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Previous Chapter Chapter 23: Designing Relationships for Learning into Leader Development Programs Next Chapter

Cynthia D. McCauley & Victoria A. Guthrie

In: The Handbook of Mentoring at Work: Theory, Research, and Practice

Chapter 23: Designing Relationships for Learning into Leader Development Programs

Edited by: Belle Rose Ragins & Kathy E. Kram

DOI: http://dx.doi.org/10.4135/9781412976619.n23

Subject: Occupational/Industrial Psychology, Coaching & Mentoring

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McCauley, C. & Guthrie, V. (2008). Designing relationships for learning into leader development programs. In B. R. Ragins & K. E. Kram The handbook of mentoring at work: Theory, research, and practice (pp. 573-592). Thousand Oaks, CA: SAGE Publications, Inc. doi: 10.4135/9781412976619.n23

McCauley, Cynthia D. and Victoria A. Guthrie. "Designing Relationships for Learning into Leader Development Programs." In The Handbook of Mentoring at Work: Theory, Research, and Practice, 573-592. Thousand Oaks, CA: SAGE Publications, Inc., 2008. doi: 10.4135/9781412976619.n23.

McCauley, C & Guthrie, V 2008, 'Designing relationships for learning into leader development programs', in The handbook of mentoring at work: theory, research, and practice, SAGE Publications, Inc., Thousand Oaks, CA, pp. 573-592, viewed 15 December 2019, doi: 10.4135/9781412976619.n23.

McCauley, Cynthia D. and Victoria A. Guthrie. "Designing Relationships for Learning into Leader Development Programs." The Handbook of Mentoring at Work: Theory, Research, and Practice. Belle R. Ragins and Kathy E. Kram. Thousand Oaks: SAGE Publications, Inc., 2008. 573-592. SAGE Knowledge. Web. 15 Dec. 2019, doi: 10.4135/9781412976619.n23.

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Designing Relationships for Learning into Leader Development Programs
Designing relationships for learning into leader development programs

The important role that relationships can play in individual learning and development is well documented (Kegan, 1994; Kram, 1985; Levinson, 1978; Schön, 1990; Wenger, McDermott, & Snyder, 2002). Thus, in creating leader development programs, it is only natural to think about using relationships as part of the program design. For example, relationships provide a source of feedback and coaching for participants. They afford access to advice and new ideas. They can provide opportunities to watch and learn from a role model. And they are sources of acceptance and confirmation. Feedback, coaching, advice, models, and confirmation are all ingredients for an effective learning process (see Boyatzis, Chapter 18, this volume).

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