Leadership Development Programs Are Essential For Cultivating Strong And Competent Leaders

High- potential candidates are recognized for their future potential based on current high performance (Pintar, Capuano, & Rosser, 2007; Rothwell, 2010). The best practice for identifying high-potential individuals is through an objective systematic process (Rothwell, 2010). Once identified, high-potential candidates must be evaluated using desired leadership competencies to identify strengths and weaknesses. Individual and group assessments are then used in designing leadership development workshop curriculum and experiential learning activities (Coonan, 2005). For effective and transparent succession planning, deliberate evaluation and dissemination of desired outcomes are required (Shirey,

The authors of the book The Leadership Challenge are regarded as the prominent leadership scholars and educators in the U.S.. Kouzes is the Dean’s Executive Professor of Leadership of Leavey School of Business at Santa Clara University. Posner is the Dean of the Leavey School of Business and professor of Leadship at Santa Clara University. They have been together produced a lot of award-winning leadership books, among which The Leadership Challenge has won both the James A. Hamilton Hospital Administrations’ Book Award and the Critics’ Choice Award. Kouzes & Posner are also the developers of the Leadship Practices Inventory(LPI), a list of questionnaire for evaluating leadership behavior, which is one of the worldwide frequently used leadership assessment tools. The most distinguished honor that both Kouzes & Posner have received is the Management/Leadship Educators of the Year by the International Management Council. They then joined the team of 50 top leadership educators of the nation. Kouzes & Posner are not only studying and researching leadership, speaking actively at universities, leadership conferences, and seminars, but also conducting programs of leadership development for more than a hundred of national & multi-national companies.

Both quantitative and qualitative methods were used in this research. Six separate quantitative measures were used to identify the effectiveness of the leadership formation experiences offered by leadership academies. Kirkpatrick’s model of evaluation of training was selected to categorize the measures into a four-level framework to ensure that the study used a comprehensive evaluation method. Qualitative data was collected from the narrative portions on the reaction surveys, written summaries of leadership potential as assessed by superintendents and mentors, academy experiences, and journals kept by the academy participants.

The question how organization can better enable leadership at all levels is an ongoing process of change within my organization. It is widely known that without leadership development, the bench strength of an organization becomes weak and leadership pipelines are truncated –putting the company at significant risk (Leadership: The One Skill Needed at All Levels of Your Organization, 2015). More organizations are realizing the importance of investing in their leadership development programs. As baby-boomers start to retire or move into less demanding positions, professionals in their 30s and 40s are eager/ambitious to take the lead (Developing Leaders at All Levels: The Competitive Advantage, 2011). Management

For this assessment, the industry is defined as the handful of top business schools within the world that provide elite MBA degrees to Executives.

Feedback is a key part of a Leadership Development Plan (LDP). It is designed to improve the performance and share information during this process. Feedback is essential and should be clear about its purpose and intent. It is important to address feedback with the specific individual that it 's intended for. This will help limit confusion and negative feedback. This paper will identify the different types of feedback that will be in the Leadership Development Plan, along with how often each type will be used. In additional to how the feedback will be discussed, tracked, and will also provide sample forms that evaluate the feedback. “Let no one seek his own good, but the good of his neighbor (1

From the quantitative results, it was clear that participants reported skill increases in all but one of the leadership competencies (Table 3). From the qualitative data results, it was seen that participants perceived value in learning the target leadership competencies. This was shown by the unsolicited mentions of these competencies when asked what they learned and what they wished to learn more of (Table 4).

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Leadership skill and ability is measured the same way it is developed: through the use of practical application and reflective observation. A strong leader can’t be made in a vacuum or by studying leadership theories. He or she must be tested, tried, and revealed through the heat and pressure of real-life experiences, both accidental and intentional. The following review presents a discussion of three articles related to leadership development. This discussion will identify the themes shared by the three articles followed by a presentation of the author’s recommendations for application of the concepts presented in the articles.

As the world changes and progress, it becomes more complex than before. The advances in technology, the globalization that opened and bridged the economies of the world, political and social factors contributed to people’s need of continuous development. So as an important parameter of the ongoing need of innovation and changes of the nature of work, leadership development becomes essential part of the success of the organisations. The aim of this paper, is to try and identify if all people in all organisations should be given the opportunity of leadership development and discuss one aspect of leadership theory, the approaches and limitations of the leadership development.

Consequently, leadership development requires that organizations take a strategic approach such as coaching, training programs, mentoring, and/or virtual learning. A critical analysis and evaluation of what I learned regarding leadership development is that organizations must evaluate organizational needs and individual skills and competencies; assess an individual readiness to learn; create performance measures and evaluation criteria to measure training and learning effectiveness; create an organizational culture that promotes continual learning, training, and development; shared-vision; establish effective organization communication practices; build trust and create a sense of agency among employees; build and develop relationships with employees, stakeholders, and leadership; and listen to and engage employees in the learning process (Bennett & Bierema, 2010; Crossan, Vera, & Nanjad, 2008; Duff, 2013; Linley, Govindji, & West, 2007; Rupp, Gibbons, & Snyder, 2008; Strand, 2014; Wankel, 2009; Welch, Grossaint, Reid, & Walker, 2014).

Based on the results, the author concludes that best practices leadership development methods included: 360-degree feedback, executive coaching, mentoring, networking, job assignments, and action learning.

The research project benefiting an area of leadership scholarship that I found was based on the theory of developing leadership. Becoming a leader over the past twenty years has changed drastically. Up to this point there is little knowledge about how leadership develops over time. Looking back at the industrial age many perceived leadership as achieving goals and increasing productivity. These attributes are more commonly associated with those of a typical manager. This type of leader-centric view has changed to become a collaborative relational process. With all of the rapid advancements in technology this thought process has changed drastically. Other factors that affected the view of leadership include increased globalization, complexity, and interconnectedness. With all of these advancements there have new ways of handling management. These new styles include collaboration, ethical action and moral purpose. Although scholarship exists that describes these leadership approaches, none offers a theoretical model of how this kind of relational leadership develops (Komives, Owen, Longerbeam, Mainella, Osteen). The objective for this study is to gain additional knowledge in regards to the processes a person experiences in becoming a leader identity.

“When the righteous increase, the people rejoice, But when a wicked man rules, people groan” Proverbs 19:2 (Dake’s Annontated Reference Bible). No one is ever happy when they have to work for a bad leader whether it is because they are evil or due to a lack of knowledge about leading others. This is a major problem inside of the fleet department at Entergy and will need to be addressed by the creation of an adequate leadership development plan. This paper will talk about establishing a leadership development program its strategies and objectives as well as the participants who will participate in the program.

While there are obvious advantages to leadership development programs, plenty of organisations are still not convinced about implementing them. The organisations tend to quote the following three as the main cause for concern: takes long to implement, it adds additional cost, and ineffective results.