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This chapter describes the role of two types of self‐efficacy—leader self‐efficacy and leader developmental efficacy—for enhancing leadership development. Practical implications for designing and developing leadership programs that take into account these two types of self‐efficacy are discussed.

AbstractThis article reviews foundational scholarship related to leader development, including implications of the integrative theory of leader development and the dynamic model of leader development across the lifespan. Authors provide a rationale for why college is a critical juncture for creating ethical and inclusive leaders for the future and offer suggestions for ways to enhance leadership education.

Charismatic leaders are often thought to emerge in times of crisis. This study examined the effects of evaluation stress and situational crisis on task performance and ratings of charismatic behavior, as assessed by outside coders on Conger and Kanungo's C-K Scale. Fiftyfive three-member groups were randomly assigned a leader and asked to complete a projectplanning task. Half of the groups were randomly assigned to a stress condition, and all groups underwent a midsession crisis intervention. Results showed that leaders in the stress condition were perceived as significantly more charismatic than leaders in the no-stress condition, although ratings converged after the crisis manipulation.