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Unveiling the impact: A mixed-method inquiry into the impact of leadership development programs.

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Title: Unveiling the impact: A mixed-method inquiry into the impact of leadership development programs.
Authors: Shams, Keyhan (AUTHOR) Keyhan@ksu.edu, Dailey, Stephanie (AUTHOR) stephanie.dailey@cgu.edu, Steffensmeier, Timothy (AUTHOR) steffy@ksu.edu
Source: Journal of Leadership Education. 2025, Vol. 24 Issue 2, p192-212. 21p.
Subject Terms: *Transfer of training, *Mixed methods research, *Leadership training, Transformational leadership, Self-efficacy, Leadership
Abstract: Purpose: Prior research and theory have shown that transformational leadership can be developed through leader development programs (LDPs). To explain how this happens, research suggests a strong connection between an individual's leader self-concept and their leadership behavior that can be manipulated through LDPs. The purpose of this article is to delve deeper into this phenomenon to understand how development occurs and to better understand how an LDP can improve leadership behaviors by influencing one's self-concept and ultimately reduce the training transfer gap. As a broader goal, this article contributes to the existing literature on the value proposition of investing in LDPs. Design/methodology/approach: We conducted an explanatory sequential design mixed-methods study to measure the development of participants and the impact of the program. The quantitative phase of the study used self-report surveys to measure the LDP's impact on participants' transformational leader behavior (TLB) and concept of themselves regarding leadership, their leader self-views (LSVs). The study also measured the relationship between LSVs and later enactment of leadership behaviors as the second hypothesis. The subsequent qualitative study was designed to understand the mechanisms that might explain the quantitative results. Findings: The study's empirical findings indicate a positive relationship between LSVs (efficacy, self-awareness and identity) and distal leader development outcomes (TBLs). The study's findings also provide support for the claim that LDPs convert knowledge and skills into TLB, expanding an individual's capacity to be effective in leadership roles and processes (Day & Dragoni, 2015). Qualitative results also show LDPs improve leader behavior by influencing their self-efficacy via providing tools and knowledge as well as building experimental mindset. Originality/value: By showing LDPs' long term impacts, this paper demonstrates why short-term leadership development programs are worth investing. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Leadership Education is the property of Journal of Leadership Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Label: Title
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  Data: Unveiling the impact: A mixed-method inquiry into the impact of leadership development programs.
– Name: Author
  Label: Authors
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  Data: <searchLink fieldCode="AR" term="%22Shams%2C+Keyhan%22">Shams, Keyhan</searchLink> (AUTHOR)<i> Keyhan@ksu.edu</i><br /><searchLink fieldCode="AR" term="%22Dailey%2C+Stephanie%22">Dailey, Stephanie</searchLink> (AUTHOR)<i> stephanie.dailey@cgu.edu</i><br /><searchLink fieldCode="AR" term="%22Steffensmeier%2C+Timothy%22">Steffensmeier, Timothy</searchLink> (AUTHOR)<i> steffy@ksu.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Leadership+Education%22">Journal of Leadership Education</searchLink>. 2025, Vol. 24 Issue 2, p192-212. 21p.
– Name: Subject
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  Data: *<searchLink fieldCode="DE" term="%22Transfer+of+training%22">Transfer of training</searchLink><br />*<searchLink fieldCode="DE" term="%22Mixed+methods+research%22">Mixed methods research</searchLink><br />*<searchLink fieldCode="DE" term="%22Leadership+training%22">Leadership training</searchLink><br /><searchLink fieldCode="DE" term="%22Transformational+leadership%22">Transformational leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Self-efficacy%22">Self-efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Leadership%22">Leadership</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: Prior research and theory have shown that transformational leadership can be developed through leader development programs (LDPs). To explain how this happens, research suggests a strong connection between an individual's leader self-concept and their leadership behavior that can be manipulated through LDPs. The purpose of this article is to delve deeper into this phenomenon to understand how development occurs and to better understand how an LDP can improve leadership behaviors by influencing one's self-concept and ultimately reduce the training transfer gap. As a broader goal, this article contributes to the existing literature on the value proposition of investing in LDPs. Design/methodology/approach: We conducted an explanatory sequential design mixed-methods study to measure the development of participants and the impact of the program. The quantitative phase of the study used self-report surveys to measure the LDP's impact on participants' transformational leader behavior (TLB) and concept of themselves regarding leadership, their leader self-views (LSVs). The study also measured the relationship between LSVs and later enactment of leadership behaviors as the second hypothesis. The subsequent qualitative study was designed to understand the mechanisms that might explain the quantitative results. Findings: The study's empirical findings indicate a positive relationship between LSVs (efficacy, self-awareness and identity) and distal leader development outcomes (TBLs). The study's findings also provide support for the claim that LDPs convert knowledge and skills into TLB, expanding an individual's capacity to be effective in leadership roles and processes (Day & Dragoni, 2015). Qualitative results also show LDPs improve leader behavior by influencing their self-efficacy via providing tools and knowledge as well as building experimental mindset. Originality/value: By showing LDPs' long term impacts, this paper demonstrates why short-term leadership development programs are worth investing. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of Journal of Leadership Education is the property of Journal of Leadership Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=187407827
RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1108/JOLE-01-2024-0029
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      – Code: eng
        Text: English
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      – SubjectFull: Transfer of training
        Type: general
      – SubjectFull: Mixed methods research
        Type: general
      – SubjectFull: Leadership training
        Type: general
      – SubjectFull: Transformational leadership
        Type: general
      – SubjectFull: Self-efficacy
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      – SubjectFull: Leadership
        Type: general
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            NameFull: Shams, Keyhan
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            NameFull: Dailey, Stephanie
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            NameFull: Steffensmeier, Timothy
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            – D: 01
              M: 05
              Text: 2025
              Type: published
              Y: 2025
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