Edited by Mitchell G. Rothstein and Ronald J. Burke
Chapter 1: The Role of the Individual in Self-Assessment for Leadership Development
1 Allan H. Church and Christopher T. Rotolo Much has been written over the last hundred years about the study of leadership and the practice of leadership development. The field has seen everything from different taxonomies and typologies proposed of leadership as a construct (e.g. Antonakis et al., 2004; Bass, 1990; Burke, 1982), to more focused applications regarding the development of leadership skills and capabilities through development interventions and planned experiences (e.g., Byham et al., 2002; Conger and Benjamin, 1999; Fulmer and Conger, 2004; McCall, 1998). There has even been a popular emphasis in recent years on the concept of differentiated stages and developmental needs for leaders as they progress in their careers, popularized by the Leadership Pipeline (Charan et al., 2001). While these approaches are all very important to the field, they often assume that leaders are fully engaged in the learning and development agenda that is being offered or applied. It is difficult to imagine that a well constructed leadership development program or a developmental move to a new leadership role in an emerging market will have a significant impact on the individual’s development if he or she does not possess certain key individual characteristics such as a willingness to learn, an openness to change, and the motivation and ambition to succeed in the future. These approaches also often assume that what is being offered from a tools, intervention or curriculum perspective is accurately filling the leader’s specific developmental needs. That said, it is interesting to note that...
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