Businesses Have Been Focused On Developing Leaders For Quite
Businesses Have Been Focused On Developing Leaders For Quite Some Time
Businesses have been focused on developing leaders for quite some time now. Many of them have designed and implemented programs that are meant to train low level employees to be managers. There is still some debate over the best way to create a leadership training program and if they actually work. The assignment this week asks that you read a short case study on the creation of a leadership program for Washington State University's Library department. You'll then need to answer a series of questions on your opinion of the program.
The article can be accessed by in the attachment. Alex, N. M., & Elizabeth, B. L. (2009, Spring). Growing your own: Building an internal leadership training program. Library Leadership & Management, 23, 85-87. The assignment should be at least a page in length, make use of Microsoft Word, and answer the following questions:
Paper For Above instruction
Leadership development has become a central focus for many organizations aiming to cultivate future leaders internally rather than relying solely on external recruitment. The case study from Washington State University's Library department provides valuable insights into the design and implementation of an internal leadership training program. Analyzing this program reveals both effective strategies and areas for improvement, as well as broader implications for leadership development philosophy.
The most effective part of the leadership program described in the article is its emphasis on experiential learning. The program actively involves participants in real-world leadership tasks and projects, providing them with practical experience and fostering a sense of ownership over their growth. As highlighted by the authors, such hands-on involvement accelerates learning and builds confidence—key qualities of effective leaders (Alex & Elizabeth, 2009). This approach aligns with experiential learning theories, which suggest that immersive activities promote deeper understanding and retention. By engaging employees in actual leadership responsibilities early on, the program helps bridge the gap between theoretical knowledge and practical application, making this component particularly impactful.
Conversely, the least effective part of the program appears to be its limited focus on formal leadership education, such as workshops on leadership theories, communication skills, or conflict resolution. While experiential learning provides invaluable experience, it may lack the foundational frameworks necessary for comprehensive leadership development. Without structured learning components, participants might miss critical conceptual understandings that underpin effective leadership strategies. As the authors note, balancing experiential activities with formal training can enhance learning outcomes, ensuring that future leaders are equipped with both practical skills and theoretical knowledge (Alex & Elizabeth, 2009). Therefore, increasing the emphasis on structured educational elements could improve the program’s overall effectiveness.
Regarding whether leaders are born or made, the evidence from the case study and broader leadership research suggests that leaders are primarily developed through intentional programs like this one rather than being innately born with leadership qualities. While certain personality traits may predispose individuals to leadership roles, the skills and competencies required for effective leadership can be cultivated through training, mentorship, and experiential learning (Meyer et al., 2014). The success of such programs demonstrates that leadership capabilities can be nurtured over time, emphasizing the importance of developmental processes. As Warren Bennis famously stated, "Leaders are made, not born," underscoring the belief that leadership is a skill set accessible to those willing to develop it.
In conclusion, the leadership program at Washington State University’s Library demonstrates significant strengths in experiential learning, but could benefit from a more balanced integration of formal leadership education. The evidence favors the view that leadership qualities can be cultivated through targeted development programs, reinforcing the importance of organizations investing in internal leadership cultivation rather than assuming innate talent. As businesses continue to evolve, fostering leadership from within will remain essential to sustainable success and organizational resilience.
References
- Alex, N. M., & Elizabeth, B.. L. (2009). Growing your own: Building an internal leadership training program. Library Leadership & Management, 23, 85-87.
- Meyer, J., Van Wattum, M., & Lambert, L. (2014). Leadership development and the role of experiential learning. Journal of Leadership & Organizational Studies, 21(3), 341-354.
- Bennis, W. G. (2009). On becoming a leader. Basic Books.
- Kouzes, J. M., & Posner, B. Z. (2012). The leadership challenge: How to make extraordinary things happen in organizations. Jossey-Bass.
- Schein, E. H. (2010). Helping: How to offer, give, and receive help. Berrett-Koehler Publishers.
- Goleman, D. (1998). What makes a leader? Harvard Business Review, 76(6), 93–102.
- Day, D. V., & Dragoni, L. (2015). Leadership development: An outcome-oriented review based on time and levels. Annual Review of Organizational Psychology and Organizational Behavior, 2, 133-156.
The Leadership Quarterly, 16(3), 315-338. - Leadership & Organization Development Journal, 34(4), 334-348.