Leadership development techniques

Abstract

Purpose 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). Design/methodology/approach 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. Findings 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. Practical implications 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. Social implications 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. Originality/value 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.

A Theoretical Literature Review on the Social Identity Model of Organizational Leadership

“…Including the SIMOL theory in future leadership development programs would provide new and improved perspectives for scholars and scholar-practitioners operating in the domain of leadership development. Leadership development programs that focus on developing leaders in the dialogic or networked domains (interdependent development; see Garavan, McGuire, & Lee, 2015) do best when incorporating culture, diversity, and identity in the design of the program (Turner, Baker, Schroeder, Johnson, & Chung, 2018).…”

LEADERSHIP DEVELOPMENT: Three programs that maximize learning over time

“…In keeping with this view, leadership indeed produces an impact: it plays an important role in improving the performance of public sector organizations, for it embodies a capacity to influence and affects the ways organizations do their work (Beheshtifar & Vazir-Panah, 2012;Fortin, 2015;Ogawa & Bossert, 1995;Turner, Baker, Schroeder, Johnson, & Chung, 2018). Leadership thus emerges through the creation of shared meaning, in terms of both sensemaking and value-added (Day, 2000).…”

“…Conversely, attempts at developing a system of shared meaning and mutual commitments without also developing the individual runs the risk of placing people in situations that are much too complex for them (Day, 2000 training individual leaders and developing their skills and competencies. However, as has already been seen, leadership is not merely an individual phenomenon but is, instead, a complex phenomenon that encompasses the interactions between leaders and their social and organizational environment (Seidle et al, 2016;Subramony et al, 2018;Turner et al, 2018). That is why a number of authors now advocate adopting a holistic approach that ties leader development to leadership development (Day, 2000;De Beer, 2016;Rinfret & Lagacé, 2016).…”

Mapping mentee outcomes in mentoring programs for managers

“…This alignment will make them more valuable to their company and thus increase the possibilities of their professional and economic progression (Hendarman and Cantner, 2018). From this same theoretical approach, HR managers want their organizations to have managers who possess the skills required by their companies (Pedraja-Rejas et al , 2022); mentoring can be an excellent option to achieve these management competencies (Turner et al , 2018).…”

“…Mentoring is, therefore, an instrument of personal and professional development, which has been studied in the field of management since the early 1980s (Hunt and Michael, 1983; Kram, 1983). It is especially valued by Human Resource (HR) managers as it provides personalized instruction and is also effective at adapting and modifying managerial behavior (Albizu et al , 2019; Dukakis et al , 2022; Rekalde et al , 2015) and identifying and disseminating organizational knowledge (Turner et al , 2018). Based on the increase in the use and study of mentoring, it can be deduced that the mentees who participate in this developmental experience obtain outcomes that are valuable to them and their organizations.…”