Developmental networks at work: holding environments for leader development

Abstract

Purpose-The purpose of this paper is to elaborate how an adult development perspective can further the understanding of developmental networks as holding environments for developing leaders confronted with challenging experiences. Design/methodology/approach-The article utilizes constructive developmental theory (C-D theory) to explore and address the implications of an adult development lens for leader development, especially as they confront complex leadership challenges that trigger anxiety. Findings-Theoretical propositions suggest different kinds of holding behaviors (e.g. confirmation, contradiction, and continuity) necessary for enabling growth and effectiveness for leaders located in different developmental orders. Research limitations/implications-Propositions offered can guide future researchers to explore how leaders confronted with different kinds of leadership challenges sustain responsive developmental networks over time and how the developers in the leader's network coordinate to provide confirmation, contradiction, and continuity needed for leader development. Practical implications-Leaders and their developers should reflect on how developmental orders may determine which types of holding behaviors are necessary for producing leader effectiveness amidst challenging leadership experiences. Organizations should provide assessment centers and appropriate training and development interventions to facilitate this reflection. Social implications-This paper demonstrates the important role that developmental relationships play in leadership effectiveness and growth over time. Individuals and organizations are urged to attend to the quality and availability of high quality developmental relationships for purposes of continuous learning and development. Originality/value-This article re-conceptualizes developmental networks as holding environments that can enable leader's growth as an adult and, hence, increase their effectiveness as leaders amidst complex leadership challenges.

Propelling diverse leaders to the top: A developmental network approach

“…Here, we propose that mentors and other developers that comprise a diverse leader's developmental network—the group of people who take an active interest in and action to advance focal individuals' careers and personal growth (Higgins & Kram, )—can provide an array of career support (e.g., sponsorship, visibility, coaching, challenging assignments, role modeling) and psychosocial support functions (e.g., affirmation and confirmation, friendship, counseling, inspiration and motivation) (Cotton, Shen, & Livne‐Tarandach, ; Kram, ; Murphy & Kram, ), as well as holding behaviors (e.g., containment, empathetic acknowledgment, enabling perspective) (Ghosh, Haynes & Kram, ; Kahn, ; Ragins, Ehrhardt, Lyness, Murphy, & Capman, ) that can offset and mitigate the challenges that often prevent them from reaching the C‐suite and boards.…”

Triggers, Timing and Type: Exploring Developmental Readiness and the Experience of Consciousness Transformation in Graduates of Australian Community Leadership Programs

“…A growing body of literature is suggesting ways in which workplace challenges and specific workplace-based interventions may be important in contributing to consciousness development (Ghosh et al 2013;Joiner and Josephs 2007;Palus and Drath 1995;Rooke and Torbert 2005;Torbert et al 2004;Valcea et al 2011). However, again, there has been very little empirical research that has tested this.…”

“…Since then, a growing body of academic research has shown associations between higher consciousness development and better leadership performance and organisational outcomes (Barker and Torbert 2011;Bartone et al 2007;Brown 2011;Harris and Kuhnert 2008;Helsing and Howell 2013;Joiner and Josephs 2007;Strang and Kuhnert 2009). There are also increasing calls for, and interest in, the design of interventions to promote adult consciousness development in business schools and in the leadership/executive development arena Bradbury-Huang 2011, 2014;Drago-Severson and Blum-DeStefano 2014;Ghosh et al 2013;Joiner and Josephs 2007;Kegan and Lahey 2009;Valcea et al 2011;Vincent et al 2013Vincent et al , 2014.…”

Career Assessment

“…Defined as "the unfolding sequence of a person's work experiences over time" (Arthur, Hall, & Lawrence, 1989, p. 8), a career is personal, often focusing on paid employment yet extending beyond that to include any aspect of life that connects people and the societies in which they live. Given the associated pace of innovation and the demise of lifetime employment, the intelligent career framework focuses on empowering individuals to develop awareness of their identities and motivations to work, to see the workplace as an arena for developing skills and knowledge, and to understand how personal and professional contacts can support career decisions and enhance career development (Amundson, Parker, & Arthur, 2002;Ghosh, Haynes, & Kram, 2013;Parker, 2008). We use the term career to mean that everyone has a career and only one career, although that career may involve a variety of jobs, fields, and industries.…”