

Organizations and leadership developers should use a systemic approach in order to address the current leadership crisis. This paper emphasizes a global perspective and an organizational commitment to leadership development. It is suggested that organizations should have a long‐term focus towards realizing the benefits from investments in leadership development programs. The article offers a number of approaches to the selection and development of leaders at all levels of an organization.

All organizations face the problem of developing good leaders. This paper helps to identify some approaches to leadership development that will enhance leadership effectiveness and organizational performance.

The purpose of this paper is to develop a leadership skills development model and measure, based on its effect on organizational effectiveness and moderator effect of knowledge sharing.

Using the survey method, this paper investigates the validation of measures and model of the study. It tests the reliability and constructs validity of a leadership skills development measurement scale, created on the basis of the existing measures of leadership, organizational effectiveness and knowledge sharing. This scale is harmonized with transformational, transactional and servant leadership theories.

A structural model and measure of leadership skills development is proposed.

This study is limited by its particular population; therefore, future research need to be done to illustrate whether the current results can be generalized with other samples from different situations and cultures.

The paper provides an in depth review of leadership development, as well as developing a theory-based model and a valid and reliable questionnaire, which measures leadership skills development, effectiveness and knowledge sharing. The study results could improve the future empirical leadership development research.

The present study examines leader development as one of the potential outcomes for mentors and investigates whether the provision of mentoring contributes to developing mentors' leader identity and leader self-efficacy.

Relying on a quasi-experimental design, data were collected at four points in time over eight months from a mentor (n = 46) and an equivalent nonmentor group (n = 25). Participants in the mentor group were volunteer mentors from a doctoral mentoring program that was implemented at a large Canadian university.

Participants in the mentor group experienced a more positive change in leader identity and leader self-efficacy, compared to the participants in the nonmentor group. Further analysis of the participants in the mentor group suggests that the extent to which mentors provide career and psychosocial support explains the growth rate in the development outcomes.

By documenting benefits of mentoring for mentors, program administrators may be able to recruit mentors who are more engaged in the process. In addition, they can encourage their members to volunteer as mentors to gain leader development outcomes.

This longitudinal study connects the areas of mentoring and leadership development. While the majority of mentoring studies focus exclusively on mentoring outcomes for protégés, the present study shows that mentoring can benefit mentors as well.

As the world struggled to come to grips with the Covid-19 pandemic, over twenty scholars, practitioners, and global leaders wrote brief essays for this curated chapter on the role of global leadership in this extreme example of a global crisis. Their thoughts span helpful theoretical breakthroughs to essential, pragmatic adaptations by companies.

Taking the perspective that leadership education is similar to art education created a bridge connecting the leadership education literature with the large and rich body of literature on art education and art history. A survey of the more prominent Renaissance art academies was employed to illuminate the education practices of that extraordinary time, and then consider whether these practices had application to modern day leadership education. Results directly challenged the efficacy of the skills approach to leadership education, affirmed the importance of the mentoring method, supported the communities of practice method as a powerful tool for leadership education, argued for the idea of a talent for leadership, proposed designing leadership games and simulations that included positive and negative consequences, and stressed the importance of creating college and university based leadership academies.