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The aim was to evaluate effects of leadership courses based on the developmental leadership model at the leadership behavioral level. A longitudinal design was employed with assessments before, one and six months after the leadership courses. The sample consisted of 59 leaders who made self-ratings and were rated by at least three subordinates on each occasion. Leadership behaviors were measured with the Developmental Leadership Questionnaire (DLQ). A limited increase of favorable leadership behaviors and a significant reduction of unfavorable leadership behaviors were found, particularly according to the subordinates' ratings. A cluster analysis yielded three meaningful leader profiles and showed that this pattern was found in all three profiles, irrespective of how favorably they were rated before the onset of the intervention.

Purpose The purpose of this paper is to examine the possible factors related to transfer of knowledge and skills from two leadership development courses to the work environment and its maintenance for two years post training. Design/methodology/approach A total of 12 leaders in two different types of courses were interviewed at least two years after their participation. Thematic analysis was used to identify patterns within the data that explained if, how and why these leaders used this knowledge and these skills in their leadership practice. Findings The most influential themes identified were personalized feedback in the courses, increased confidence in leadership roles after the courses, the opportunity to use new knowledge and skills at work, employee feedback, management facilitation and continual reflection. Practical implications Leadership development programs should include personalized feedback and reinforce continual reflection on the feedback and course content. The short-term goal of such programs should be to increase leaders’ confidence in their leadership role. The employer must offer opportunities for continual reflection, facilitate dialogue with employees, peers or superiors for long-term maintenance of skills and knowledge. Originality/value Outcome studies of leadership development programs are scarce and long-term follow-up of transfer and maintenance of knowledge, as this one, even more unusual.

Purpose The purpose of this paper is to understand the influence of leadership programmes on leaders and co-workers, as well as which mechanisms are involved in the process. Design/methodology/approach An analysis was done into 431 free-text answers to questionnaires given to 120 participants in two different leadership programmes and their co-workers six months after their participation, using a grounded theory inspired approach. Findings The result is a model, linking internal psychological and external behavioural aspects, with the central outcome that leaders gained more confidence in their leadership role through theoretical models learned, and reflection. Research limitations/implications The course participants as well as the co-workers seemed to experience a positive leadership development indicating a value of participating in the courses. Practical implications Confidence in leadership role seems important for having positive outcomes of leadership. Although this needs further research, it is something organisations should consider when working with leadership questions. Social implications The co-workers perceived their leaders to be calmer, more open for discussions, and willing both to give and receive feedback post training. There appears to be an increase in trust both in the leader and reciprocally from the leader in the co-workers. Originality/value Until now there has not been any systematic research into the effects on participants and co-workers following the programmes, despite the fact that over 100,000 have participated in the courses.

Purpose The purpose of this paper is to report on the results of an experiential leader development course titled understanding group-and-leader (UGL). Design/methodology/approach The study sample consisted of 61 course participants (the managers) and 318 subordinate raters. The development leadership questionnaire (DLQ) was used to measure the results of the course. The measurements were made on three occasions: shortly before the course, one month after the course and six months after the course. Findings The managers’ self-evaluations did not change significantly after the course. However, the subordinate raters’ evaluations of their managers indicated a positive trend in the scales of developmental leadership and conventional-positive leadership one month and six months after the course. Research limitations/implications The study was based on a comparatively small sample with a number of drop-outs. The study lacked a control condition. Practical implications From an organizational point of view, it could be argued that it is justifiable to send managers to such a course, as there is a good chance for an improvement in their leadership style as rated by subordinates. Social implications The integration of group processes and leadership behavior in the context of experiential learning seems to be a fruitful path to leader development. Originality/value Longitudinal studies on the results of experiential learning for managers are sparse. This is the first quantitative evaluation of a course that more than 80,000 individuals have taken.