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This chapter defines leader developmental readiness, presents a conceptual model, and discusses implications for practitioners supporting leaders before college, during college, and in early career stages.

Leader developers need to consider support for leader developmental readiness by examining organizational culture, job design and rewards, social support, and availability and structure of leader development programming.

AbstractThis article makes a case for longitudinal and non‐linear methods when researching or evaluating student leadership development. After a primer on longitudinal methodology, barriers and aligned solutions to methodological challenges are presented.

PurposeThe purpose of this paper is to describe a framework for conceptualizing the role of emotional and social skills in effective leadership and management and provides preliminary suggestions for research and for the development of leader emotional and social skills.Design/methodology/approachThe paper generalizes a dyadic communications framework in order to describe the process of emotional and social exchanges between leaders and their followers.FindingsThe paper shows how emotional skills and complementary social skills are essential for effective leadership through a literature review and discussion of ongoing research and a research agenda.Practical implicationsSuggestions for the measurement and development of emotional and social skills for leaders and managers are offered.Originality/valueThe work provides a framework for emotional and social skills in order to illustrate their role in leadership and their relationship to emotional and social intelligences. It outlines a research agenda and advances thinking of the role of developable emotional and social skills for managers.