The “growth of a person’s capacity to be effective in future leaders program” is characterised as leadership development. These roles and procedures contribute to the direction-setting, alignment, and commitment-building of groups of individuals who share shared tasks. Individual-based knowledge, skills, and talents linked with formal leadership responsibilities of individuals have been the focus of most organisational leadership research and training programmes. As a result, investment in human capital leads to the development of leaders. One part of the larger process of leadership development is leader development. In contrast to leader development, which is defined as the growth of a person’s ability to be a future leaders program, leadership development is characterised as the expansion of a group’s capacity to provide direction, alignment, and commitment. By examining the components of each model, further contrasts between the two may be made.
Theory of development
While there is no one-size-fits-all theory for leader development, the developmental theory focuses on two components of growth: learning and change. Change is a necessary part of development, and it is difficult for a leader to grow without it. Learning is described as a person’s lasting transformation as a result of practise or experience, which leads to change and progress. Learning is built on two traditions: behaviourism’s permanent change in behaviour in response to experience, and Gestalt psychology’s change in or formation of new mental models. Performance may be utilised as a predictor of a leader’s conduct, thanks to behaviourism. Gestalt psychology, on the other hand, Gestalt psychology studies the formation of new mental models as a result of experience, which can aid a leader’s intrapersonal competency.
Model of the Future Leader
The first section depicts three factors that work together to strengthen developmental experiences: evaluation, challenge, and support. Leaders may use assessments to see where they are in terms of their strengths, current performance, and developmental needs. Challenging events push a leader’s capacity to operate outside their comfort zone, acquire new skills and talents, and give valuable learning opportunities. Leaders can endure the battle of development with the help of their supervisors, coworkers, friends, family, coaches, and mentors. The second element of the leader development model shows how the process of becoming a leader entails a range of developmental experiences as well as the ability to learn from them. These experiences and the capacity to learn are intertwined in the sense that a leader with a high ability to learn would seek out developmental experiences, and leaders will improve their ability to learn as a result of these experiences.
Self-awareness, self-regulation, and self-motivation are examples of intrapersonal competencies connected to leader development.
Self-motivation entails a greater level of identification in order to be driven to go beyond contracts and exchanges in terms of both their own development and performance. Self-awareness, self-regulation, and self-motivation, when combined, allow for increased individual knowledge, trust, and personal power, all of which are important qualities to develop in a leader.
In proposed models, has been envisaged. Individuals manage their attention and effort around self-set or assigned objectives, take action to attain their goals, obtain their goals or their performance strategy, if required, to maintain or increase their progress toward their goals, and resume the cycle, according to the models. Setting the aim, behaving, discovering a mismatch, and finally decreasing any discrepancy are the steps they outline.
This process is critical in the future leader’s program since it has both internal and external consequences. “Individuals prefer congruence between their own and others’ views of their conduct, and, as a result, develop and strive toward objectives to decrease perceptual dissonance,” according to the study. Individuals desire their own perceptions of themselves to be consistent with those of others, which is comparable to the intrapersonal competency of self-awareness, both of which are important for future leaders programs.