Leadership and Emotional Intelligence

programs, however, is that they are not theoretically grounded (Riggio & Lee, 2007;
Yukl, 2010), which may contribute to the perspectives that “relatively little is known
about exactly what gets developed in leader development” (Day & Halpin, 2004, p. 5)
and “there appears to be little evidence-based guidance on how to best develop leaders”
(Allen & Hartman, 2008, p. 16). A discussion of development in the context of specific
leadership theories follows. The literature searched focused development vis-a-vis six
leadership theories (authentic, trait, leader-member exchange, goal orientation, and
transformational (including transactional)). As such, the entire spectrum of leadership
theories was not addressed. These theories were selected as representative of four
leadership theoretical domains: person-role (e.g., trait); leader-follower relations (goal
orientation, leader-member exchange (LMX)); leadership as a process (transactional,
transformational) and new perspectives (transformational, authentic) (Goldman &
Gorman, 2010). In addition, these six theories are representative of those perceived as
mature such as trait theory (Stodgill, 1948; Yammarino et al., 2005); less contemporary
but which have undergone some epistemological changes (such as leader-member
exchange; see Dansereau, Graen, & Haga, 1975; Graen & Uhl-Bien, 1995), popular (e.g.,
transformational, see Bass, 1978; Burns, 1985; Yammarino et al., 2005), and emergent
(authentic, see Avolio & Gardner, 2005). The subsequent section draws on Rude et al.
(2011).
Developing leadership skills can occur in a variety of ways, to include formal
training, self-directed learning and other activities (Day, 2001; Day & Halpin, 2001;
Whetten & Cameron, 2010; Yukl, 2010). Effective leadership training involves
approaches typical with instructional design, such as establishing clear learning