Relevant bibliographies by topics / Leadership development

Academic literature on the topic 'Leadership development'

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Published: 4 June 2021
Last updated: 13 July 2024

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Journal articles on the topic "Leadership development"

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Luria, Gil, Allon Kahana, Judith Goldenberg, and Yair Noam. "Leadership Development: Leadership Emergence to Leadership Effectiveness." Small Group Research 50, no. 5 (August 26, 2019): 571–92. http://dx.doi.org/10.1177/1046496419865326.

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This study aimed to understand how leadership effectiveness of the trainer in a leadership development program can influence emerging leaders’ development and effectiveness. We hypothesized that the trainer’s leadership effectiveness would be a boundary condition. In this two year longitudinal field study, military cadets’ leadership effectiveness from their emergence as informal peer leaders during basic training through the officer training course (OTC) to their formal leadership roles as active duty officers was followed. The sample included 854 cadets and their 72 trainers. We found that cadets’ effectiveness during OTC mediated the relationship between informal leadership emergence during basic training and their subsequent effectiveness as formal leaders. Furthermore, trainers’ effectiveness moderated the relationship between cadets’ informal leadership emergence and effectiveness in OTC. Results indicate that informal emerging leaders are more likely to develop into highly effective formal leaders when supervised by effective trainers. Theoretical and applied implications are discussed.
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Buenar Puplampu, Bill. "Leadership asengagement, leadership assystem development." European Business Review 22, no. 6 (October 17, 2010): 624–51. http://dx.doi.org/10.1108/09555341011082925.

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Gerhard Huber, Stephan. "School leadership and leadership development." Journal of Educational Administration 42, no. 6 (December 2004): 669–84. http://dx.doi.org/10.1108/09578230410563665.

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Taffinder, P. "High impact leadership [leadership development]." Engineering Management 16, no. 4 (August 1, 2006): 22–24. http://dx.doi.org/10.1049/em:20060404.

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Amagoh, Francis. "Leadership development and leadership effectiveness." Management Decision 47, no. 6 (June 19, 2009): 989–99. http://dx.doi.org/10.1108/00251740910966695.

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Turner, John R., and Rose Baker. "Pedagogy, Leadership, and Leadership Development." Performance Improvement 56, no. 9 (October 2017): 5–11. http://dx.doi.org/10.1002/pfi.21734.

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McDade, Sharon A. "Leadership Development." NASPA Journal 27, no. 1 (July 1, 1989): 33–41. http://dx.doi.org/10.1080/00220973.1989.11072132.

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Albritton, Rosie L. "Leadership development." College & Research Libraries News 48, no. 10 (November 1, 1987): 618–23. http://dx.doi.org/10.5860/crln.48.10.618.

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Adrian, Judith G., and Jerold W. Apps. "Leadership Development." Adult Learning 4, no. 6 (July 1993): 9–25. http://dx.doi.org/10.1177/104515959300400605.

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Ardichvili, Alexandre, Kristina Natt och Dag, and Steven Manderscheid. "Leadership Development." Advances in Developing Human Resources 18, no. 3 (April 22, 2016): 275–85. http://dx.doi.org/10.1177/1523422316645506.

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Dissertations / Theses on the topic "Leadership development"

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Florio, Zintel Linda. "Exploring personal development and implications for leadership." Thesis, Cranfield University, 2012. http://dspace.lib.cranfield.ac.uk/handle/1826/8044.

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In leadership development, an established literature and a fertile praxis fall short of clarifying how individuals may develop the many and varied capabilities that contribute to leadership processes. Literature promoting personal growth tends to reduce personal development to cognitive development or rely on broadly defined and under-evidenced notions. The adult development literature offers to this research a conceptualization of personal development as systemic qualitative change in individual sensemaking. As sensemaking develops, it progresses toward greater integration (of interdependent cognitive, emotive, purposive, and conative dimensions), sophistication, and self-determination. The research aimed to examine how changes in the sensemaking of individuals may result in developmental outcomes relevant for personal and leadership development. This inquiry moves from a perspective idealist ontology and a social constructivist epistemology, selects philosophical hermeneutics as a research paradigm, and embraces exploratory qualitative longitudinal research. Purposive sampling guided the selection of research context, a leadership program focused on personal growth. Transcripts from 32 semi-structured constructivist-phenomenological interviews, collected from nine participants across fourteen months, were analyzed through constructivist grounded theory. Development was assessed ipsatively according to a literature-based framework. Contributions, in terms of substantive theory, are not generalizable beyond research context and sample. This research advances the differentiation of developmental context, process and outcomes. Context is found to transcend holding environment—to be ideally conducive to a specific type of change in virtue of a distinctive emerging quality. While vector processes facilitate development, core processes (individual sensemaking) are development. In terms of outcomes, the research supports an association between personal development and development of leadership capabilities, but questions whether self-awareness or personality adjustments per se constitute authentic personal or leadership development. This research exposes a pattern of seeking affirmation, associated with disproportionate identity salience of external image, which is potentially capable of hindering personal development by triggering maladaptive rather than adaptive self-reflection.
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Gehring, Josh J. "Impact leadership : a leadership development series." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1286600.

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The purpose of this project was to create a leadership development series for interscholastic and intercollegiate coaches that could be implemented into their athletic programs to help facilitate leadership growth within their players and team. The Impact Leadership Development Series contains four parts: 1) Part One: Responsibility, 2) Part Two: Role, 3) Part Three: Relationship, and 4) Part Four: Reach. Each part was designed for a specific grade level; Part One: Responsibility for the freshmen, Part Two: Role for the sophomores, Part Three: Relationship for the juniors and Part Four: Reach for the seniors.Although the Impact Leadership Development Series was not tested, the review committee felt that a series such as this had merit within interscholastic and intercollegiate athletics. One committee member noted that the series was a -'brilliant'' idea and the others agreed that if they were still involved in coaching they would implement a program of this nature.
School of Physical Education
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Blackwell, Cindy Southard. "The Eisenhower Leadership Development Program: a study on student leadership skill development." Texas A&M University, 2003. http://hdl.handle.net/1969.1/190.

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Although no one program exists for leadership development, there is an understanding among practitioners and researchers that leader and leadership development occur in many venues, with one of those venues being an academic classroom where experience and theory are juxtaposed. One such program is the Eisenhower Leadership Development Program. In an effort to strengthen the academic discipline of leadership and to garner further respect for leadership development programs such as ELDP, leadership development programs must be assessed and evaluated in order to ensure that the objective of the program is being met. Brungardt and Crawford noted that, "assessment and evaluation of leadership programs help ground programs in the needs of students while working within the constraints of academe" (1996, p. 37). The purpose of this study was twofold. First, this study sought to ensure that the Eisenhower Leadership Development Program was producing the outcomes the program was designed to produce. Second, this study sought to demonstrate the worth of ELDP to past, current, and future stakeholders. Former ELDP students were surveyed regarding the perceptions of their learning outcomes based on four practical skills (problem defintion, discovery of research alternatives, delegation/teamwork, and achievable challenge) and four complimentary adaptive skills (focusing on an issue, direct attention to detail, management of time and resources, and persistence). This study found that students did perceive to have gained leadership skills in each of the practical and adaptive skill constructs. The comparison between students' perceptions of each skill before participating in ELDP and after participating in ELDP was positively correlated and statistically significant in every construct. In short, the relationship between the practical and adaptive skills taught in ELDP and the learning outcomes is not serendipitous. The findings show that ELDP is improving the development of students in terms of them becoming leaders and in terms of the greater concept of leadership as related to the four practical and adaptive skills emphasized by ELDP. Further research related to the interdisciplinary design through which the practical and adaptive skills are taught is recommended.
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Andreas, Sarah. "Exploring Leadership Development Experiences of Leadership Tuscarawas Alumni." Thesis, Johnson University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13807023.

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The terms leadership and leader development are often used synonymously. However, there are different outcomes and needs associated with each type of development. Even with these differences, both types of developments may be needed to help individuals master leadership skills effectively. This study explored the critically formative processes and influences contributing to a leader’s leadership formation and development. A framework of adult cognitive development, identity development, and spiritual development offered areas where an individual may need development for leadership, while a framework of social cognitive theory, andragogy, and transformational learning offered insights into the process of development and transformation. By using phenomenography as the research method, this study aimed to find the variation of the phenomenon and describe leadership development as the participants experienced it. This information may help organizations and individuals who are trying to develop future leaders understand critically formative processes and influences contributing to a leader’s leadership formation and development.

The research found four categories related to the participants’ leadership development experiences within Leadership Tuscarawas and one category based on past experiences outside of the program. These categories were: (a) learning from others, (b) becoming aware, (c) building relationships, (d) emotions and feelings, and (e) leadership development experiences. Each category gave insights into what Leadership Tuscarawas alumni experienced within a leadership development program.

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Olver, Denise. "Exploring Concepts of Leadership and Leadership Development Within an International Development Through Sport Context." Thesis, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/20666.

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Today’s youth are tomorrow’s leaders’, and for that reason, it is considered important by researchers and practitioners alike to understand how to develop effective leadership skills and characteristics. The purpose of this research was to explore concepts of leadership including leadership development (LD) within an international development through sport context. The Commonwealth Games Association of Canada’s (CGC) International Development through Sport (IDS) administration team created a program called the Capacity Support Program (CSP). The CSP is an internship program offered to recent university graduates to assist in various initiatives intended on building sporting capacity within partnering Commonwealth countries. Participants also known as Capacity Support Officer’s (CSO’s) were immersed within an international environment with a host sport organization (e.g., Barbados National Olympic Committee) for approximately fourteen-months. In this study, interviews were conducted with IDS administrators to clarify and provide further detailed information about the program. In addition, archival material (e.g., pre-departure training manual, website articles, DVDs), interviews with CSO’s, and a debrief focus group session with the CSO’s which discussed their experiences and the various concepts of leadership and LD within an international development through sport context was conducted. Data was recorded and transcribed verbatim. A grounded theory approach, specifically the inductive coding technique was utilized throughout the content analysis procedure. Findings showed that concepts of leadership and LD were 1) a fundamental component of the program and 2) linked to various existing literature on leadership theories (e.g., authentic leadership). Further, findings demonstrated the program design and training were significant components of LD and that the cross-cultural context accelerated LD. These findings and others will culminate in a discussion regarding future studies of leadership and LD.
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Brandt, Kari W. "Outdoor Leadership Development Training." CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/326.

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This project aimed at developing a training program for the California State University, San Bernardino Student Recreation and Fitness Center’s Outdoors Program. The design and development utilized the five-step ADDIE instructional design model along with concepts of experiential and outdoor education. After an analysis of the needs of the Outdoors Program at CSUSB, a thorough process of design, development, implementation, and analysis was used to provide an introductory training program for those interested in becoming outdoor leaders. With personal knowledge gained thorough a review of literature, combined with prior in-depth content knowledge, a training program was developed. Since different leadership needs exist within each outdoor education program, this project focused on the specific needs of CSUSB Outdoors. It is recommended that this outdoor leadership development program continue to be presented to more students, incorporating a self-assessment to gain a better understanding of the trainee’s growth through the program. It is also recommended that continuing education opportunities are developed and provided to the trainees as they become outdoor trip leaders and continue to develop their leadership skills. In conclusion, the training provided in this experiential educational program serves as a valuable training program for the needs of CSUSB Outdoors. This project outlines the design and development process used through the ADDIE model incorporating experiential and outdoor education knowledge gained in the literature review.
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Waage, Margrethe. "Experiences of Leadership Development : A Case Study on how a Leadership Development Program can contribute to the Participants experiences of Leadership Development." Thesis, Norges teknisk-naturvitenskapelige universitet, Institutt for voksnes læring og rådgivningsvitenskap, 2012. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-17347.

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In this thesis a case study is conducted to inquire into whether a targeted intervention; a leadership development program, can contribute to the participants experience of leadership development. The case is a ethical program with a leadership development component conducted from February to December 2011, in The Norwegian Armed Forces Medical Services. In this thesis I only focus on the leadership development component of the program. The program had eight participating leaders. I interviewed four of these through qualitative in-depth interviews. Through analysis of data from the interviews, there emerged the following categories and subcategories: “Conditions”, “Developmental motivation” and “Change”. In the category “Developmental motivation”, three sub-categories emerged: “Primary source of professional satisfaction and self-esteem”, ”Emotional tone used when assessing oneself” and ”Leadership ideals-expectations/contructs prior to the program”. In the category ”Change”, two subcategories emerged :”Self-awareness/consciousness” and ”Future goals”. To discuss these categories, I mainly drew on constructive developmental theory by Joiner and Josephs (2007), Kegan and Lahey (2009), Torbert(2004), and Horney (1945). In the leadership development program that constitutes the case in this thesis, we use different types of tools to adress changes that the participants want-not only state the present situation and leave it with that. One tool is the 360 feedback profile, to bring to the surface key opportunities for developmental growth. This focuses on the dimensions that reveal the relationship between internal motivating assumptions and patterns of action. Other central tools we use are the Immunity to change-learning platform in the program as well as individual coaching, to address change by trying to unlock our mental immune system’s grip on our perception so we have an opportunity to see it in action (Kegan et Lahey, 2009). Our aim in the program is to enable a development of a greater awareness and sensitivity to the full range of levels of consciousness available to the participants. We also focus on taking an adaptive approach to adaptive challenges (Heifetz, 1994), as well as enabling the participants to gain consciousness into their reactive patterns (Horney, 1945). The participants point to the experience of the program being able to provide them with ways of using their everyday experiences for development. I found that the tools we use in the program can enable the participants to experience developmental processes, which the informants describe further.
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Rosenberg, Joseph. "Leadership development among fraternity presidents| Can leadership be learned?" Thesis, Indiana University of Pennsylvania, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10242201.

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There is an absence of research examining the relationship between the experiences that occurred while holding formal student leadership positions and leadership identity development. This study will investigate if leadership can be learned through the lenses of the leadership experience of men who hold the formal student leadership position of chapter president within their local chapters of their national social fraternal organization. The design of the study is quantitative in nature and will utilize an electronic survey to examine the impact of a college student’s leadership identity development from holding a position of leadership within a student organization.

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Ullestad, Krista. "Leadership development for elementary students." [Denver, Colo.] : Regis University, 2009. http://adr.coalliance.org/codr/fez/view/codr:104.

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Stolle, Steven Hugh. "A disciplemaking leadership development plan." Theological Research Exchange Network (TREN), 1987. http://www.tren.com.

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Books on the topic "Leadership development"

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Flinn, Kevin. Leadership Development. 1 Edition. | New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315678269.

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Society, Industrial, ed. Leadership development. Birmingham: The Industrial Society, 1995.

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Manfred F. R. Kets de Vries and Konstantin Korotov. Leadership development. Cheltenham, UK: Edward Elgar, 2011.

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Leadership development. 2nd ed. New York: Gregg Division/McGraw-Hill, 1986.

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Evtikhov, Oleg. Manager leadership development. ru: INFRA-M Academic Publishing LLC., 2014. http://dx.doi.org/10.12737/3676.

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The monograph is devoted to a problem of development of leader potential of the head in the context of increase of efficiency of its professional activity as organizational leader. In it(her) foreign and domestic theories of leadership are consistently considered, structural components of leader potential are analyzed, the author´s social and psychological model of development of leader potential of the head is described. Research is addressed to psychologists, teachers and heads.
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Carnall, Colin, and Chris Roebuck. Strategic Leadership Development. London: Macmillan Education UK, 2015. http://dx.doi.org/10.1007/978-1-137-41501-1.

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Boyer, Stuart W. Biblical Leadership Development. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-00078-3.

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Lawson, Karen. Leadership development basics. Alexandria, Va: ASTD Press, 2008.

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American Bar Association. Affiliate Outreach Project. and American Bar Association. Young Lawyers Division., eds. Leadership development class. [Chicago: American Bar Association, Young Lawyers Division?, 1998.

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1941-, Chauvin Jane C., ed. Leadership development program. 2nd ed. Scottsdale, AZ: Great Potential Press, Inc., 2005.

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Book chapters on the topic "Leadership development"

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Davis, Trenton J., and P. Cary Christian. "Leadership Development." In Global Encyclopedia of Public Administration, Public Policy, and Governance, 3641–47. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-20928-9_1892.

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Barrett, Richard. "Leadership Development." In Encyclopedia of Business and Professional Ethics, 1–8. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-23514-1_63-1.

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Davis, Trenton J., and P. Cary Christian. "Leadership Development." In Global Encyclopedia of Public Administration, Public Policy, and Governance, 1–7. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-31816-5_1892-1.

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Prescott, Robert K., and Keri Laine Williamson. "Leadership Development." In The Encyclopedia of Human Resource Management, 296–301. San Francisco, CA: Pfeiffer: A Wiley Imprint, 2012. http://dx.doi.org/10.1002/9781118364741.ch55.

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Ferrada, Paula. "Leadership Development." In A Surgeon's Path, 263–67. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-78846-3_55.

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Cornish, Tinu, and Juliette Alban-Metcalfe. "Leadership Development." In The Psychology of Ethnicity in Organisations, 83–105. London: Macmillan Education UK, 2017. http://dx.doi.org/10.1057/978-1-137-33014-7_5.

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Horsman, John Henry. "Leadership Development." In Servant-Leaders in Training, 59–87. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92961-3_3.

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Garavan, Thomas N. "Leadership Development." In Human Resource Development, 212–30. London: Macmillan Education UK, 2015. http://dx.doi.org/10.1007/978-1-137-36010-6_12.

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Ofori, George, and Shamas-ur-Rehman Toor. "Leadership development." In Leadership in the Construction Industry, 106–47. First edition. | Abingdon, Oxon ; New York : Routledge/Taylor & Francis Group, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003038757-6.

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Davis, Trenton J., and P. Cary Christian. "Leadership Development." In Global Encyclopedia of Public Administration, Public Policy, and Governance, 7418–24. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-66252-3_1892.

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Conference papers on the topic "Leadership development"

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Beekun, Rafik, and Yvonne Stedham. "LEADERSHIP DEVELOPMENT: MINDFULNESS AND LEADERSHIP PRACTICES." In 17th Economics & Finance Conference, Istanbul. International Institute of Social and Economic Sciences, 2022. http://dx.doi.org/10.20472/efc.2022.017.003.

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Ahmadi, Ahmad. "Leadership’s role in business development and organizations competitiveness – Leadership styles and appropriate leadership." In 5th International Conference on New Ideas in Management, Economics and Accounting. Acavent, 2018. http://dx.doi.org/10.33422/5imea.2018.02.50.

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Quinsee, Susannah, and Pam Parker. "DEVELOPING EDUCATIONAL LEADERSHIP." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0437.

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Mayasari, Iin, Handrix Chris Haryanto, Iyus Wiadi, and Handi Risza. "Leadership Integrity Measurement Development." In International Conference on Anti-Corruption and Integrity. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0009401701770186.

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Salmon, Duncan, Simon Dick, and Yuriy Zhupikov. "People Development - Holistic Approach to Leadership & Development." In ADIPEC. SPE, 2022. http://dx.doi.org/10.2118/210868-ms.

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Abstract In 2020 the Australian Institute of Management conducted a Leadership Survey and the "most important finding was that poor leadership is a major contributing factor to employee attrition." "75.55 % of respondents stated that they had left an organisation in their last three roles because of the leadership team, their direct manager, or a combination of both. Nearly half (42.32%) had left more than one of their previous roles." We can clearly see that "poor leadership will simply not be tolerated by employees, and this is a rising trend."
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Freund, Bożena. "LEADERSHIP IN HEALTHCARE ORGANIZATIONS." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.1755.

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Naseer, Muhammad Adil, Omran Ali Saabri, and Mohamed Abdulla Shayea. "Leadership Development and Succession Management." In ADIPEC. SPE, 2022. http://dx.doi.org/10.2118/210925-ms.

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Abstract This paper highlights the value of Leadership characteristics, practices and regular development process inleadership to make the leaders responsible and effective for the sustainability and continuous growth oforganization. Moreover, this paper also addresses the importance of Leadership successions plans andidentification of potential future leaders within organization and develop an environment for the potentialcandidatesto practicetheleadership on regularbasis. The key characteristic of Leaders is to take the responsibility and ownership of the task. Accordingly it is highly recommended not to manage the task but to lead the task as leadership calls for taking the responsibility to deliver, however managing the task will only be an authoritative action to work within identified boundaries following some finite process and guidelines. Working with fixed boundary limits never allow personnel to think out of the box, lead to employees mostly to think and work within an identified boundary limit with only following their managers’ instructions. With this attitude, employees work for their own self-interest in mind instead of working for the best interest of the company Continuous improvement in the effectiveness of Leadership is key to success. Leadership is defined as the management of a challenging situation with the responsibility to achieve desired objectives in a respectable manner. ADNOC initiative of Target Leadership Development Program was not only a combination of Leadership Development and Succession Management, but also the changed mindset of employees by giving them a push in the right direction with the below methodologies and adopt as True Leadership characteristics. -Take initiative, communication & encourage risk taking.-A vailability & listening capabilities.-Respect & Trust.-Grow a culture of recognition & celebrate success.-Empowerment & use the individual strengths of people.-Time & Energy Management towards desired objectives and prioritiesFigure 1Symbolic Difference between Managers & Leaders
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Araujo, Margarida. "LEADERSHIP AND EDUCATIONAL POLICIES." In 17th International Technology, Education and Development Conference. IATED, 2023. http://dx.doi.org/10.21125/inted.2023.2381.

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Mursidi and R. Iqbal Robbie. "Morning Spiritual Gathering (MSG) Leadership: A New Leadership Style?" In Proceedings of the 6th International Conference on Community Development (ICCD 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/iccd-19.2019.97.

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Ullrich, David, Pavel Sládek, Jakub Stříbrný, and Vratislav Pokorný. "LEADERSHIP - DEVELOPMENT OF PSYCHOPHYSICAL CONDITION." In 16th International Technology, Education and Development Conference. IATED, 2022. http://dx.doi.org/10.21125/inted.2022.0339.

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Reports on the topic "Leadership development"

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Fields, Jacob Matthew. Leadership Development Experience. Office of Scientific and Technical Information (OSTI), November 2019. http://dx.doi.org/10.2172/1575753.

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Crossan, Mary, Gerard Seijts, Jeffrey Gandz, and Carol Stephenson. Leadership on Trial : A Manifesto for Leadership Development. Richard Ivey School of Business, 2010. http://dx.doi.org/10.5206/iveypub.44.2010.

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Recent books and articles have analyzed the causes of the global financial and economic crisis of 2007-09. Yet little attention has been paid to the quality of leadership in organizations that were at the epicentre of the storm, were victims of it, avoided it or even prospered from it. In the summer of 2009 a multi-disciplinary group of Ivey faculty decided to look at the leadership dimensions of the recent financial and economic crisis. We started by writing a working paper that laid out our preliminary views. We then engaged more than 300 business, public sector and not-for-profit leaders in small and large groups, as individuals and collectives, to get their reaction to this paper and, more generally, to discuss te role that organizational leadership played before, during and after the crisis. We examined leadership not just in the financial sector but also in many other public and private sector organizations that were affected by the crisis. In a sense, we were putting leadership on trial. Our aim in doing this was not to identify and assign blame. Rather, we examined leadership during this critical period in recent history to learn what we could, and use the learning to improve practice in leadership today and the development of next generation leaders. As we analyzed the role of leadership in this crisis we were faced with one major question: "Would better leadership have made a difference?" Our answer is unequivocal: "Yes!" We recognize that many people could argue it is unfair to criticize leaders whose decisions were based on their knowledge of the situation at the time and which only eventually, with the aid of 20/20 hindsight proved bad. We respect this view but we disagree with it. Some business and public sector leaders predicted better than others the bursting of the housing bubble and financial markets turmoil, positioned their organizations to avoid problems, and coped with them skillfully. Their organizations were not badly damaged by the crisis and some even prospered. Some governments and regulatory agencies' control and monitoring systems were superior to those in the U.S., the U.K., Ireland, Spain, Iceland and other countries that had to bail out their banks and other industries. Our evidence supports the conclusion that these companies, these agencies, these governments and these countries had better leadership. Good leadership mattered then and good leadership will matter in the future. We are presenting our conclusions about what good leadership involves in the form of a public statement of principles - a manifesto that addresses what good leaders do, who they are, and how they can be developed in organizations.
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Gavito, Valentin, Pamela Burke, and Michael Pennotti. Technical Leadership Development Program. Fort Belvoir, VA: Defense Technical Information Center, April 2014. http://dx.doi.org/10.21236/ada606521.

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4

Sani, Farhat A. Strategic Leadership Development Model. Fort Belvoir, VA: Defense Technical Information Center, March 2012. http://dx.doi.org/10.21236/ada561961.

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5

Gavito, Valentin, Dinesh Verma, Peter Dominick, Michael Pennotti, Ralph Giffin, Tony Barrese, and Nicole Hutchison. Technical Leadership Development Program. Fort Belvoir, VA: Defense Technical Information Center, December 2010. http://dx.doi.org/10.21236/ada546785.

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Rosene, Richard H. Naval Leadership Assessment and Development. Fort Belvoir, VA: Defense Technical Information Center, March 2005. http://dx.doi.org/10.21236/ada432708.

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7

Petrie, Nick. Future trends in leadership development. Center for Creative Leadership, 2011. http://dx.doi.org/10.35613/ccl.2014.2033.

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Stawiski, Sarah, Stephen Jeong, and Heather Champion. Leadership Development Impact (LDI) Framework. Center for Creative Leadership, November 2020. http://dx.doi.org/10.35613/ccl.2020.2040.

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There is abundant evidence that leadership development leads to positive impact. But how do we define impact, and what factors should be considered when assessing the results of leadership development? Our comprehensive framework is specifically relevant to leadership development and defines four levels of impact (individual, group, organizational, and societal) as well as three factors that contribute to its effectiveness (leader characteristics, leadership solution, and context). Understanding the four levels will enable organizations to clarify the goals and purpose of their development initiatives and know where to focus measurement. Attending to the contributing factors can help organizations understand the results they are getting and take appropriate steps to maximize the impact of their development initiatives.
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French, David A. Leadership Development: A Supervisory Responsibility. Fort Belvoir, VA: Defense Technical Information Center, April 2000. http://dx.doi.org/10.21236/ada388191.

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Gavito, Valentin, Peter Dominick, Michael Pennotti, William Robinson, Ralph Giffin, William Guth, Pamela Burke, Nicole Hutchison, and Kahina Lasfer. Technical Leadership Development Program- Year 4. Fort Belvoir, VA: Defense Technical Information Center, February 2013. http://dx.doi.org/10.21236/ada606517.

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