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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.

Research in commercial organizations has provided a multitude of examples on how leadership development can effectively foster employees’ performance and work-related attitudes such as commitment or satisfaction. In contrast, to date systematic leadership development is largely lacking for employees in higher education. However, we suggest that the positive effects of leadership development in commercial organizations also apply to the academic context. Thus, the purpose of this applied article is to present two approaches to the development of leadership in higher education. More specifically, we provide a detailed description of two different programs offered to researchers at a large German university. The first program constitutes a leader development initiative for junior faculty on an individual level, whereas the second focuses on the development of leadership within university departments on a group level. We provide recommendations for establishing and evaluating effective leadership development in higher education.

This paper aims to investigate the attitude of European organisations to leadership development initiatives and to identify best practice initiatives that organisations should employ to build skills and capabilities for the future.

The research, Leadership Development in European Organisations, conducted by DIEU, the Danish Leadership Institute. The study was completed in November 2004 and was conducted among 51 global organisations via face‐to‐face and telephone interviews. The respondents all operate at a senior level within their organisation – for example, they are senior development managers, directors or vice presidents. Over 70 per cent of the participating organisations employ over 20,000 people and 22 per cent have between 5,000 and 20,000 employees. Participating companies include Astra Zeneca, BMW, BP, Cadbury Schweppes, Dell Computers, HBOS, IBM Europe, Pearsons plc, Siemens, UBS and Vodafone.

The DIEU study has found that more than half (53 per cent) of key European business players have not increased their leadership training budget for the last four years and 46 per cent say they cannot see this level of investment changing in the next three years. Less than one‐quarter of boardrooms and under one‐third of senior management teams are fully committed to their companies’ goals for leadership development and nearly half (48 per cent) are not integrating their leadership development with business needs. The report cites organisational frictions and a general lack of awareness that leadership development matters as being among the reasons for this lack of support for leadership development.

This paper is valuable to organisations and HR and development professionals who are considering or reviewing their current leadership development activity. It makes a number of recommendations for organisations seeking to implement best practice leadership, as well as detailing the likely future nature of leadership development across the board.

Leaders' capacity has become mission‐critical in many organizations today. However, this business challenge is a struggle for many. Part of the reason is that current approaches to building leadership capacity are failing to hit the mark, and many senior leaders have little confidence in their organization's leadership development programs. This article aims to examine how organizations can close the leadership gap in their organizations by implementing an integrated approach to leadership development.

The evolution of leadership development is discussed and a framework is presented to examine traditional approaches and consider their limitations.

The integrated‐solution approach to leadership development represents a more strategic, synergistic and sustainable way for organizations to build the leadership capacity they require to gain competitive advantage. The integrated solution is intense. It requires serious commitment on the part of organizations, their senior leaders and from HR. The process also is more complex. In the long‐term though, the integrated‐solution approach delivers greater value to organizations and ensures that their investment in leadership development is optimized.

The article presents practical and proven strategies to overcome the leadership gap in organizations today

In a world of continuous volatility, complexity and uncertainty, the need for enhanced leadership has gained significant attention. Leadership development efforts continue to scale up but fail to produce the desired leaders. This calls for fundamental changes in the way leadership development happens.

Knowing this very well, it is ironic that organisations remain limited in their ability to develop leadership talent. Leadership models may be inadequate to prepare our leaders for the future. Effective leadership development frameworks need to take a contextual view and evolve sustainable and competitively integrated solutions to today’s leadership challenges.

This chapter explores the changing paradigms related to leadership development and highlights how contextual enablers will help practitioners better select and develop leaders.

Current volatile environments, business complexity, and leadership gaps are compelling organizations to deploy effective leadership development strategies. Fueled by competitive growth and people challenges, efforts continue to scale up but fail to create the desired leaders. This paper aims to address the missing links and calls for new ways of deploying leadership development strategy.

Qualitative data on experiential feedback have been collected from participants and stakeholders of leadership development programs in Indian organizations.

An integrated six-step approach to leadership development has been proposed for scholars and practitioners.

From the practitioner’s perspective, this study contributes to the field of leadership development by challenging the relevance of current approaches. It also adds to the scholarly literature on leadership development in the context of the organization and the individual.

Current studies in the area of leadership development in the Indian context are scarce.

The purpose of this paper is to identify the specific practices senior leaders need to engage in to best support their organization’s leadership development initiatives. All organizations invest billions of dollars around the world in leadership development, but there is surprisingly little attention given to the important role that senior leaders play in supporting these efforts. This paper draws upon focus group research with those responsible for designing and implementing leadership development initiatives to identify the strategic role senior leaders play in formal leadership development efforts.

To explore this issue, we conducted structured focus groups with over 250 executives, HR leaders and talent managers from over 30 different global organizations. Participants were responsible for leadership development in their respective organizations, averaged 44 years of age, 18 years of work experience, and were 54 per cent men and 46 per cent women. These focus groups were being used to solicit the input of those responsible for leadership development to identify the specific things senior leaders need to do to best support these leadership development efforts. The participants were asked to answer the following question, “Based on your experience, what specific things do senior leaders in your organization need to do to best support your efforts at developing high performance and strong leadership talent?”

Focus groups identified a series of key senior leader behaviors that are necessary to support an organization’s leadership development efforts. These findings, included the importance of senior leadership commitment to the process, the identification of specific leadership behaviors necessary to support these initiatives, the requirement of clearly understanding the organizations leadership development process, providing appropriate financial, staffing and technology resources to support these efforts, creating a climate of continuous learning and role modeling appropriate behaviors, among other findings.

While the focus groups in this research and the subsequent qualitative and quantitative analysis of the findings were rigorous, the participants were not a randomly selected group and were by definition a convenience sample. At the same time, the implications of this research are significant on this important subject and provide a solid baseline for both practitioners and researchers alike to help explore, identify and build on best practices for senior leaders to support organizational leadership development initiatives.

Leadership is the key to success in any organization. To maintain that success, leadership development and continuous learning is imperative. This paper provides ten specific practices based on the focus group research that can help senior leaders create a more supportive environment for effective leadership development initiatives. The methodology used to identify these factors can be duplicated in other organizations to help them build an appropriate model for senior leader support for leadership development in their enterprise.

The social implications for improving any organizations’ leadership is significant. It is known that effective leaders foster innovation, improve teamwork, create a more positive workplace, drive continuous improvement in quality, reduce turnover and improve the financial performance of most enterprises. With this backdrop, organizations can and must do everything in their power to accelerate leadership development and to engage in activities that do so. This paper will help pinpoint leaders and leadership development researchers and experts in that direction.

This manuscript offers a unique perspective on the role of senior leaders from the perspective of those who design leadership development programming in their organizations. And given both the readership and focus of this journal, this is an important perspective which takes into account the operational demands of leadership development in the strategic role senior leaders play in supporting these efforts.

Business environments have become more complex, dynamic, and uncertain in the past few decades. To navigate this complexity, organizations need to enhance their competitiveness, improve performance, and build leadership. Though leadership contributes to strategic advantage, the challenge for human resources (HR) to build the next generation of leaders remains. This has sparked the need for practitioners to understand the role of HR in enhancing leadership capability.

Using qualitative analysis and practitioner insights, this paper contributes to the understanding of the role of HR in leadership development.

The study proposes the HR PACE model for the role of HR in leadership development.

This study has potentially significant implications for HR, leadership development scholars, and practitioners while designing and implementing leadership development in organizations.

While empirical studies on how HR practices of recruitment, performance management, training, and development impact organizations exist, there are rare studies assessing the role of HR in leadership development. This study examines the role of HR in leadership development.

This study was conducted to explore leadership development within student collegiate clubs and organizations at an agrarian university in Ukraine. The data were then compared to a College of Agricultural Sciences at a university within the United States. The information collected in the study will serve as a basis for understanding leadership development within student collegiate clubs and organizations. The findings indicated that leadership development within student collegiate clubs and organizations is occurring. The study found that leadership development is a product of the culture in which it functions. Students from the Ukrainian university are developing leadership skills through a highly socialized model. This results in the development of a collaborative leadership style, which reflects the philosophy of the former Soviet culture. In sharp contrast to the collaborative style, the United States group is developing more of an individualistic style, indicative of its culture.

This study aims to focus on key approaches to education for sustainability (EfS) leadership development in the context of Malaysian and Japanese universities. The authors identify key indicators of effective EfS leadership development approaches using both descriptive and inferential analyses, identify and compare the preferred leadership learning methods of academics and examine the impact of marital status, country of residence and administrative position on the three EfS leadership development approaches.

The study is quantitative in approach and survey in design. Data were collected from 664 academics and analysed using the efficient partial least squares (PLSe2) methodology. To provide higher education researchers with more analytical insights, the authors re-estimated the models based on the maximum likelihood methodology and compared the results across the two methods.

The inferential results underscored the significance of four EfS leadership learning methods, namely, “Involvement in professional leadership groups or associations, including those concerned with EfS”, “Being involved in a formal mentoring/coaching program”, “Completing formal leadership programs provided by my institution” and “Participating in higher education leadership seminars”. Additionally, the authors noted a significant impact of country of residence on the three approaches to EfS leadership development. Furthermore, although marital status emerged as a predictor for self-managed learning and formal leadership development (with little practical relevance), administrative position did not exhibit any influence on the three approaches.

In addition to the theoretical and methodological implications drawn from the findings, the authors emphasize a number of practical implications, namely, exploring the applicability of the results to other East Asian countries, the adaptation of current higher education leadership development programmes focused on the key challenges faced by successful leaders in similar roles, and the consideration of a range of independent variables including marital status, administrative position and country of residence in the formulation of policies related to EfS leadership development.

This study represents an inaugural international comparative analysis that specifically examines EfS leadership learning methods. The investigation uses the research approach and conceptual framework used in the international Turnaround Leadership for Sustainability in Higher Education initiative and uses the PLSe2 methodology to inferentially pinpoint key learning methods and test the formulated hypotheses.