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Ideas of Performance in Leadership Development Programmes: Towards a New Resolution of Some Old Problems?

In: Performing Leadership

Author

Listed:
  • Edward Peck

    (University of Birmingham)

  • Helen Dickinson

    (University of Birmingham)

Abstract

In 1992, Conger published his survey — partly based on his personal experience — of a sample of leadership development programmes then common in the US. He approached the task with a reasonable degree of scepticism noting, after a prolonged exploration of the born/made debate, that: “the development of leadership is a very complex process” (p. 33) ... “[I]f experience is such an important teacher, and the motivation to lead is so rooted in one’s past, and the leadership skills are indeed so complex and related to one’s work and past, what role can training hope to play?” (p. 34). This distinction between experience and skills (and also knowledge) underpins Grint’s (2007) Aristotelian analysis of how leaders may learn to lead so that programmes do not “confuse and conflate knowledge, skills and wisdom . all three are necessary and mutually supportive: knowledge can be taught in lectures but skills must be honed through practice while wisdom can only be secured by experiencing leadership itself” (p. 242). Together they represent a significant challenge to practitioners of leadership development which is as pertinent to our leadership framework as any other (and perhaps more so given that it arose out of and was honed within our work with programme participants).

Suggested Citation

  • Edward Peck & Helen Dickinson, 2009. "Ideas of Performance in Leadership Development Programmes: Towards a New Resolution of Some Old Problems?," Palgrave Macmillan Books, in: Performing Leadership, chapter 9, pages 157-174, Palgrave Macmillan.
    • Handle: RePEc:pal:palchp:978-0-230-24617-1_9
    DOI: 10.1057/9780230246171_9
    as

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