Monthly Archives: January 2013

Informal Leadership Learning: Formative Childhood Development (2)

Formative Childhood Development 2  Informal Leadership Learning: Formative Childhood Development (2)Within the family environment, children’s participation in decisions has been seen to stimulate a child to be more active, socially outgoing, intelligent, curious, original and constructive; in larger families social cooperativeness is developed along with an ability to work towards a group goal (Bass, 1990). Continue reading

Informal Leadership Learning: Formative Childhood Development

Formative Childhood Development  Informal Leadership Learning: Formative Childhood Development Informal leadership learning can be described as development through experiences where managers learn, grow and undergo personal change as a result of the roles, responsibilities and tasks encountered in their jobs (McCauley & Brutus, 1998), and so reflect emergent and accidental events rather than a deliberate and consciously planned approach to development. Continue reading

Formal Leadership Development (3)

Formal Leadership Development 3  Formal Leadership Development (3)In a review of corporate ‘best practice’ within management development programs, James and Burgoyne (2001) identified a range of published case examples of organizations that concentrated less on formal training and significantly more towards the development of the next generation of leaders through action learning projects and senior leaders teaching and mentoring (similarly echoed by Fulmer & Wagner, 1999; Burgoyne et al., 2004). Continue reading

Formal Leadership Development

Formal Leadership Development 300x125  Formal Leadership Development It was argued by Schriesheim and Neider (1989) that leadership development activity has become overly focused on two areas, and this remains similar today, namely: behavioral skills and awareness training that often incorporates behavioral psychology; and broad education on management development that seeks development implicitly and in rather an emergent and anticipatory fashion, often incorporating functional skills. Continue reading