Abstract
Sharing our considerable experience as teachers who have designed and conducted leadership development programmes, we discuss the challenges in the field of leadership development. We distinguish between leader development and leadership development; differentiate leadership theories from leadership development theories; discuss the goals of leadership development programmes and their implications for the design of such programmes – the knowing, being and doing gap and how the goal, cognitive understanding vs. deeper internalization vs. transformation would impact the design; the need to synthesize Western and Indian approaches to leadership development; and the importance of designing coherent leadership development programmes which combine multiple methods and approaches.
Published Version
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