effectiveness), follower attitudes about the leader, leader’s contributions as perceived by
followers, and the degree of career success (Yukl, 2010). Leadership is highly
contextualized (Conger, 2004; Day & Zaccaro, 2004; Shuck & Herd, 2012). Also, for
purposes of this study, four primary leadership approaches were considered: person-role;
leader-follower relations; leadership as a process; and new perspectives (Goldman &
Gorman, 2010). An elaboration of leadership, particularly in a developmental milieu,
follows.
Leader and Leadership Development
Leader and leadership development may be viewed as interchangeable but have
different connotations. According to McCauley and Van Velsor (2004), leader
development entails expanding the person’s capacity to be effective in leadership roles
and processes. A critical success factor for developing leaders should be a resultant
positive, enduring change in the leader (Day & Zaccaro, 2004; Klein & Ziegert, 2004).
3. EI Research is Needed at the Organizational Level of Analysis
2001). Developing leadership means expanding the organization’s capacity to enact
leadership tasks needed for setting direction, crafting alignment, and fostering
commitment (Day, 2001; McCauley & Van Velsor, 2004). Both terms, however, are
frequently commingled in the developmental climate, for example: “Leadership is taught
because there is a belief that the behavior of leaders can be influenced to improve
performance and output of organizations [emphases added]” (Schyns, Kiefer,
Kerschreiter, & Tymon, 2012, p. 399).
Leadership development research typically associated an underlying conceptual
framework consisting of one or more theories. A major criticism of leader development