Assignement introduction Leadership Development Programs.pdf

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Section 1: Foundation of the Study

Organizations collectively lose over $13 billion per year due to failing leadership

development programs (LDPs). According to Boatman and Wellins (2011), only 18% of

HR managers report that their future leaders are either very strong or strong. Substitutes

for leadership, a theory developed by Kerr and Jermier in 1978, has been expanded but

has yet to be applied to the effects on LDPs. Considering substitutes for leadership when

developing LDPs may improve their efficacy, thus developing more effective leaders.

Background of the Problem

neutral results in organizations, and companies apply them in many settings. The

common theme of substitutes for leadership no matter the outcome, is that they negate the

need for leaders to lead or give direction to subordinates. Miner (2011) stressed the

negative impact that substitutes have on organizations. Further, Zaccaro et al. (2000)

found that assessing a leader’s abilities is a difficult and time-consuming effort that many

avoid. Without understanding the effects of substitutes for leadership, organizations are

unable to effectively develop leaders through their LDP.

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Problem Statement

Substitutes for ethical leadership such as standards and methodologies may render

financial leaders incapable of influencing subordinates’ behavior or performance

(Mostafa, 2018). According to a study by Couch and Citrin (2018), U.S. companies spend

over $13 billion dollars annually on leadership development; yet 81% of organizations

admitted they were ineffective at developing leaders. The general business problem is

that business leaders are not focusing on effective substitutes for leadership when

developing leadership development programs (LDPs) resulting in ineffective leadership.

Purpose Statement

leaders in three financial institutions located in the mid-Atlantic region of the United

States who have successfully developed leadership development programs to meet

organizational goals. The results of this study may contribute to social change by more

effectively developing leaders that can take their skills beyond their workplaces and serve

in civic and volunteer groups that may also benefit from their effective development.

The three research methods available to utilize were qualitative, quantitative, and

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is used to explore phenomena and to gain a better understanding of phenomena (Reinecke

et al., 2016). Administrators and policymakers use applied qualitative research to inform

ways to improve policies or practices (Merriam & Tisdell, 2016). In contrast,

quantitative researchers use closed-ended questions to characterize variables or examine

relationships among variables (Saunders et al., 2015). Quantitative methodology was not

appropriate for this study because hypotheses to examine variables’ characteristics or

relationships will not be tested in this study. Similarly, the mixed method combines

qualitative and quantitative methods to explore and examine complex phenomena by

Phenomenological research is used to interpret personal meaning of participants’ lived

experiences (Saunders et al., 2015). This multiple case study focused on strategies for

developing effective leadership development programs, rather than personal meanings of

lived experiences; therefore, phenomenological research design was not appropriate for

this study. Ottrey et al. (2018) argued that ethnographic design is a qualitative research

process for discovering and presenting the knowledge, behaviors, and interpreted

experiences of a group’s culture. Ethnographic research is the formal method used to

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was not the focus for this study, an ethnographic design was not appropriate for this

study.

What strategies do financial business leaders use to develop leadership

development programs to meet organizational goals?

1. What policies or procedures did your company use to develop LDP strategies to

address meeting organizational goals by reducing leaders’ need for continuing employee

continuing employee guidance?

6. How does your company track LDP training outcomes and employee

performance?

7. How did your company change their LDPs to increase their effectiveness in

enabling leaders to avoid having to provide continuing employee guidance for meeting

organization goals?

8. What else would you like to share concerning leadership development

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Conceptual Framework

The conceptual framework for this study was the substitutes for leadership theory

developed by Kerr and Jermier in 1978. Substitutes for leadership are situational factors

that neutralize the continuing need for leadership and are woven throughout many

organizations (Kerr & Jermier, 1978). Some organizations intentionally insert substitutes

for leadership to reduce the dependency employees have on their leader (Kerr & Jermier,

1978) through policies or procedures. Podsakoff et al. (1996) argued that Kerr and

Jermier’s substitutes for leadership theory is supported by four supporting constructs.

situations that may support the development of beneficial substitutes for leadership to

enhance effectiveness of an organization is provided in the substitutes for leadership

theory. As applied to this study, substitutes for leadership theory provided a useful lens to

explore strategies that some organizations used to improve their LDPs for enabling

participants to meet organizations’ goals without the need for leaders’ continuing

guidance.

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Operational Definitions

Leadership development program (LDP): Personalized training and development

focused on an organization’s vision, mission, and strategic plan to ensure employees are

successful in current and future leadership positions (Holt et al., 2018).

Leadership Trait Questionnaire (LTQ): A questionnaire is used to measure

personal characteristics of leadership (Northouse, 2016).

Path-goal theory: The technique where leaders motivate subordinates to

accomplish goals by enhancing follower performance and satisfaction (Evans, 1970).

by including development of subordinates, while placing strong emphasis on morals and

ethics (Northouse, 2016).

Assumptions are facts that either have not been or cannot be verified that may

affect how the researcher interprets the data (Armstrong & Kepler, 2018). In this study,

three assumptions were identified. The first assumption was that all participants in the

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second assumption was that the organizations studied have implemented a program for

substitutes for leadership. The third assumption was that substitutes for leadership effect

leaders’ ability to lead.

Limitations

According to Yin (2017), limitations are factors that are beyond the control of the

researcher. There are three limitations to this study. The first limitation is the sample size

of the study will be limited based on the number of organizational managers available.

The second limitation is scheduling interviews with participants may be difficult. The

Delimitations

grouped fits the model of the problem or phenomenon studied (Diefenbach, 2009). There

are two delimitations in this study. The first delimitation is only participants from

organizations in the mid-Atlantic and southern regions of the United States will be

included in this study. The second delimitation is the study includes only managers in

financial organizations involved with LDPs.

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Contribution to Business Practice

With over 68% of employees considered unengaged at work, organizations are

under extreme pressure to develop leaders (Adkins, 2015). According to Chartered

Institute of Personnel and Development (2016), the lack of engagement may be due to

only 35% of employees feeling inspired by their employers. This disengagement costs

U.S. corporations $350 billion annually (Osborne & Hammoud, 2017). Kahn (1992)

argued that the more engaged employees are at work, the better they perform tasks,

strategies, learning objectives, program design, and evaluation. The study’s results may

provide cost savings strategies for developing and implementing effective LDPs that

reduce the need for leadership guidance to achieve an organizations’ goals.

LDPs are used to develop leaders through the long-term process of social change

by focusing on collaboration, service-orientation, and values-based processes (Read et al.,

2016). The results of this study may implicate positive social change through leaders

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environment for both leaders and subordinates. Applying the results of this study may

further change the business into a more desirable place to work, thus lowering employee

turnover and attracting talented employees. Additionally, as leaders commonly serve in

civic and volunteer organizations, they may also use new competencies developed at

work in these additional positions. Civic and volunteer organizations could then directly

benefit from being led by competent leaders at no additional cost.

The purpose of this qualitative multiple case study was to explore the strategies

keywords and combinations of leadership, leadership development, leadership

development programs, leadership development cost, leadership development failure,

leadership theories, evaluating leadership development programs, roles and

responsibilities in leadership development, improvement of leadership learning,

sustainability in leadership development, the importance of transference, creative and

innovative leadership development programs, professional-quality through

transformational leadership, and participants’ needs in leadership development

environment when transformational leadership is less likely, just as above with Ehrnrooth

et al. (2021) and Sok et al. (2018).

In Velez and Neves (2017), researchers applied the substitutes for leadership

(Kerr & Jermier, 1978) theory to ethical leadership to study if the effects of followers’

attributes would either enhance or minimize the influence of ethical leadership. The

study provided that ethical leadership reduces employee negative emotions and promotes

employee positive emotions. The study also provided an additional substitute for

leadership, employee proactive personality, to the list of leadership substitutes found in

Evaluating Leadership Development Programs

According to King and Nesbit (2015), trends exist in an increase in leadership

development programs that focus on developing leaders who already demonstrate

behaviors and abilities to succeed in varying environments. However, it is imperative to

understand the evaluation criteria on the impact businesses require from their leadership

development programs.

King and Nesbit (2015) included two stages: (1) a traditional evaluation of the

leadership development program and (2) 30 semi structured interviews comparing

research in the two stages allows one to evaluate both techniques' strengths and

weaknesses. King and Nesbit (2015) found that the traditional evaluation provided less

detail, which has led to dissatisfaction with the outcomes. An example of such an

assessment is the Kirkpatrick Evaluation Model (Kirkpatrick & Kirkpatrick, 2008). The

Kirkpatrick and similar models' weaknesses are they generally measure knowledge

transfer to employees versus the impacts of leadership development programs.

King and Nesbit (2015) is a study of leadership development based on the

interviews focused on experience, environment, and approach to the challenge versus the

development programs, there is a lack of leadership development strategy. According to

the authors, there was a lack of business alignment, leadership support, learning

opportunities, and individual aspiration fulfillment that has been understated.

To address the lack of strategy in leadership development, Maheshwari and

Yadav (2018) stated that there is a six-step approach for establishing strategic leadership

development: articulation of leadership context; alignment of business strategy,

assessment of individual readiness; adaptable organization environment; aspiration

alignment; and agile HR processes. Masheshwari and Yadav (2018) could be used with

research from King and Nesbit (2015) to understand if the claims were effective.

Successful Leadership Development Programs

The purpose of Longenecker and Insch’s (2018) study is to identify the specific

engagement of senior leaders to ensure successful leadership development. Billions of

dollars are spent annually on leadership development programs, but little was available

on senior leaders’ role in supporting these efforts (Longenecker & Insch, 2018).

Longenecker and Insch’s (2018) research adds to the current literature due to the unique

their respective organization. This expansive and diverse subject pool is a strength for

this study. However, a weakness is that the participants joined groups to refine their

answers when asked questions individually. According to Longenecker and Insch

(2018), leadership development was the sole factor, and individuals committed to

improving this discipline to improve the organization. The findings included several vital

behaviors that support leadership development: (1) commitment to the process; (2)

identification of needed actions; (3) financial support; (4) understanding of the

creating a climate of continuous learning; and (7) role modeling. Again, an organization

could use Longenecker and Insch (2018) alongside King and Nesbit (2015) to test

efficacy of the proposed solution.

Much like King and Nesbit (2015), Stillman et al. (2018) is focused on a talent

development program to improve leadership knowledge. Stillman et al. (2018) was a

comprehensive leadership assessment with a one-to-one debrief and quantitative and

qualitative feedback solicited for improvement opportunities. This assessment included a

34-item questionnaire to develop a tool named the Leadership Vital Signs assessment for

In Aldulaimi (2018), the researcher used the expectancy theory (Vroom, 1964) to

provide a foundation for the study. In the expectancy theory, Vroom explained four

assumptions: a) expectation about the needs, motivations, and experience of the

participants; b) the participants relied on a conscious choice; c) desires from the

organization (e.g., salary, advancement, and challenge); and d) the participants chose

between alternatives to optimize their potential outcome. Employees assume that those

who participate in leadership development programs will be promoted to leadership

give an organization a clearer picture if the approach detailed in the study would be

effective in their specific context.

In Miner (2011), the researcher studied the detriment substitutes for leadership

have on the leader’s ability to influence subordinates' behavior or performance.

Standards, methodologies, and bureaucracies were all examples of common substitutes

for leadership. Miner further discussed the empirical theory and specifically how

substitutes for leadership were derived from the path-goal theory Evans (1970) and,

further by House (1971). Furthermore, Miner confirms House et al. (1971) that if a

mixture of leadership development interventions as vital in preparing leaders. When

using diverse, complex and volatile environments, leaders are better prepared to handle

multifaceted contextual issues. Further, this study showed that both human and social

capital improvements are manageable through better developmental initiatives and

appropriate programs. Researchers recognized six themes as beneficial; meaningfulness,

networking; change in leadership skill set; changed outlook of South Africa; experiential

learning; and cross-sectoral collaboration. This builds on the concepts of Kerr and

Streeton et al. (2021) was a study that attempted to understand better vertical

leadership development in the National Health Service (NHS) using the Improving

Global Health (IGH) program. According to the researchers, there are many

opportunities and programs for the growth of NHS employees. What made the IGH

successful was how the program used multi-disciplinary groups of workers to learn

leadership theory and then apply the theory in a global health system. Besides the

structure, overseas placement, intensive induction, mentorships, and the encouragement

to reflect were all acknowledged as critical in the leadership growth of the participants.

and behaviors and included all employees in a healthcare system. Researchers found that

intermittent leadership development sessions facilitated by content experts thought

experiential learning was effective in learning, satisfaction, and skills used in daily

practice. This study is critical because the researchers intentionally remove the silos of

specific leadership development programs by including different fields. Houchens et al.

(2021) and Streeton et al. (2021) both provide that there is value in diversity in a

leadership development program.

Just as described in Streeton et al. (2021) and Houchens et al. (2021) the study

Wallace et al. (2020) used multiple perspectives to develop a leader and leadership

development learning criteria classification system. The goal was to provide practitioners

with the support to design and evaluate the effectiveness of leader education and

development. Using a test as in King and Nesbit (2015), organizations could better

understand if the perceived success found in Wallace et al. (2020) is factual.

Leadership Development and Sustainability

There is a direct correlation between human resource quality and

Pysz (2016) were consistent with studies that embraced sustainability for much more

extended periods. Additionally, the shorter time would prove very relevant given the

profound changes in technology, theory, and practices in recent history, proving to be a

strength in the study.

Szczepańske-Woszczyna and Kurowska-Pysz (2016) focused on managers and

employees of organizations with sustainability as the goal. Szczepańske-Woszczyna and

Kurowska-Pysz (2016) found leadership development is a critical element in

leadership development programs and when viewed with Longenecker and Insch’s

(2018) additional value can be placed when senior leaders are seen as driving the change.

Morris et al. (2020) described the nursing field as being unprepared for

succession planning. Further, researchers found others commonly saw nurses in new

leadership roles as unprepared for their new roles. Morris et al. (2020) described an

apparent lack of succession planning within nursing. Additionally, there were significant

gaps in nurse leadership even though evidence indicated constant turnover and vacancies

in nurse leadership positions. Morris et al. (2020) found that improving the identification,

Investing in Leadership Development Programs

The purpose of Khalili (2017) was to use a quantitative approach to develop and

validate the creativity and innovativeness of leadership behavior. Khalili (2017)

described the five leadership theories; transformational leadership, change-oriented

leadership, innovation champion, leader-member exchange, and authentic leadership.

A strength of the study is that 514 respondents held management and non-

managing positions (Khalili, 2017). A weakness is that executives not polled for the

study could give a more strategic view. The developed 24-item measure proved to be a

test analysis, Khalili showed positive and significant influences on creative and

innovative leadership behavior (Khalili, 2017).

Based on the research and tool of Khalili (2017), organizations should invest in

leadership development. Using creativity and innovation only enriches the leadership

development program, and the tool developed can aid in testing effectiveness (Khalili,

2017). This in consistent with Longenecker and Insch (2018) that suggested that the

actions senior leaders put toward leadership development has a positive effect on

programs.

training, and assessing leaders. The needs of leadership development program

participants are not specific from one culture to the other (Gentry et al., 2014). Further

research investigating findings from Virzi (2018) combined with those of Maheshwari

and Yadav (2018) could outline a more specific recipe for successful global leadership

development strategies

Researchers in the qualitative study, Gentry et al. (2014), investigated the needs

700 participants from seven countries (China/Hong Kong, Egypt, India, Singapore,

Spain, the United Kingdom, and the United States). Gentry et al. (2014) filled the gap in

previously published literature from two fronts: (1) organizations did not take the needs

and expectations of participants of leadership development programs; and (2) what the

different needs across different countries are. Gentry et al. (2014) methods used for the

data collection were through 3

rd

development training. The population included approximately 90 managers from each of

the countries tested. The findings provided by Gentry et al. (2014) were that the needs of

language for the survey conducted by Gentry et al. (2014). Losing data due to language

barriers is possible.

Leadership development programs are not culturally sensitive (Gentry et al.,

2014). Gentry et al. (2014) will benefit future studies by adding that there may not be a

need to tailor leadership development programs based on cultures and focus on the

participant's specific leadership competencies. This information can save researchers and

organizations time and focus efforts on more impactful variables.

benefit and with Stein and Min (2019) that suggested that programs could substitute for

transformational leadership.

Dwirosanti (2017) studied transformational leadership's impact on personality and

job involvement in organizational citizenship behavior (OCB). The method used is a

quantitative study focused on questionnaires using the Likert scale and rating scale.

Transformational leadership, personality, and job involvement directly influenced OCB,

while transformational leadership impacted job involvement and character (Dwirosanti,

2017). As discussed previously, these findings could be because there were no programs

performance (Wardhani, 2017). It would be beneficial for organizations to know if

competency, performance, or social capital could be substituted for as Stein and Min

(2019) found in relation to HRM strategies and servant leadership.

Antonakis and House (2014) is a qualitative study on instrumental leadership (IL)

and IL's relationship with transformational and transactional leadership theories.

According to Antonakis and House (2014), IL factors are the leader's ability to scan

internal and external environments, chart strategic and task objectives, and provide

performance feedback and was found the be beneficial for leaders

Antonakis and House (2014) are a series of four studies focused on the validity of

IL. The studies consisted of populations of several firms, countries, and periods. The

previous literature omitted IL and only focused on the behaviors associated with

transformational, transactional, and laissez-faire leadership models. The study's

weaknesses included that the researchers may not have found the best indicators

(Antonakis & House, 2014). Researches also only used single points in time. It would

Leadership Development Experiences

leadership development experiences. The authors were able to accomplish this by

blending the existential-phenomenological perspective with the leadership literature.

Researchers used 49 U.S. Army officers of varying rank, from two Army bases as their

population. Researchers derived essential elements and structure of experiences about

leadership development from this study.

The result of Olivares et al. (2007) proved beneficial experiences rated higher

than non-beneficial based on five elements: a) challenge; b) self-efficacy; c) sociality; d)

experiences facilitated leadership development across virtually all disciplines and

consistent with Houchens et al. (2021) and Streeton et al. (2021). Applied to studies on

LDPs, the variety of substitutes for leadership identified as either healthy or non-

beneficial is very beneficial based on the elements specified.

When constructing effective leadership development programs, HR managers

must understand what performance variables will be measured and how (Kaifi et al.,

2013). This empirical research found that females had a significantly higher citizen-

based job performance while males had a considerably higher tasked-based performance

organizational goals and missions. Male employees proved to be more resourceful,

political and focused on the bottom line. However, in Kaifi et al. (2013), researchers

stated this is becoming less important in the workforce and seen as a lone wolf.

Additionally, employees who played in organized sports better understood team

dynamics (Kaifi et al., 2013). The team dynamics identified in the study included

understanding team common goals, self-confidence, and leaders' role.

Ali and Ivanov (2015) described Deming’s 14 Principles of Management and

This article is beneficial due to the correlations described between change management

literature and LDPs. Much of the literature suggests that managers must make a

significant effort toward positive change but lack the detail of responsibilities. Ali and

Ivanov (2015) add to the literature that managers need to be responsible for both

employees and results. The article suggested that one cannot shed responsibility just

because managers did not accomplish change. When Ali and Ivanov applied for Jaques'

work, they found that situations like incorrect organizational charts blurred lines and

caused a lack of accountability. Using Deming’s principles, Ali and Ivanov developed a

barriers consistent with organizational change by using ANT. The work continued to

describe how team members' actions and contributions are focused on versus categories

removing someone's unique nature or something through ANT. As organizations strive

to develop leaders, ANT could benefit as a substitute and how upcoming leaders present

change. Techniques as King and Nesbit (2015) can assist in testing if ANT is effective.

Buchanan et al. (1999) is a study focused on organizational development (OD)

and change. This study is valuable for insight when compared to more recent works for

change (Buchanan et al., 1999). The most bothering is that managers' voices were often

ignored through change processes, even though the difference is central to management's

responsibilities. The article continued to describe the leader’s views, and even first-hand

experiences are not valued. The research conducted by Buchanan et al. showed that

managers generally have difficulty integrating theory into practice. The article also noted

that organizations poorly manage human factors due to a lack of expertise. More

research could be conducted to determine if Koopman et al. (2019) findings of ethical

leadership could be applied in situations as Buchanan et al. (1999) and work as a positive

act of resisting as a resource or feedback of discomfort. Bareil (2013) provided a helpful

table (Table 1, p.63) that helps interpret resistance and a table (Table 2, p. 64) dealing

with resistance, both through a modern and a traditional lens.

When looking at LDPs, specifically how substitutes play a role, it is essential to

understand change management and organizational development. Using Bareil's (2013)

concepts, one can better understand how the LDPs address resistance to change and if the

organization’s view correlates to future studies. Organizations may benefit as detailed in

Merenda and Martyn (2018) to focus on employee’s needs and role models during

change management and organizational development.

Campbell (2014) is a case study that explains Circuit City's fall through Gilbert’s

behavior engineering model's theoretical lens. In the 1990s, Circuit City, after 60 years

of dominance in electronics retail, found extreme pressures from Wal-Mart and Best Buy.

Circuit City’s management responded by cutting experienced employees and hiring less-

skilled employees at lower wages. The study found that customers' experiences with the

less skilled employees were a significant cause for the organization's decline (Campbell,

the use of Gilbert’s behavior model found that the materials provided to the managers,

also known from the literature as substitutes for leadership, were a primary cause of

Circuit City's closure. The question that we may never know is if Circuit City would

have addressed the substitutes for leadership in their LDPs, employees’ reactions would

not have been adverse, thus having less impact on the organization's future.

Additionally, if managers were allowed to replace the substitute, as suggested in

Ehrnrooth et al. (2021), would there be any changes in the outcome of the organization.

Leaders are not limited in their tools to assist in their leadership

(Christensen et al., 2006). These tools are positive substitutes for leadership that leaders

can use to assist them in their positions. Not all substitutes are harmful nor harm

organizations. As discussed previously of Sok et al. (2018), Ehrnrooth et al. (2021) , and

Stein and Min (2019), leaders can many times choose substitutes to increase their

effectiveness especially when lacking in leadership training.

LDPs are commonplace, and organizations must ensure effectiveness in

producing desired outcomes (Holt et al., 2018). According to Holt et al. (2018), effective

development is most beneficial.

Linkage to the mission, strategy, and values; incorporate recruitment and

selection; the chance to practice through experiential learning; achieve business results;

self-assessment opportunities and feedback; tailored LDPs; and one-on-one coaching are

all best practices for LDPs (Holt et al., 2018). According to Holt et al. (2018), LDPs are a

journey that combines experiences and theory to application in the future. LDPs are tied

to desired outcomes, goals, and objectives, giving clarity, purpose, and the organization's

Holt et al. (2018) was a quantitative attempt to understand better the skills

and behaviors critical for leaders to possess and how they impact effective LDPs. Data

were gathered from three organizational levels; district sales managers, regional

managers, and sales specialists from a global pharmaceutical company. The results

revealed that motivating others and appropriately communicating is the most important in

developing future leaders, treating employees as unique individuals, and encouraging

teamwork and collaboration as critical behaviors in leader development. The need for

effective communications also increases as the ratio of leader to subordinate increases

behavioral requirements for different organizational levels, and the delivery method of

LDPs (Holt et al., 2018). Organizations would also benefit by understanding if until

leaders were fully efficient in the components described, they could substitute as

suggested in Zhu and Bao (2017) and Ehrnrooth et al. (2021).

As described in El-Ramly and Dennis (2018), programs were intended to prepare

current and upcoming leaders by equipping and training future roles. First, of the two-

part program included, the participating organizations would nominate participants. The

advances, the mentors are encouraged to shepherd their networking participants and

advocate for them through the leadership process. Meetings between mentors and

participants were quarterly, at a minimum, where the organization tracks progress. The

first year provided several offsite leadership development courses and outsourced training

on soft skills and team building. Finally, participants offered feedback on the program.

Lessons learned from the program included; asking questions, creating a foundation,

building a case for retention, personalizing the approach, making changes as needed, and

leveraging the findings. Each of the lessons is vital to understanding how this team

Citing several references, the authors provided no previous leadership development

framework because many use leadership theory as their basis. Hrivnak, Jr. et al. (2018)

described scholarly literature on leadership theory as scarce and lacking an accepted

model to guide research and practice, a fundamental issue with leadership development.

Essential elements of the model include the; who, what, why, how, and when of

leadership development. The authors' goal is to provide a thoughtful, goal-driven, and

comprehensive approach to achieve specific, measurable organizational objectives. The

meaning no one-way leadership development solution. Key considerations noted were:

the design, development, delivery, and evaluation of a comprehensive and systematic

leadership development approach.

The framework provided by Hrivnak, Jr. et al. (2018) noted assessing

organizational requirements, analyzing gaps, methods of leadership development,

providing feedback, experiential learning, assessment of outcomes, and program

management as systematic and developing phases for the framework. As discussed in

Khalili (2017), organizations should invest in leadership development and using

(2018) tested content, delivery methods, and practices. Campanotta et al. (2018)

collected data from interviews, audio recordings, transcriptions, data analysis,

descriptions of findings in narratives and relied on observations in the leadership

preparation courses.

The method of the Campanotta et al. (2018) study was to exam factors that

impact program quality in leadership preparation programs in the United States. Elements

include a review of the literature, interviews with field experts, a review of the structure

Alvarez (2018) with Longenecker and Insch (2018) in the learning process of specific

desired leadership development outcomes.

Clarke and Higgs’ (2016) study focused on leadership training and development.

The exploratory, multiple case study focused on the problem that leadership development

does not address the differences in leadership training programs and practices between

organizations. This is consistent with Leach et al. (2016) and the specific nature

organizations must be attuned to. The literature lacks a general theory of leadership

development (Clarke & Higgs, 2016). Ten agencies participated in this study; police

The findings also add to the literature that leadership training and development may

operate strategically in deciding how to develop leaders.

Greenbaum et al. (2014) was a study that focused on why leaders practice

amoral management even with the extensive studies that show moral management has a

direct positive correlation to positive outcomes. This study added to the literature by

providing a theoretical model of amoral management. Greenbaum et al. described the

ethical leader as being known internally and externally to the organization by putting

may portray a less competent leader. When applying Miner (2011) we may be able to

assume that a leader could use amoral management as a substitute of leadership.

According to Greenbaum et al. (2014), leaders can change their leadership style

over time and often base their decision on intense moral issues. An example given was

that of an organization participating in toxic waste dumping. Some leaders chose not to

change due to some perceived success being amoral leaders. Leaders that decide to

change can face subordinates who resist change by using tactics to thwart desired change.

Subordinates can also resist change due to the added work caused by changing to ethical

described by Greenbaum et al. (2014). One-way organizations can support their leaders is

to provide LDPs that address ethical leadership. Another could be addressing substitutes

for leadership that prevent leaders from a positive experience when leading morally.

LDPs could also address ways leaders can transition away from amoral management in a

way that could limit negative impacts to subordinates.

Hesling and Keating (2016) described the importance of leaders in an

experimental leadership development mindset for further development. According to

interested in leadership development, but primarily in effectively and efficiently

developing leaders and leadership. Hesling and Keating (2016) provided that leaders

actively engaged in the experimental leadership development mindset are best suited for

significant development.

Hesling and Keating (2016) merged three theories from literature to theorize that

leaders’ engagement in the experimental learning process may be derailed or enhanced;

mindsets, self-enhancement versus self-improvement, and practical learning process. The

researchers found a contrast between fixed and growth mindsets that develop mindset

Murphy and Johnson (2016) was a study on developing leaders,

specifically self-efficacy. The researchers stated that there were two types of self-

efficacy commonly found in leaders. These self-efficacies include the belief in the ability

to succeed as a leader and leadership developmental efficacy that describes the ability to

change and develop. Leaders can be developed by learning from success and failures

(Murphy & Johnson, 2016).

According to Murphy and Johnson (2016), developing self-

as Stillman et al. (2018). According to the literature, leaders' self-efficacy is essential for

successful leadership and team performance. Increasing leaders' self-efficacy can be

enhanced through mastery experiences and the transfer of developed skills to the

workplace. However, leaders who experience failure may decrease self-efficacy due to a

loss of confidence. Murphy and Johnson also stated that self-efficacy and performance

have a positive and cycle relationship (efficacy spirals). This study's findings provided

that those with high self-efficacy are more likely to initiate and continue at a higher level

of learning opportunities. As Murphy and Johnson (2016) demonstrated, incorporating

strategy, compensation practice, and implementation costs, while external factors include;

institutional context, regulatory pressures, and stakeholder saliency.

In Kolk and Perego (2014), the four companies studied provided a sustainable

bonus as part of a balanced scorecard. This practice integrates sustainability into the

organization's strategic plans. However, the processes described in the research may still

be evolving (Kolk & Perego, 2014). Additionally, the level and type of reward programs

may cause unintended effects that organizations should anticipate. Rewards, as discussed

transformational leadership. Additionally, rewards are just another tool leaders can use as

discussed in Christensen et al. (2006).

McKinley et al. (2014), a theoretical framework, consisted of four scenarios of

either turnaround or decline. Two methods are downward spirals while two are

turnarounds—the framework developed in this article distinguished between flexible and

inflexible innovations. Research in McKinley et al. (2014) extended the literature such as

Whetten’s essay on organization decline. The article also adds to the literature of

downward spirals from Hambrick & D’Aveni, 1988, 1992; and Wiseman & Bromiley,

decline (McKinley et al., 2014).

Griffin et al. (2015) found external pressures directly correlate with

voluntary actions that strengthen a firm’s employee relations. Forces from external

contributors such as industry, subsector, and sector levels all influence responses to

employees positively relate to employee relations strengths. Capital intensity shows that

the more capital intensive the industry, the higher the organization would have an

employee relations strength. A finding that Griffin et al. (2015) did not seem to expect is

result is that employee strengths are related to employee concerns. Additionally,

additional research should expand to other industries, go beyond employees, and include

stakeholders (Griffin et al., 2015). A potential hypothesis from the researcher indicated

that employees' poor treatment would be different between sectors. As discussed in

Miner (2011), leaders could insert substitutes that could compensate for the lack of

development needed to deal with the forces researchers in Griffin et al. (2015) described.

Significant work has been conducted on LDPs to include evaluations.

Researchers in Sowcik et al. (2018) focused on the effectiveness of online LDPs through

due to their participation in the LDP. This study is more specific than King and Nesbit

(2015) due to the focus on online LDPs.

Sowcik et al. (2018) showed that LDPs can be helpful when delivered through an

online platform. This finding is critical to future studies because organizations may need

to include substitutes for leadership in their LDP to consider an online delivery method.

This information could prove to have cost savings and the ability to control consistencies.

What is learned about leadership is connected with how learning takes

learning are intermingled and co-produced. The study noted three observations; what is

learned about leadership and how this happens are connected. What is learned is familiar

and personal, and understandings of learning processes are agreed upon, but others only

glimpse the significance of what is known. Findings provided that learning needs are not

easily understood and are often described superficially. The uniqueness of each

participants’ experiences, leadership styles, and education all contribute to an LDP's

specificity.

In Aspinwall et al. (2018), researchers provided insight into future

behaviors reflecting the leadership styles was weakly supported. These results of the

study did agree with the literature that those leaders who rate themselves similarly to

others rate them are more likely to be influential leaders.

Studies such as Larsson et al. (2017) further supports the idea that those

leaders with high self-awareness are expected to be better leaders. When developing

future research, one could use Larsson et al. (2017) to help identify what issues are

actually behind ineffective LDPs. One must also understand and document other factors

that affect LDPs to ensure clarity in my study and not mislabel underlying influences on

LDPs.

Steinhoff (2015) provided a self-assessment study on the theory of natural-born

leaders. According to Steinhoff (2015), much of the literature describes that humans can

be born with the ability to lead. One example is how a child will take a leadership role in

a park and organize other children. Other evidence suggested that a born leader’s

attributes included initiative, quickly understanding what is needed, and easily

influencing others. The goal of the study was to assist human resource departments in

When organizations identify required skills and develop an LDP, substitutes for

leadership should emerge from the LDP if included. If the LDP is considered adequate

and LDPs are ignored, we may assume that leadership substitutes are not problematic.

However, if substitutes for leadership are ignored or the LDP is considered successful,

leadership may be substituted to affect performance.

The U.S. Army War College (USAWC) produced a study on the alignment of

leadership competencies with the organization's strategic needs. According to the study,

Organizations also have difficulties directing leadership development efforts and

facilitating self-assessments.

In 1991 the USAWC hosted a leadership conference and based strategic

leadership on Jacques’ Stratified Systems Theory (SST). The importance here is that

SST argues that there are critical tasks that leaders in an effective organization must

perform. The Army found their current policy was too comprehensive.

Current literature on strategic leadership, current Army competencies, and future

environments lead to six meta-competencies: identity, mental agility, cross-cultural

Benson et al. (2014) described the rise of Emotional Intelligence (EI) to

explain why other tests, as the Intelligence Quotient (IQ), do not accurately predict who

will succeed in life. The exploratory study evaluated traits of EI among middle and

senior leaders within schools in England. The Train EI Questionnaire as the self-

assessment approach. Results showed that EI was affected by age and the level of

leadership. However, gender had no bearing.

Haigh (2018) reported the failures of traditional year-end performance

workplace satisfaction and life balance. Making money is less important to the ever-

increasing sector. Part of the need for workplace satisfaction includes feedback in real-

time. This need contradicts the end-of-year performance cycles most industries currently

run. Real-time feedback has frequent and instant reviews and encouragement with tips

on how to improve.

The millennial workforce, described as eager to learn and flexible when provided

clear and specific direction, has different needs than other generations. Haigh (2018) also

stated that millennials also seek mentor-type relationships. These characteristics, coupled

time, and individualized performance appraisal systems to address the millennial

workforce's needs.

Meineck et al. (2017) is focused on communications during performance

appraisals between supervisors and employees. The overarching question was; what

makes appraisal interviews successful communications?

The communication approach was that of a leader-follower dynamic. The study

focused on integrated relational leadership theory and findings on leader-follower

the IRB and the Belmont Report guidelines. I ensured all research was conducted in an

ethical manner after receiving approval from the institutional review board. Additionally,

I gave each participant and organization a pseudonym as to not divulge their identity. I

was the instrument for determining participants and for collecting and synthesizing data

provided through interviews. I also ensured that all peer-reviewed or seminal source data

were valid and from credible sources such as scholarly publications, which is defined as

written by experts, reviewed by a group of experts before publication, accompanied with

references, and delivered in a technical writing style (Currie et al., 2010). All data are

participants for this study consisted of business leaders who were directly responsible for

ensuring the successful development of their company’s LDP. Specifically, the

population was targeted at the financial institutions located in the mid-Atlantic region of

the United States. Criteria to select participants included (a) participants must work

directly for financial institutions, (b) be located in the mid-Atlantic region of the United

States, (c) must work in either a full or part-time capacity focusing on the organization’s

LDP, and (d) have enough experience to make independent decisions regarding their

directly responsible for ensuring the successful development of their company’s LDP.

Once I identified the participants, I established a working relationship with them by

sending an introductory email describing the study and how it would be conducted.

Research Method and Design

Research Method

I used qualitative methodology for this study because the interviews helped me

gain understanding the strategies financial business leaders used to successfully develop

leadership development programs to meet organizational goals. Qualitative methodology

relationships was not tested in this study. The mixed method combines qualitative and

quantitative methods to explore and examine complex phenomena by studying the

relationship variables and by collecting answers to research questions (Fossaluza et al.,

2017). Mixed-method research was not appropriate because hypotheses were not

required to address the study’s purpose.

Three qualitative research designs were considered for my study: (a) case study,

is designed to enable studying and comparing results from multiple cases (Yin, 2018).

Phenomenological research is used to interpret personal meaning of participants’ lived

experiences (Saunders et al., 2015). This multiple case study focused on strategies for

developing effective leadership development programs rather than personal meanings of

lived experiences; therefore, phenomenological research design was not appropriate for

this study. Ottrey et al. (2018) argued that ethnographic design is a qualitative research

process for discovering and presenting the knowledge, behaviors, and interpreted

experiences of a group’s culture. Ethnographic research is the formal method used to

interviews or archival data. I continued collecting data until that time was reached.

Population and Sampling

The population for this study consisted of business leaders that were directly

responsible for ensuring the successful development of their company’s LDP.

Specifically, the sample in this study was three business leaders from three of the four

largest banks in the U.S. located in the mid-Atlantic region of the United States. I

believed that a sample of three was sufficient due to the targeted organizations being

the same field or organization through much of their career. The participants were

directly responsible for their company’s LDP. According to Patton (2002), targeted

populations in a case study are better to understand the study’s question.

Purposeful sampling is the most popular sampling technique used in qualitative

research; the researcher selects the most productive sample to answer the research

question (Silverman, 2001). I used purposeful sampling when selecting participants for

this study to narrow my search to those that are most likely to provide the data. Criteria

to select participants included: (a) participants must work directly for financial

weekday between 9:00 a.m. and 5:00 p.m., Eastern Standard Time. I used two types of

recording devices and took notes during the interview. I ensured data saturation once I

perceived no new data could be found.

Researchers not prepared for ethical challenges risk causing harm to participants,

which can also increase negative reputation of scientific research (Brittain et al., 2020).

Ethical research concepts include respecting participants, informed consent, permission

participant’s right to withdraw, disclosure of funding sources, anonymity, the

participant’s right for review of transcripts, data protection, and appropriate methodology

and reporting (Vanclay et al., 2013). Once I received IRB approval, 05-16-22-0806048, I

emailed each participant an invitation email (see Appendix A) and an informed consent

form. These documents provided the participants with a clear understanding of what they

could expect by participating in the study. Each participant was advised of their right to

withdraw from the study with no negative recourse. If a participant would have liked to

withdraw, they simply would have needed to call or email me as described in the

Qualitative research is used to record data that is in the form of opinions, feelings,

and experiences through semi structured interviews, and the researcher is the primary

instrument of this data collection and analysis (Clark & Vealé, 2018). I served as the

primary data collection instrument in this study. I expected to conduct up to three semi

structured interviews with business leaders of financial institutions, as well as perform a

document review of official publications to collect data for the analysis process. Semi

mid-Atlantic region of the United States were used to collect data in this study. A semi

structured interview is an effective method that provides reliability and plays an

important role in the advancement of knowledge (Segal et al., 2006). The list of

interview questions is located in Appendix C.

Using semi structured interviews allows the researcher to probe for information

while also narrowing down an area or topic (Rabionet, 2011). Additionally, reviewing

company documents and artifacts derived from spoken or written language is an effective

qualitative data gathering technique (Polkinghome, 2005). Such company documents

(see Appendix C). I also conducted member checking by providing each participant with

their transcript for feedback and corrections.

Semi structured interviews are a conversational way to extract data as a stand-

alone method, a supplement, or as a means for triangulation (Clifford et al., 2016). I used

semi-structured interviews to better understand strategies used to develop successful

leadership development programs. Semi structured interviews are useful for researchers

participants where focus groups or other techniques could be more effective (Harrell &

Bradley, 2009). I also reviewed archival organizational data that provided evidence of

the organizations’ leadership development programs.

The key to good quality data from an interview is a reliable interview protocol

(Yeong et al., 2018). In this qualitative study, I included open-ended questions

administered through discussions with business leaders of financial institutions. At the

start of each interview, I first welcomed and introduce myself to the participant. This

was used as an icebreaker in hopes to ease any tension between the participant and me. I

explained to the participants what I discovered from other participants and sources

(Lincoln & Guba, 1986).

Yin (2018) recommended that qualitative researchers use at least two collection

instruments for case studies. Additionally, Yin (2018) stated that researchers should

collect archival data in addition to interviews. The archival data that I collected included

electronic information from the organizations participating in the study. This data helped

me understand any supporting or conflicting information provided by the interviews.

Data Organization Technique

The management of research data includes data storage, security, preservation,

retrieval, and sharing all while ensuring legal and ethical considerations (Faniel &

Connaway, 2018). I ensured security and data preservation through the use my personal

computer with a protected login. The data was organized in electronic databases and

analysis tools were used to organize and simplify the data, extract themes, and coding. I

also used research notes, data logs, and the database to keep track of the data.

Notes were generated from interviews and to help record the documents from the

documents were be stored in my personal locked filing cabinet and will be destroyed after

5 years. Additionally, all electronic copies of materials will be destroyed after five years.

Miles et al. (2017) described data analysis as separate, yet connected components

in qualitative research. I used data gathering, data extraction, grouping data into themes,

analyzing the data, interpreting and developing conclusions in my data analysis.

Patton (2002) defined triangulation as the use of multiple sources of data to

technique in qualitative research to test validity through the concurrence of information

from different sources (Carter, et al., 2014). Multiple methodologies is a type of

triangulation that involves more than one type of data collection technique (Natow,

2019). I used multiple methodologies data collection techniques that include observation,

notes and analyses of organizational documents. Throughout my data analysis process, I

focused on the key themes that develop and compared them with the literature. I also

ensured that I had the most recent publications.

Leech and Onwuegbuzie (2007) described constant comparison analysis as most

Using constant comparison in my data analysis, I grouped participants’ answers to

the interview questions and analyze any different perspectives on central issues. I

continuously analyzed the data, starting with the initial observation and continued

refinement throughout the data analysis process. As new data were being constantly

compared with previous recorded data, new themes or relationships were discovered

(Goetz & LeCompte, 1981). I used Microsoft Excel to assist in data organization to help

identify themes and code the data. Each participant was listed with their recorded

then recorded each occurrence in relation to the other participants. I then was able to find

common themes and list from highest to lowest occurrence rates.

The restriction of error in research is paramount in research and reliability and

validity are ways that demonstrate the trustworthiness or findings (Roberts & Priest,

2006). I used a laborious process to ensure this study was both reliable and valid.

Reliability

Reliability was described by Stiles (1993) as the extent to which a research

what I discovered by other participants or sources (Lincoln & Guba, 1986).

Triangulation, as defined by Patton (2002) is the use of multiple sources of data to

develop a more complete understanding of phenomena. Additionally, triangulation is a

technique in qualitative research to test validity through the concurrence of information

from different sources (Carter et al., 2014). I used multiple data collection techniques

that included observation, notes and analyses of organizational documents.

I chose a qualitative case study to collect data in an effort to answer my research

months after training to help managers direct training to address participants’ specific

gaps.”

Participants of this study agreed that estimating the value or return on investment

of leadership development is difficult; however, each company had assessments built into

their LDPs. Holt et al. (2018) found that LDPs are common in organizations and must

ensure effectiveness. The assessments were noticed to be both directed to the behavior

changes of the participant and to the experience each participant had in the program. The

effectiveness is difficult to measure but they use “manager surveys… 6 months post

leadership development program… [they] survey the manager to see if they’ve seen

behavior change in those areas of the leadership competencies that were trained on.” P1

and P2 indicated that they use 360 assessments, assessments at intervals, and used

quantitative data to assess training effectiveness. Further, P1 explained how their

company used Kirkpatrick’s Level I, II, and III surveys to ensure LDPs were effective to

the participant. King and Nesbit (2018) specifically mentioned the Kirkpatrick’s surveys

LDPs. Each company also enquires with managers if training deficiencies are being met

and if there are any gaps that need to be addressed with the participant.

The participating companies may be missing vital information to better assess

their LPDs. Padsakoff et al. (1996) suggested that defining and understanding substitutes

for leadership can provide an explanation of subordinates’ behavior other than that

effected by the leader’s behavior. Additionally, Padsakoff et al. (1996) suggested that the

organization could be missing out on opportunities to enhance leadership by including

substitutes for leadership in their LDP development.

values.

for leadership could cause a positive or negative effect to their goals, values, or the

effectiveness of their LDPs. P1 and P2 both described how their respective companies

ensure that their LDPs are pinned to both the goals and values of the organizations. P1

stated that their LDP was completely aligned with the philosophy, core values, and

principals of their company. P2 stated that one of their organization’s goals is to promote

more females to senior level positions. Gender inequality and equity issues remain

present in organizations to include senior leadership roles (Mojapulo & Musandiwa,

performance. What P2 did not convey is if the organization was in fact trying to increase

their citizen-based job performance, provide more diversity in the identified positions, or

address some other reason.

According to P1, the structure and framework around leadership development is

very important and must align with the company’s philosophy, core values, and

principles. This also causes employees not to need to constantly ask for developmental

assignments as they know what they should be working on to further develop.

Competencies, also anchored to the organization’s core values and principals, are further

successfully develop their leaders to ensure organizational goals are met. The framework

and literature review support and contribute to successfully developing organizations’

leaders. Financial businesses and other organizations may use the three themes

discovered in this study to better develop their leaders.

As organizations develop their LDPs, it is important that a concentrated effort is

made to decide if position-specific LDPs are required or if a generic LDP is required.

According to Houchens et al. (2021), removing silos helps ensure diversity in LDPs.

participants from a variety of positions helps ensure multiple perspectives, enriching the

experiences. Further, Gentry et al. (2014) found that the needs of LDP participants are

not specific, and there is no need to tailor LDPs based on cultures. This would save

organizations’ time and resources.

It is vital that organizations assess their LDPs for effectiveness (Holt et al., 2018).

When developing LDP assessment tools, it is essential to choose the correct one. King

and Nesbit (2015) recommended against the common Kirkpatrick system as it generally

measures knowledge transfer to employees versus the level of impact of the LDP.

should be considered in LDP development (Maheshwari & Yadav, 2018). Support from

the most senior leader of the organization has a direct and positive effect on LDP

(Longernecker and Insch, 2018). During LDP development and maintenance, the

importance of innovation cannot be overlooked, especially during volatility and a

dynamic global market (Cristina (2018). Additionally, organizations should be

encouraged to seek alternative LDP formats. LDPs were found to have a high level of

satisfaction when delivered online (Sowcik et al., 2018).

LDPs are used to develop leaders in the long-term process of social change by

focusing on collaboration, service-orientation, and values-based processes (Read et al.,

2016). The result of this study may implicate positive social change through leaders

being better trained to lead subordinates, thus providing a more satisfying work

environment for both leaders and subordinates. Using the results of this study may

further change the business into a more desirable place to work, thus lowering employee

turnover and attracting talented employees. Additionally, leaders commonly serve in

organizations develop a strategy to get the most out of their leaders while providing a

positive and rewarding environment. The findings of this study may help organizations

rethink their current LDP structure, ensure alignment with their values and principals, and

properly assess them all while considering the effects substitutes for leadership has on

their organization and LPDs. While my study was limited to banking companies in the

southeastern United States, I propose that findings would be similar in other

organizations in different locations. I have three additional recommendations: (a) that

use the information of substitutes in their organization to build a more effective LDP, and

(c) monitor their environment for changes in substitutes and the emergence of new

substitutes that effect their organization.

This study was limited to banking companies in the southeastern United States. I

recommend further research on organizations outside of the southeastern United States.

Additionally, research focused on the effectiveness of LDPs that did address substitutes

for leadership would be beneficial. Also, research centered on participants’ perceptions

results. This is why I sought out the Doctor of Business Administration program with

Walden University. I enjoy using techniques and procedures to support an effective and

enjoyable workforce. I believe everyone deserves quality leadership, and I hope that my

study will be impactful to many.

Nearly all organizations struggle to develop their leaders. LDPs are common in

organizations, and yet many are failing or not developing employees to meet

organizational goals. Additionally, the participants of this study agreed that LDPs are

important and essential to the success of the organization.

I conducted this multiple case study to identify strategies financial businesses

used to ensure LDPs met organizational goals. The study induced three themes that

organizations use to develop their LDPs. Leaders should consider these themes when

developing their LDPs to ensure organizational goals are met. The three themes are as

follows:

These findings are intended to assist organizations as they develop their LDPs to

ensure organizational goals are met. The results of this study may implicate positive

social change through leaders being better trained to lead subordinates, thus providing a

more satisfying work environment for both leaders and subordinates. Using the results of

this study may further change the business into a more desirable place to work, lowering

employee turnover, and attracting talented employees. Additionally, leaders commonly

serve in civic and volunteer organizations. Leaders may also use new competencies

developed at work in these additional positions. Civic and volunteer organizations could

then directly benefit from being led by competent leaders at no cost.