LEADERSHIP DEVELOPMENT

Leadership development

Leadership development

Summaries

The reason of this paper is to empirically enquire hierarchical influences on exact transformational leadership (TFL) behaviors (i.e. idealized leverage, inspirational motivation, thoughtful stimulation, and individualized consideration).

Design/methodology/approach - Survey facts and numbers on TFL, job approval, and hierarchy were assembled from 448 managers from a multinational company in Sweden.

Findings - Idealized leverage and inspirational motivation appeared more often amidst top other than middle managers, while there were no dissimilarities for thoughtful stimulation and individualized consideration. Also, idealized leverage, inspirational motivation, and thoughtful stimulation were more productive in reinforcing subordinates' job approval amidst top other than middle managers, while individualized concern was likewise productive in both groups.

Research limitations/implications - The cross-sectional study conceive precludes causal deductions and possibly permits for widespread procedure bias. With the major study concern pertaining to hierarchical dissimilarities in TFL, although, procedure bias appears improbable to completely account for the results(Heike, Frank, 2004).

Practical implications - Study outcomes focus the necessity to reinforce TFL on smaller managerial levels. Organizations might accomplish this by chopping administrative constraints and empowering smaller grade leaders.

Originality/value - The study locations recurring calls for a concern of framework components in TFL research. It points to the function of hierarchy as a boundary status of TFL.

Although the best leadership-development processes include multiple levels, there is a long-standing confusion between leader development and leadership development. What is typically called leadership development is usually more accurately conceptualized as leader development, as it is targeted at developing individual leaders. This distinction goes beyond mere semantics, because it gets at the core of the important role that social context plays in leadership. A social context is necessary in that no leadership can occur without at least one other person (i.e., “follower”) who is influenced, directed, supported, or otherwise affected by the leadership process(Heike, Frank, 2004). Nonetheless, most so-called leadership-development efforts are focused entirely on enhancing individual leaders' knowledge, skills, and abilities (or broader competencies) in ways that are expected to improve their overall individual leadership capabilities. Developing individual or intrapersonal capabilities (i.e., human capital) can enhance the potential for effective leadership at some future point, but it does not ensure more effective leadership without attention to the social context. The broader concept of leadership emerges through social interaction and is based on the pattern and quality of networked interpersonal relationships in an organization (i.e., social capital).

Developmental Practices

Many different types of interventions have been used to facilitate leadership development. They vary in degree of intensity, organizational embeddedness, and temporal scope. An important distinction across various interventions is the extent to which they emphasize the development of intrapersonal skills (e.g., self-awareness, self-regulation, or other individual skills), interpersonal skills (e.g., social skills, social awareness, or other relational skills), or both. An especially important but often overlooked aspect of successful leadership development is linking the development of intrapersonal skills (human capital) with the development of interpersonal skills (social capital) (Heike, Frank, 2004).

Formal Classroom Programs

The most common approach to leadership development is the formal ...