Abstract

Theoretical and empirical evidence citing research on leadership development is scarce, as is awareness of the effects of leadership training. Moreover, these programs remain largely ineffective in tapping the optimal leadership potential of employees. Hence, this study aims to identify and describe the effects of investments in leadership development programs and to provide insight into methods for quantifying these benefits regardless of the specialization or location of a large company. Participants were selected purposefully. The core part of the qualitative study was conducting 26 individual semi-structured interviews. The analysis of the data was based on grounded theory procedures. The data indicates that while teaching the practice of leadership behavior generates a variety of benefits, these benefits can sometimes go unnoticed by managers. Meanwhile, a distinction can be made between non-leadership and leadership benefits of leadership training. Leadership benefits relate to the development of individual participants of the program, as well as translate into relationships and the quality and quantity of work performed. In addition, the managers of these programs, except in individual cases, do not measure and analyze the effectiveness of training effects in a standardized manner, which may effectively limit the development of the category of benefits from investment in the leadership development of an individual employee or the potential of these programs, or make it impossible to indicate the direction and scope of improvements necessary to maintain or improve their effectiveness.

Keywords: nurturing leaders, leadership development, success measures, leadership benefits, qualitative research

References

• Alvesson, M. i Sköldberg, K. (2009). Reflexive methodology: new vistas for qualitative research (wyd. 2). Sage.
• Avolio, B. J. (2005). Leadership development in balance. Lawrence Erlbaum. https://doi.org/10.4324/9781410611819
• Boyatzis, R. E. (2008). Competencies in the 21st century. Journal of Management Development, 27(1), 5-12. https://doi.org/10.1108/02621710810840730
• Cachia, M. i Millward, L. (2011). The telephone medium and semi-structured interviews: a complementary fit. Qualitative Research in Organizations and Management, 6 (3), 265-277. https://doi.org/10.1108/17465641111188420
• CBOS. (2017). Jak osiągnąć sukces zawodowy? Komunikat z badań 70/2017. https://www.cbos.pl/SPISKOM.POL/2017/K_070_17.PDF
• Chang, W., Busser, J. i Liu, A. (2020). Authentic leadership and career satisfaction: the meditating role of thriving and conditional effect of psychological contract fulfillment. International Journal of Contemporary Hospitality Management, 32(6), 2117-2136.
• Czarnik, S., Górniak, J., Jelonek, M., Kasparek, K., Kocór, M., Lisek, K., Prokopowicz, P. i Worek, B. (2021). Raport podsumowujący wyniki badań 2019-2020 Bilans Kapitału Ludzkiego. Polska Agencja Rozwoju Przedsiębiorczości, Uniwersytet Jagielloński.
• Dąbrowski, M. (2011). Zrównoważona karta wyników w e-learningu akademickim. e-mentor, 1(38), 31-42. http://www.e-mentor.edu.pl/artykul/index/numer/38/id/809
• Denis, J.-L., Langley, A. i Sergi, V. (2012). Leadership in the Plural. The Academy of Management Annals, 6(1), 211-283. https://doi.org/10.1080/19416520.2012.667612
• Dennis, H. S. I. (1974). A theoretical and empirical study of managerial communication climate in complex organizations. Purdue University.
• Dubel, P. (2017). Rynek pracy po akcesji Polski do UE. Studia Europejskie, 4, 235-251.
• EUROSTAT. (2021). Education and training. https://ec.europa.eu/eurostat/web/education-and-training/data/main-tables
• Fusco, T., O'Riordan, S. i Palmer, S. (2015). Authentic leaders are... conscious, competent, confident, and congruent: A grounded theory of group coaching and authentic leadership development. International Coaching Psychology Review, 10(2), 131-148.
• Glaser, B. G. i Strauss, A. (1967). The discovery of grounded theory. Aldine.
• Górniak, J., Strzebońska, A. i Worek, B. (2020). Rozwój kompetencji - uczenie się dorosłych i sektor rozwojowy. Polska Agencja Rozwoju Przedsiębiorczości, Uniwersytet Jagielloński. https://www.parp.gov.pl/storage/publications/pdf/3-BKL-Uczenie-sie-doroslych-OK_201027.pdf
• Hanson, P. G. (1975). Giving feedback: An interpersonal skill. W J. E. Jones i J. W. Pfeiffer (red.), The 1973 annual handbook for group facilitators (s. 175-186). University Associates.
• Holmberg, R., Larsson, M. i Bäckström, M. (2016). Developing leadership skills and resilience in turbulent times. Journal of Management Development, 35(2), 154-169. https://doi.org/10.1108/JMD-09-2014-0093
• Janiak-Rejno, I. i Chomątowska, B. (2008). Rola i proces szkolenia pracowników w systemach produkcyjnych. Prace Naukowe Uniwersytetu Ekonomicznego we Wrocławiu, 24(6), 47-56. https://www.dbc.wroc.pl/Content/4160/PDF/PN_24_Zarzadzanie_6.pdf
• Komisja Europejska. (2014). Rozporządzenie Komisji (UE) nr 651/2014 z dnia 17 czerwca 2014 r. uznające niektóre rodzaje pomocy za zgodne z rynkiem wewnętrznym w zastosowaniu art. 107 i 108 Traktatu. https://eur-lex.europa.eu/legal-content/PL/TXT/PDF/?uri=CELEX:02014R0651-20170710&from=GA
• Kotter, J. P. (2008). Przewodzenie procesowi zmian: przyczyny niepowodzeń. W Harvard Business Review, Skuteczne przywództwo (s. 175-195). HELION.
• Kowal, W. (2013). Skuteczność i efektywność - zróżnicowane aspekty. Organizacja i Kierowanie, 4(157), 11-24.
• Mero-Jaffe, I. (2011). 'Is that what I said?' Interview transcript approval by participants: An aspect of ethics in qualitative research. International Journal of Qualitative Methods, 10(3), 231-247. https://doi.org/10.1177/160940691101000304
• Milner, J., McCarthy, G. i Milner, T. (2018). Training for the coaching leader: how organizations can support managers. Journal of Management Development, 37(2), 188-200. https://doi.org/10.1108/JMD-04-2017-0135
• Nash, M. i Moore, R. (2020). 'When I look in the bathroom mirror, I see all the women standing behind me': An evaluation of a leadership development program for women in STEMM. Journal of Sociology, 57(2), 362-379. https://doi.org/10.1177/1440783320911453
• Packard, T. i Jones, L. (2015). An outcomes evaluation of a leadership development initiative. Journal of Management Development, 34(2), 153-168. https://doi.org/10.1108/JMD-05-2013-0063
• Page, S. (2015). The power of business process improvement (wyd. 2). AMACOM.
• Pawłowska, A. (2017). Zatrudnialność pracobiorcy w elastycznym zarządzaniu ludźmi. Polskie Wydawnictwo Ekonomiczne.
• Prewitt, V. (2003). Leadership development for learning organizations. Leadership & Organization Development Journal, 24(2), 58-61. https://doi.org/10.1108/01437730310463242
• Sadowska-Kowalska, E. (2001). Efektywność szkoleń menedżerskich (na podstawie badań ankietowych). Acta Universitatis Lodziensis. Folia Oeconomica, 155, 51-63.
• Tsoh, J. Y., Kuo, A. K., Barr, J. W., Whitcanack, L., Merry, I., Alldredge, B. K. i Azzam, A. N. (2019). Developing faculty leadership from 'within': a 12-year reflection from an internal faculty leadership development program of an academic health sciences center. Medical Education Online, 24(1), 1567239. https://doi.org/10.1080/10872981.2019.1567239
• Wawer, R. I. (2018). Efektywność kształcenia - jak ją rozumieć? W A. Pytka i M. Maciąg (red.), Wiedza i edukacja - od teorii do praktyki (s. 16-25). Wydawnictwo Naukowe TYGIEL.
• Wilson, S., Lee, H., Ford, J. i Harding, N. (2020). On the ethics of psychometric instruments used in leadership development programmes. Journal of Business Ethics, 172, 211-227. https://doi.org/10.1007/s10551-020-04519-z
• Yadav, N. i Dixit, S. (2017). A conceptual model of learning agility and authentic leadership development: Moderating effects of learning goal orientation and organizational culture. Journal of Human Values, 23(1), 40-51. https://doi.org/10.1177/0971685816673487
• Zhong, X. N., Li, X., Liu, T. i Chen, Y. W. (2016). The mediator role of Psychological Capital: A study among authentic leadership, work engagement, and psychological capital. W IEEE International Conference on Industrial Engineering and Engineering Management (s. 1861-1865). IEEE. https://doi.org/10.1109/IEEM.2016.7798200