Leadership development: learning from best practices
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Purpose The main purpose of this paper is to conduct a systematic review of the literature on best practices and propose a series of steps or practices that practitioners can use in developing and assessing their leadership development strategies and programs. Design/methodology/approach This is a review paper. An extensive literature review was conducted (by searching texts and business databases, such as ABIInform/Proquest, for “leadership development best practices”). Once an organization was identified, several criteria were used to decide whether it would be included in this study: independent analysts classified the practice as “best” in the leadership development area; leaders were “made” through integrated, multi‐mode programs that included top management support, systematic training, etc. Findings Six key factors were found to be vital for effective leadership development: a thorough needs assessment, the selection of a suitable audience, the design of an appropriate infrastructure to support the initiative, the design and implementation of an entire learning system, an evaluation system, and corresponding actions to reward success and improve on deficiencies. Research limitations/implications The paper identified “best practice organizations” by reviewing the literature. While this is an acceptable method, it resulted in wide range of determining criteria. Practical implications The most important implication of this paper is practical in nature. Essentially, organizations can use the six stages identified in the paper to help them develop and implement effective leadership development strategies. Originality/value Leadership development has become a key strategic issue for contemporary organizations. There is considerable evidence to suggest that organizations that do not have properly structured leadership development processes compete in the marketplace at their own peril. Several organizations have reported successes with particular approaches, yet an examination of the literature reveals that the lessons emanating from these success stories are generally not presented in a holistic manner. This is the need that we address in this paper.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.022 | 0.008 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it