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The purpose of this paper was to examine the definitions of global leadership and indigenous leadership, identify leadership capacities inherent in human resource development (HRD) and determine relationships of the three as a means to develop a model to aid and guide opportunities for future research.

Following a two-stage integrative literature review of HRD, global and indigenous leadership literature, the grounded theory constant comparative method established 31 positive and 1 negative leadership domains, and respective capacities, and compare domains from literature.

The Global Leadership Capacity Wheel informs researchers of strengths and areas for additional research, has resulted in a more complete model of global leadership and calls for increased clarity for leadership capacity model development, especially for complex, global environments and local constructs and theories.

Although the literature had adequate representation in the business and organizational acumen and managing people and relationships central global leadership domains, more research and reporting is required for managing self and indigenous leadership capacity development subdomains.

Leadership development is a high priority and core function of HRD. The Global Leadership Capacity Wheel provides a tool for scholars and practitioners to guide global leadership development programs and research.

Understanding the relationships of leadership capacities from global and indigenous perspectives is helpful to examine cultural, identity and macro-contextual dimensions and their influence on leadership.

The Global Leadership Capacity Wheel provides a type of road-map, a holistic representation, in the context of developing global leaders in today’s complex environment.

The purpose of this paper is to identify the different leadership development techniques used to develop leaders from the human resource development (HRD) and performance improvement (PI) literature, and to categorize the development techniques using Garavan et al.’s (2015) multifaceted typology of development where development has recently emerged in the literature as a “central and important process” (p. 360).

This literature review followed the guidelines for an integrative literature review presented by Torraco (2005) and Imel (2011). This literature review was a freestanding literature review designed to provide directions for future research and development within the HRD discipline.

This literature review categorized over 500 leadership development techniques and mapped them with previously identified leadership capacities into Garavan et al.’s (2015) development typology. Once mapped, the authors were able to identify the most common leadership capacities and related development techniques for each development domain in the typology.

This research provides a tool for identifying required leadership capacities and development techniques that could be used by scholars and scholar-practitioners to conduct further research, as an aid in designing future leadership development programs and as instructional materials in the classroom.

Leadership is becoming a shared construct in today’s literature. Leadership as a shared construct has multiple shareholders, both internal and external of the agent. To better meet the needs of these shareholders, this research provides tools for the scholar and scholar-practitioner for leadership development that can be catered to one’s needs – as opposed to a one-size fits all strategy.

This paper highlights the HRD and PI literature, and provides a pragmatic tool for leadership development. This tool can be used by scholars for future research and for testing, as well as by scholar-practitioners for designing future leadership development programs.

The purpose of this paper is to provide further discussion on the role of educational support adding value by sustaining the function of capacity building in emerging countries and states in transition and development. The Asia-Pacific region is noted for being in a continuous and rapid state of change dramatically affecting both private and public institutions. One such institution involves the provision of education with specific emphasis on leadership development in the defence sector; and the on-going education and development of military personnel, civil servants and civilians from different professions, in the wider Indonesian society. This exploratory research paper highlights one bi-lateral educational initiative that has acted as a catalyst for change which was developed in partnership between the Indonesian and British governments and Cranfield University in the UK. The findings highlight a challenge to dominant western perspectives on educational provision in general and leadership development in particular; and focused on the potential for a schism between content and process issues in the provision in particular of leadership development that is not contextually situated and can be dominated by Anglo-American perspectives. Key factors including capacity building, knowledge management, the learning process and the influence of culture were identified as fundamental and integral for a more appropriate design of leadership development programmes in defence and security, within the Asia Pacific region.

Using a case study approach, it utilises one educational institution involved in the provision of education with specific emphasis on leadership development in the defence sector; and the on-going education and development of military personnel, civil servants and civilians from different professions.

The findings highlight a challenge to dominant western perspectives on educational provision in general and leadership development in particular; and focused on the potential for a schism between content and process issues in the provision of education and leadership development that is not contextually situated and can be dominated by Anglo-American perspectives.

It is a potential guide in helping practitioners in identifying, designing and implementing leadership development courses to manage the complexity of the processes of change in an international context.

Given the dearth of research on defence and security the study was prescient. This paper contributes much needed further discussion about the role leadership development interventions play in supporting capacity building in states in transition and development.

This paper draws on the extant literature and experiences of selected ACBF‐supported programs to interrogate approaches to enhancing institutional leadership in African universities. The paper posits that African universities must proactively take charge of fostering institutional leadership so as to translate leadership competence into strategic assets. Such assets are key to bolstering intellectual capital, strategic scanning, i.e. the capacity to recognize the behaviour of interconnected systems to make effective decisions under varying strategic and risk scenarios, and the transformation of knowledge. To this end, African universities need to transcend their current “modern” system of education to a post‐modern perspective, which recognizes context, collaboration and knowledge as valued skills. Enhancing institutional leadership is also crucial if Africa is to compete in today’s rapidly globalizing world and knowledge society. More importantly, doing so has direct impact on shaping the quality of leadership on the Continent, and consequently the resulting policy decisions and governance. The paper concludes that while institutional, political, demographic as well as resource challenges exist, African universities today, are uniquely positioned as a result of uptake of knowledge management, strengthened private‐public partnerships and advances in ICT to enhance institutional leadership.

One of the top domestic issues of concern to Americans is access to high-quality and affordable health care, and there is a growing concern about how institutions struggling to survive within this trillion-dollar industry will increase their effectiveness in the future. This chapter outlines a process of leadership development using an action learning approach in one Midwestern health care system over a period of three years. The process addresses both the development of the individual leader as well as the collective leadership capacity in an effort to sustain organizational learning and effectiveness over time. A model is presented that covers four phases or Four C's of development, which includes movement from individual Competency development, to the development of social capital through the enhancement of Connections and Creation of shared understanding, ultimately expanding Capacity for change within the organization. We also address other factors that must be taken into consideration that will either enhance or impede the concentric movement such as culture, sponsor support, and alignment of systems and structures.

This paper aims to examine the benefits and challenges of enacting cross‐sector alliances as a strategy to meet the health leadership capacity and capability requirements to effect improvements in health service delivery.

The findings originate from two case studies of cross‐sector alliances in Canada.

Value generated by strategic alliances in health with organisations from public, private and civil sectors is accrued at the inter‐organisational, organisational, group and individual level. Obstacles related to mindsets, operations and governance guiding the partnerships were identified which further an understanding of the advantages and constraints for using cross‐sector alliances as a strategy for large‐scale health leadership development.

Future research could investigate whether other factors influence the overall success of using an alliance strategy which may lead to a more comprehensive understanding of large‐scale health leadership initiatives. Given the universal health care context of this study, the results should be examined for their generalisability to other contexts.

The results urge decision‐makers to develop the mental models, behaviours and processes that support the use of cross‐sector alliances to achieve practical benefits gained through large‐systems health leadership development that may otherwise be unattainable.

This paper responds to the needs of executives by investigating alliances among health, education, business and government as a strategic driver for building the health leadership capacity and capability needed for implementing health reform.

It is proposed that the desirable goal of structuring the organization for leadership development has less to do with formal hierarchical structure than with the informal norms and networks that support organizational systems and processes. In this manner, strategic leaders need to think of themselves as social architects in helping to generate the kinds of normative conditions that facilitate leadership development. In particular, priority concerns for leadership development are issues such as what are the culture and climate for learning and development? and how healthy is the interpersonal context in which the shared work of the organization takes place?

The purpose of this paper is to explore the educational leadership capacity of mentors working with new teachers and to identify factors that support and hinder the development of this leadership capacity.

The author conducted a qualitative case study of mentors with connections to the New Teacher Center in California. Data were collected through an online survey of mentors, focus group interviews with mentors, and interviews with programme leaders.

Mentors in the study view themselves as educational leaders and were able to identify enablers and barriers to the development of their leadership capacity. Enablers include: their selection and experience as mentors, mentor preparation and ongoing professional support, and the support and encouragement of skilled programme leaders and of some principals and districts. The main barrier to mentors having a positive impact is the culture of the schools and districts in which they work.

Findings from this small-scale study of mentors with connections to the NTC cannot be transferred to other contexts, however, the factors supporting and hindering the development of educational leadership capacity may be of interest and relevance to other mentoring programmes.

There is a lack of empirical research that considers the benefits of mentoring for the mentors and in particular the educational leadership capacity that mentors develop in their roles.