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.
(2000: 586) Continue reading
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
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
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
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
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