Ready-ing HRD for complexity

Cross-cultural researchers study, in most cases, transfer of leadership development (LD) theory, research and practices from the USA to other country contexts. Less attention is paid to the development of indigenous models of leadership development in country-specific contexts. We address this gap by examining emerging leadership development practices in India. This chapter reviews scholar-practitioner literature on: (a) leadership development theories and models as applied to the specific context India and (b) emerging practices in leader and leadership development in India. We present implications for future research and practice in leader and leadership development.

Examines the relevance of critical reflection practices in leadership development. The article provides suggestions for incorporating critical reflective practices in a leadership development program. A constructivist approach is adopted from educational literature which advocates using critical lenses to enable students to build on previous experiences of leadership and to incorporate new learning. Reflective processes encourage multiple perspectives to be generated that challenge teachers and future leaders to excel in complex and uncertain environments. Consequently, leadership development and good teaching practices depend on reflection‐in‐action.

Leadership development practice bundles and organizational performance: The mediating role of human capital and social capital

Contents: 1. Leadership, Social Development and Political Economy in the Middle East: An Introduction Beverly Dawn Metcalfe and Tony Murfin 2. Globalization, Governance and Leadership Development in the Middle East Rodney Wilson 3. Leadership and Islam Abbas J. Ali 4. Leadership in UAE Abubakr M. Suliman and Rehana Hayat 5. Leadership and Organizational Change in the Middle East Christopher J. Rees, Rashid Althakhri and Aminu Mamman 6. Leadership in the Sultanate of Oman Richard Common 7. Leadership Development Philosophy and Practice in Saudi Arabia Fouad Mimouni and Beverly Dawn Metcalfe 8. Leadership in Jordanian Organizations: How Does it Differ from Leadership in Western Organizations? Samir Abuznaid and David Weir 9. Business Leadership Development in Iran Kate Hutchings, Kavoos Mohannak and Sen Sendjaya 10. Leadership in Egypt Gillian Rice 11. Leadership in Turkey: Towards an Evidence Based and Contextual Approach Mustafa F. Ozbilgin 12. Making a Difference in a Troubled Country: The Case of Entrepreneurial and Female Leadership in Yemen Nabil Sultan 13. Women, Leadership and Development: Reappraising the Value of the Feminine in Leadership Theorizing in the Middle East Beverly Dawn Metcalfe and Lulwa Mutlaq 14. Turning Neither to East nor West: Social Reform and a Liberating Ethics for Leadership Development Beverly Dawn Metcalfe, Fouad Mimouni and Tony Murfin Index

Performance ImprovementVolume 37, Issue 1 p. 8-14 Feature Article Bridging the leadership gap Eric Hanson, Eric Hanson bcourt@ddiworld.com Bruce Court is Vice President and Practice header, Leadership Development, for Development Dimensions International, an international human resource company Mr. Court designs and delivers senior-level leadership development solutions. He may be reached via phone: (412) 257-3616Search for more papers by this authorBruce Court, Bruce Court ehanson@ddiworld.com Eric Hanson is a senior consultant in DDI's Leadership Development Practice. Areas of specific expertise include assessment technology, multi-rater surveys, developmental planning and leadership training. He may be reached via phone: (412) 257-3905; orSearch for more papers by this author Eric Hanson, Eric Hanson bcourt@ddiworld.com Bruce Court is Vice President and Practice header, Leadership Development, for Development Dimensions International, an international human resource company Mr. Court designs and delivers senior-level leadership development solutions. He may be reached via phone: (412) 257-3616Search for more papers by this authorBruce Court, Bruce Court ehanson@ddiworld.com Eric Hanson is a senior consultant in DDI's Leadership Development Practice. Areas of specific expertise include assessment technology, multi-rater surveys, developmental planning and leadership training. He may be reached via phone: (412) 257-3905; orSearch for more papers by this author First published: 07 February 2007 https://doi.org/10.1002/pfi.4140370105Citations: 1 AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat Citing Literature Volume37, Issue1January 1998Pages 8-14 RelatedInformation

Leadership development has traditionally encapsulated an individualistic focus in organizations more properly construed as leader rather than leadership development. Over more recent years, advances in leadership theory have moved towards seeing leadership from more relational and systemic perspectives that have implications for leadership development practice. This article builds on this literature in putting forward a model of leadership development drawing upon ideas and concepts from complexity science. Complexity leadership development is suggested to incorporate a focus on four key dimensions that recognize the interrelatedness and systemicity of leadership in organizations. Here the behaviours of individuals interact with wider organizational processes and contexts that together are considered to produce overall leadership effects. Four dimensions are put forward in the complexity leadership development model comprising (1) network conditions, (2) shared leadership, (3) organizational learning and (4) leader skills and knowledge. The implications of the model for future research in HRD and challenges for practice in the field are discussed.

How to build social capital with leadership development: Lessons from an explorative case study of a multibusiness firm

This exploratory study aims to analyze how organizations and their leaders are developing leadership internally, trying to understand which variables influence the adoption of practices of leadership development in organizations. The dimensions considered in the investigation are divided into three groups which are: i) Type of Organization (TO)-formed by the variables related to the characterization of the organization, ii) the profile of the leader (PFL)-consists of the variables related to the characterization of the leader, and iii) the leadership style perceived by the Leader (EL)-includes the variables of transformational leadership model of Bass and Avolio and used in the Multifactor Leadership Questionnaire (MLQ), including the transformational, transactional and laissez-faire leadership. The existence of practices of leadership development is associated to the dimension of organizations, their level of importance, the existence of leaders succession planning and the use of coaching as a process to equip people with knowledge and tools to self develop and to become more effective. Leaders who promote the practice of leadership development prefer leaders that come from within the organization. The leadership style perceived by the leaders that promotes leadership development practices is the transformational leadership style.

Deepening leadership identity development.

The growing demands of Artificial Intelligence (AI) by organizations could enforce a strategic change in the activities of Human Resources (HR). Conventional practices in leadership development do not always align with data-driven guidelines that incorporate job requirements and training directions. This work examines the application of AI, combined with Natural Language Processing (NLP), to unstructured job descriptions to identify essential capabilities and associate them with the best training options for becoming a leader. A framework is proposed in this work that automatically analyses unwritten job descriptions of top-level positions and defines key competencies with AI-based text processing methods. The structure then correlates the competencies with tailor-made training programs by referring to a recommendation system. A graph-based structure is modified to represent and interrelate the competency clusters. At the same time, a multi-criteria decision-making model is applied to evaluate training options based on four criteria: cost, duration, relevance, and impact. Using datasets from related divisions, the system achieved high accuracy in competency extraction, confirming all three proposed assumptions. Results demonstrate a 28% improvement in matching relevance, indicating that it is 28% efficient on matching relevance, 19% efficient on cost efficiency, and 24% better on its planning when compared to the manual methods. Using a weighted scoring mechanism to evaluate training alternatives (e.g., Leadership Workshop scored 4.4/5, Online Financial Course 4.1/5, and Community Outreach 3.5/5), training options were quantitatively scored and ranked according to their relevance, cost, duration, and impact. In addition, the optimized overall strategy of training was the best overall training path strategy that emphasized Strategic Planning & Research, Compliance and Stakeholder Management, and Financial and Operational Management, which provided a measurable benefit over the long-term capability to establish a sense of impact, reduction of risks, and stability. The scalable solution that the proposed AI-powered framework helps to implement is an evidence-based solution that can help develop leadership more efficiently, align talents with organizational requirements, and help recruiters and recruitment leaders to adjust their talent policies to the digital era.

There is evidence showing the role of developing individual leaders to enhance organizational performance. However, both theoretical and practical works relating to components of leadership development practices and organization-level performance are required in the literature. To close this gap, a model analyzing the impact of two components of leadership development methods on the growth of human capital, which in turn improves organizational performance, was presented. The differentiation leadership development practice component is directed primarily at developing the intrapersonal knowledge, skills, and abilities of leaders, while the integration leadership development practices component helps develop leaders’ interpersonal knowledge, skills, and abilities. Primary data were collected using a structured questionnaire from a sample of 336 bank managers to test the proposed hypotheses. The collected data were analyzed using Structural Equation Modeling. The results of the data analysis revealed that the differentiation leadership development practice was positively correlated with human capital and that human capital may explain the correlation between this practice and organizational performance.

Complex adaptive systems (CAS) have been identified as being hard to comprehend, composed of multiple interacting components acting interdependently with overlapping functions aimed at adapting to external/environmental forces. The current theoretical model utilized the natural functions of teams, viewing teams as a complex adaptive system, to develop the structure of the theory of complex adaptive team systems (CATS). The CATS model was formulated around the components of complexity theory (interactions, nonlinearity, interdependency, heterogeneity, complex systems, emergence, self-organizing, and adaptability) to show its utility across multiple domains (the role of leadership, organizational learning, organizational change, collective cognitive structures, innovation, cross-business-unit collaborations). In theorizing the CATS model, a new level of analysis was implemented, the interactions between agents as a move toward emergence in complex systems. The CATS model ultimately provides a model for organizations/institutions to drive knowledge creation and innovation while operating in today's complexity.

In the dynamic landscape of Bangalore's IT sector, leadership development practices have emerged as critical drivers for sustaining organizational success in a rapidly evolving industry. This study investigates the impact of demographic factors—such as professional roles and years of experience—on the effectiveness of leadership development programs. Data collected from 267 IT professionals and leaders through a structured survey revealed significant correlations between these factors and leadership growth, highlighting the importance of customized strategies in program design. Employing descriptive analysis and factor analysis, the research emphasizes the pivotal roles of transformative leadership, ethical principles, and effective communication in team collaboration and strategic decision-making. The findings identify key gaps in existing leadership practices and propose targeted approaches for improvement, with a focus on fostering inclusivity, adaptability, and innovation. Additionally, the study underscores the importance of addressing industry-specific challenges and enhancing leadership competencies to navigate dynamic market conditions. This research contributes to the understanding of leadership development as a strategic asset in achieving organizational competitiveness and long-term sustainability.

This study explored the lived story of a topnotcher in the National Qualifying Examination for School Heads (NQESH) from the Division of Panabo City, Davao del Norte. Employing a qualitative narratological approach, the research examined the subject’s testing environment, positive and negative experiences, and key insights and recommendations drawn from her journey as a high-performing NQESH examinee. The participant was purposively selected as one of the top performers in the most recent NQESH, demonstrating exceptional academic achievement, mastery of the required competencies, and a willingness to participate in the study. She provided rich and detailed narratives of her preparation strategies, examination experiences, and reflective insights, clearly articulating the methods she employed in studying for and preparing for the examination. Data were gathered through in-depth interviews, allowing the participant to share her personal stories in depth. Findings revealed that achieving topnotcher status in the NQESH is accompanied by significant dilemmas and challenges before and during the examination. Her narratives highlighted the difficulties of intensive preparation while simultaneously managing personal responsibilities and the demands of serving as a school head. Despite these challenges, she demonstrated effective time management, reliance on support systems, and the practice of self-care strategies to balance her roles as an aspiring school head and a parent. These experiences significantly shaped her leadership approach, fostering compassion, resilience, and innovation in school leadership. Overall, the study holds important implications for educational policy, leadership development, and instructional practices within the Department of Education (DepEd), extending beyond examination preparation to inform the broader ecosystem of school leadership. Keywords: Educational Management, Qualifying Exam, School Heads, Topnotcher, Narratology, Panabo City, Davao Del Norte

PurposeThe purpose of this paper is to explore the invisible role of observational learning in the development of leadership practice. A model of observational learning and leadership practice is suggested to help guide theorizing and design intervention.Design/methodology/approachThe approach takes the form of empirical qualitative research that utilizes a time‐line interview technique with 34 managers to enable in‐depth data to be revealed of observational leadership learning. Data analysis is through a phenomenological grounded theory approach.FindingsThe paper illustrates that observational learning from “notable people” is a prominent influence of these managers' conceptions of leadership. Such observational learning differed between men and women and between employed and self‐employed contexts.Research limitations/implicationsThe variety, availability and diversity of people to observe and engage with are argued here to have significant implications for the development of leadership practice.Practical implicationsThe conclusions suggest that interventions into the leadership development of men and women, and between the employed and self‐employed need to be different and such interventions need to be responsive to established structural practices.Originality/valueThe paper responds to a call for contextualized, in‐depth qualitative research into leadership development, making prominent the significance of observational learning to leadership practice and how such observational learning varies between men and women, and between the employed and the self‐employed. It also provides a model of observational learning and leadership practice to guide understanding of informal leadership development.