Executive development Assuaging uncertainties through joining a leadership academy

Iles, PA, Preece, D and Chuai, Xin 2009, 'Executive development Assuaging uncertainties through joining a leadership academy' , Personnel Review, 38 (3) , pp. 286-306.

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Purpose – The purpose of this paper is to review some uncertainties experienced by a group of CEs, and how they are assuaged through their participation in an executive development (ED) programme. These uncertainties relate both to their involvement in the programme as such, particularly during their early days of membership, and to their everyday work experience. Design/methodology/approach – An in-depth, longitudinal case study of an ED programme undertaken by the authors, using participant observation, semi-structured interviews and documentary analysis. Findings – Five main CE uncertainties are identified: knowledge, job/career, behavioural, personal, and contextual. The case study section of the paper outlines each of these uncertainties, and illustrates how they are being assuaged through the CE programme. Research limitations/implications – The usual caveats apply about generalising from a case study. On the other hand, the paper presents a rare detailed “insider” account of and reflection upon chief executives’ experience of an ED programme, situating it in the wider contexts of their work and anxieties. Practical implications – In the light of the uncertainties identified, a number of implications for the design and operation of executive development programmes are outlined and discussed. Originality/value – New data is presented and analysed, linked to relevant themes in the ED/Leadership Development literatures.

Item Type: Article
Themes: Built and Human Environment
Schools: Schools > Salford Business School > Salford Business School Research Centre
Journal or Publication Title: Personnel Review
Publisher: Emerald
Refereed: Yes
ISSN: 0048-3486
Depositing User: PA Iles
Date Deposited: 05 Oct 2011 11:25
Last Modified: 15 Feb 2022 16:04
URI: https://usir.salford.ac.uk/id/eprint/17864

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