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The purpose of this paper is to develop a leadership skills development model and measure, based on its effect on organizational effectiveness and moderator effect of knowledge sharing.

Using the survey method, this paper investigates the validation of measures and model of the study. It tests the reliability and constructs validity of a leadership skills development measurement scale, created on the basis of the existing measures of leadership, organizational effectiveness and knowledge sharing. This scale is harmonized with transformational, transactional and servant leadership theories.

A structural model and measure of leadership skills development is proposed.

This study is limited by its particular population; therefore, future research need to be done to illustrate whether the current results can be generalized with other samples from different situations and cultures.

The paper provides an in depth review of leadership development, as well as developing a theory-based model and a valid and reliable questionnaire, which measures leadership skills development, effectiveness and knowledge sharing. The study results could improve the future empirical leadership development research.

We read and hear frequently about the role of vision in leadership. Standards for leadership education programs typically emphasize vision as a core component of leadership education and published accounts of successful leadership usually extol the leader’s vision. Given the prevalence of this term in discourse on leadership, it is surprising how little literature exists with specific discussions of how to teach it. In this article I discuss the potential of problem-based pedagogy for teaching the concept of vision. This paper draws on literature, theory, and my professional experience as a faculty member for 20 years in a graduate-level education leadership program.

The changing landscape that leaders face demands an evolution of leadership development that not only builds skills but also grows a leader’s capacity to effectively respond to and manage an ambiguous, uncertain and changing future. Based on adult development theory, we explore the nuanced difference of leadership development through two distinct, but equally useful lenses: horizontal and vertical leadership development. We examined the state of leadership development practice across fifteen large organizations and present differences in how six common leadership development practices including assessments, individual development plans, expert knowledge sharing, mentorship, coaching, and experiential opportunities were used in a more traditional skill-building way, and how principles of vertical development were incorporated. We conclude with specific practical approaches to modify traditional practices to meet emerging needs.

It is important that organizations embark on leadership development programs that will enhance leadership effectiveness. The purpose of this article is to identify some leadership development initiatives.

The paper uses a review of the literature to offer some leadership development practices.

Leadership development should be comprehensive and systematically integrated into the organizational culture in order to produce leaders who can deal adequately with organizational challenges.

Organizations and leadership developers should use a systemic approach in order to address the current leadership crisis. This paper emphasizes a global perspective and an organizational commitment to leadership development. It is suggested that organizations should have a long‐term focus towards realizing the benefits from investments in leadership development programs. The article offers a number of approaches to the selection and development of leaders at all levels of an organization.

All organizations face the problem of developing good leaders. This paper helps to identify some approaches to leadership development that will enhance leadership effectiveness and organizational performance.

The purpose of this paper is to highlight the paradox of gifted leadership – namely that executives who are gifted in leading their organizations may not be able to develop leaders under them – creating a challenge in developing the next generation of leaders.

To help confront this paradox the paper highlights insights for how executives approach developing others by drawing on assessment data from over 100 executive leaders and 900 observers. Additionally, the paper reflects on current research and observations on talent management best practices and offers a call‐to‐action for establishing a leadership development framework.

Senior leaders do not get too close or too personal with their co‐workers and this isolation can inhibit their ability to identify first hand individuals who might be in the up‐and‐coming next generation of leaders. Likewise, there is a perception that executives are more concerned with advancing their own careers than helping others move up the ladder. Finally, in environments with informal talent management processes, executives can be drawn towards finding and grooming mirror images of themselves or worse may succumb to organizational politics and favoritism when it comes to promotions and advancements.

There are multiple “influencers” that come into play to shape an executive's behavior and perceptions in their struggle to be an effective leader. Hopefully, with a better awareness of these influencers we can bring balance to how we define (and perhaps influence) effective executive leadership.