Leadership Readiness & Succession

Readiness grows through meaningful experience paired with feedback. This pathway connects research on developmental challenge and goal setting to how you design stretch opportunities.

Accelerate Leadership Readiness
Mobilize Human Capability

Dimension links are the editor's conceptual mapping, not a measured relationship.

Stage 1

Discover: what the research reported

Peer-reviewed · Field study of managers' developmental experiences

Developing leaders via experience: The role of developmental challenge, learning orientation, and feedback availability

DeRue, D. S., & Wellman, N. (2009). Developing leaders via experience: The role of developmental challenge, learning orientation, and feedback availability. Journal of Applied Psychology, 94(4), 859-875. https://doi.org/10.1037/a0015317 (opens in a new tab)

What the study reported: Developmental challenge in job experiences was related to leadership skill development, with diminishing returns at high levels of challenge. Access to feedback helped offset those diminishing returns.
Why it informs this pathway: Informs the Readiness pathway: pair stretch assignments with deliberate support and feedback rather than assigning challenge alone.
Limitations: Based on a specific sample of managers and their self-selected experiences. It does not evaluate succession programs or this library.

Open the shareable evidence brief

Peer-reviewed · Narrative review of a research program

Building a practically useful theory of goal setting and task motivation: A 35-year odyssey

Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705-717. https://doi.org/10.1037/0003-066X.57.9.705 (opens in a new tab)

What the study reported: Across the research reviewed, specific and challenging goals were associated with higher performance than vague goals such as 'do your best'. Feedback, goal commitment, ability and task complexity were described as conditions that shape this relationship.
Why it informs this pathway: Informs the Transfer stage request for a specific, observable commitment with a date and a way to notice progress.
Limitations: A review by the theory's originators, not an independent meta-analysis. Very difficult goals on complex tasks can require learning goals instead of outcome goals.

Open the shareable evidence brief

Peer-reviewed · Theoretical review of experimental research

Implementation intentions: Strong effects of simple plans

Gollwitzer, P. M. (1999). Implementation intentions: Strong effects of simple plans. American Psychologist, 54(7), 493-503. https://doi.org/10.1037/0003-066X.54.7.493 (opens in a new tab)

What the study reported: Plans in an 'if situation X arises, then I will do Y' format were described as helping people act on goal intentions by linking a planned response to a specific situational cue.
Why it informs this pathway: Directly informs the Transfer stage if-then plan builder.
Limitations: Much of the reviewed work involved personal health and academic goals, not leadership behavior. The review does not test leadership development programs.

Open the shareable evidence brief

Research-informed practice principles

Editorial translations inspired by the sources above, not findings from them.

Offer a real stretch responsibility, not a token task.
Pair the stretch with a clear success picture, decision authority and regular feedback.
Review progress on a set date and adjust the challenge or the support.

Stage 2

Practice: rehearse safely

The stretch assignment

Fictional scenario. Jordan, a dependable team member, has said they want to lead someday. A cross-team project starts next month. You lead the team and have discretion over who coordinates it.

Decision 1 of 3: How do you approach the opportunity with Jordan?

Tell Jordan they are coordinating the project starting Monday.Invite Jordan to discuss the role, what it involves and what support they would want.Ask Jordan to watch you coordinate it this time and lead next year.

Stage 3

Transfer: plan one specific action

Research on implementation intentions and goal setting informs this format: an if-then plan, a specific commitment, a way to notice it happened and a check-in date.

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