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Part one of this paper (Alban‐Metcalfe & Alimo‐Metcalfe, 2009) concluded that personal qualities and values, and leadership competencies, are necessary, but not sufficient, for effective leadership. Part two considers the relationship between leader development and leadership development, and presents a ‘conceptual model’ that seeks to integrate three approaches to understanding leadership, and to relate them to the distinction between leader behaviour and leadership behaviour, and to the development of ‘human’ and ‘social capital’.

After examining the nature and significance of ‘integrative’ leadership, a distinction is drawn between five different formal leadership roles. It is suggested that they tend to be associated with different kinds of problem (‘wicked’, ‘tame’ and ‘crisis’). The paper goes on to consider (1) the different leadership competencies required (political, strategic and operational), and evidence of a cause‐effect relationship between an engaging style of leadership and productivity, and (2) evidence of the impact of leadership behaviour on others. Finally, the paper advocates a modified version of the model of leadership development proposed by Bennington and Hartley (2009).

The aim of this paper is to present evidence of the reliability and validity of the “Local Government 360 (LG360)”, a diagnostic tool for assessing both competent and engaging leadership behaviour among managers and professionals in local government.

The paper argues that the assessment of both leadership competencies (the “what”) and engaging leadership behaviours (the “how”) is essential for a valid diagnosis of individuals' strengths and developmental needs.

Evidence is presented of the internal consistency (reliability) and the criterion and discriminant validity of the tool, among an opportunity sample comprising 288 local government staff, of whom 143 were female and 77 male; 58 were from a Black and Minority Ethnic background and 220 were White.

Data on the impact of leadership behaviour on direct reports, provided by the LG360, are powerful in providing evidence to emphasise that the way in which a leader behaves can have a significant effect on staff attitudes and wellbeing at work.

Although a number of 360-tools are available, only in a small number of cases are their psychometric properties, particularly empirical evidence of their criterion and discriminant validity, reported.

The purpose of this paper is to assess developments in gender and leadership since 1995.

The author reflects on how she developed her work as an organisational psychologist during this time and introduces an “inclusive” model of leadership.

Statistics regarding the intransigence in progress in the representation of women means there is little to celebrate.

The paper offers suggestions as to how gender bias in leadership can be eliminated or reduced.

This paper aims to describe the development of a wholly new model of transformational leadership and its applications in practice.

The paper provides a description of a wholly new, inclusive model of transformational leadership and the way in which it can be applied in practice, in the context of embedding good leadership within the culture of an organisation and ensuring “best practice” in 360‐degree feedback.

The paper finds that the Transformational Leadership Questionnaire (TLQ)™, which is both gender‐ and ethnicity‐inclusive measure of “nearby” leadership, differs fundamentally from the kind of “heroic” models that have emanated from the USA and which have dominated the literature. Comparative data are presented of the mean scores on the TLQ, based on direct reports' ratings of their line manager, across a wide range of public sector organisations, including local government, the NHS, schools, and two central government agencies. Patterns emerge in areas of strength and developmental need, and the implications of these findings are discussed in terms of the impact of leadership behaviour and its effect on the psychological safety and well‐being at work of staff.

The following needs are identified: ‐ to adopt a model of leadership that is relevant to the needs of organisations in the twenty‐first century; to embed good leadership practices at all levels; to ensure that, when 360‐degree feedback is given, it is done so in a way that conforms to the principles of ‘best practice’.

The following model of “nearby” leadership that is described is relevant to leaders at all levels in public and private sector organisations. It points to the consequences of poor leadership behaviour, and the need for the adoption of a model of leadership that is relevant to the needs of the twenty‐first century.