**Author details**

future positions that they may occupy in their careers. Qualification strategies should be diversified [5, 33, 36], including in-service training, continuing education programs, and mentoring programs. In addition, it is also valid to create communities of practice and seek to develop partnerships with scientific societies in order to offer constant challenges and growth

**Figure 2.** Contributions of leaders to the professional development of subordinates.

Finally, the third field of action refers to the encouragement of informal learning [15, 67, 69] for which the leader must inspire subordinates. The promotion of informal learning goes from the establishment of multidisciplinary teams—which enrich the quality of the exchanges in the group—to the valuation of concrete experiences and reflective observation, which characterize experiential learning [15]. It is important in this context that there is an incentive to social interaction and experimentation of solutions, which favor learning. **Figure 2** summarizes the contributions that leaders can make to the professional development of subordinates, pointing out the theoretical bases, the fields of action, and the aspects involved in this process.

At present, professional development is an area of growing interest, mainly due to its implicit consequences, such as self-esteem, self-efficacy, motivation, job satisfaction, and employability

possibilities for employees.

132 Leadership

**5. Conclusion**

Luciana Mourão

Address all correspondence to: mourao.luciana@gmail.com

Salgado de Oliveira University, Niterói, Brazil
