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 (2)”
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 “Informal Leadership Learning: Formative Childhood Development”
Development occurs through specifically designed programs. … Instead it is a continuous process that can take place anywhere. … It means helping people to learn from their work rather than taking them away from their work to learn.
Overgeneralization of perceived successful leadership development recipes to complex local contexts calls into question the efficacy of such formal training interventions. Hoffman commented that: Continue reading “Formal Leadership Development (5)”
Establishing formal programs to develop leadership at all levels is a priority … the more companies do to develop leaders, the greater their financial success on shareholder return, growth in net income, growth in market sales and return on sales. Continue reading “Formal Leadership Development (4)”
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 (3)”
Criticism of broad education has centered on teaching individual managers about management, rather than how to manage and that there is too little opportunity to learn about practice and become competent in behavioral skills (Pfeffer, 1977; Waters, 1980). Continue reading “Formal Leadership Development (2)”
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 “Formal Leadership Development”