**2. Professional development**

leading to professional development has also driven the demand for scientific research to bet-

A study conducted in the United States with some of the largest US companies numbering 264 shows that most CEOs (62%) believe that building and maintaining a skilled workforce is the most important challenge of the decade [3]. Although this research was done at the beginning of this century, this challenge of developing and maintaining a properly qualified workforce is still present not only for American organizations but also as a global challenge. In Europe, the countries with the highest investment per employee are Denmark, Sweden, the

In Brazil, a survey of 1150 organizations (public, private, and third sector) identified that 42% of organizations invest in training actions within or outside the workplace [5]. Large organizations with more than 100 employees, more than 20 years in the market, and located in the most developed regions of the country, correspond to the profile that offers more qualification opportunities to their workers. These results allow an association between the growth of the organization and the level of investment in the professional development of the employees. In the same vein, the study of [4] identifies a pattern in European countries where there is a greater percentage of people trained in organizations with more than 250 employees than in organizations between 10 and 50 employees. And in Poland, research has confirmed that smaller firms are particularly reluctant to train their workers [3]. In the survey conducted by [6], with 1992 small- and medium-sized companies, researchers found that only one-sixth of the organizations surveyed conducted training planning. In addition, a small proportion of such organizations have a specific budget for training actions. These results suggest, therefore, that investing in more visionary leadership and leadership focused on organizational growth can be useful in shifting the value attributed to the professional development of the

In this chapter, we discuss the influence of leadership in the professional development of subordinates, pointing out the importance of leadership performance. The prioritization of context variables (the role of leadership) finds support in literature reviews that point to such need, indicating the importance of expanding research for environmental variables [7, 8]. The relevance of contextual variables is also evident in studies on work design, recognized as a mediator of variables such as leadership, production, time reduction, task elaboration, and work contracts [9]. In addition, there is a growing concern that people management policies are aligned with the organizational strategy and value their employees. The leaders need to invest also in the devel opment of collective competencies, which are anchored in the context. Therefore, the performance of the leader can be of great relevance for the professional development of the subordinates, since the leadership can establish strategies of qualification, as well as create a favorable environment for learning. But this is a two-way street, since analyzing lists of the characteristics of effective professional development is an important strategy to promote visionary

Thus, this chapter discusses the role of leadership in the professional development of subordinates, signaling different ways for leadership to contribute to the qualification of work

ter understand learning processes at work in the twenty-first century [2].

Netherlands, France, Finland, and Ireland [4].

124 Leadership

workforce of companies.

leadership [10] or transformational leadership too.

Professional development is directly related to the day-to-day activities of workers and should be part of a broader process of continuous learning [10]. Professional development corresponds to the growth and maturation of the knowledge, skills, and attitudes acquired throughout the workers' lives, as a result of formal and informal actions of learning at work [8, 11].

The literature indicates the relationship between formal training, learning at work, and everyday learning [12, 13]. Therefore, different forms of formal and informal learning at work are related to the development of human capital [2], and they are seen as complementary. The professional development process also involves the experiences and personal experiences that characterize the learning throughout the career [14].

Thus, we can consider that professional development is supported by the Kolb's Experiential Learning Theory [15], characterized by a holistic perspective that combines experience, perception, cognition, and behavior. According to this theory, learning is the process by which knowledge is created through the transformation of experience into a cyclical model of learning, based on four successive stages: concrete experience, reflexive observation, abstract conceptualization, and active experimentation.

According to [15], the four stages of the learning cycle consider that experience is constructed by processes of intention, extension, apprehension, and understanding. In the logic of this model, concrete experiences impel an intentional reflexive action, transforming into an abstract conceptualization, which allows the experience of active experimentation. Thus, the process of professional development involves experience, observation, reflection, and transformation.

Professional development is thus composed of a series of events and activities related to a particular profession, creating or developing sets of skills, knowledge, and attitudes in the areas of people's performance [16]. In this sense, the focus of the concept of professional development is on a combination of cognitive, affective, and behavioral processes, involving formal and informal learning strategies throughout the career.

Therefore, although in the Anglo-Saxon literature the concept of professional development is used, mainly to designate the activities of induced learning [17], a broader concept understands that it is a natural consequence of the different kinds of learning at work. In this broader view of the professional development process, it stems from formal or informal learning actions [18], being directly related to career progression [11]. Thus, the concept of professional development encompasses a variety of practices, such as: activities in scientific societies [19]; training processes, including acting as supervisor, coach, or leader (mentoring and monitoring of actions to students, subordinates, or new professionals) [20]; training and strategies for systematized and informal learning for skills development [16, 21, 22]; in-service training [5, 23]; participation in communities of practice [24, 25]; participation in processes of continuous professional development [5, 26]; peer collaboration mediated by technological resources [27, 28]; mentoring programs [29]; and specific leadership development programs [10, 30].

But if, on the one hand, it makes sense to say that professional development derives from formal and informal learning-at-work actions, on the other hand, the antagonistic view of these two terms has been questioned, since it is an artificial polarization. In this chapter, we do not seek to separate such concepts or assign greater relevance to one or the other. We consider that both formal and informal learning can contribute to professional development, despite formal learning, in general, receives more emphasis in the literature [8, 31].

It is important to consider that the learning in the work stems from different actions and situations, and several of them involve reflection processes of the worker. A study [32], with a wide variety of occupations and organizational contexts, showed that learning strategies contribute to professional development. The results of such research show that strategies for learning intrinsic and extrinsic reflection, seeking help from others and learning by trial and error are predictors of the perception of professional development. In addition, the trial-and-error learning strategy is moderated by work experience. The study also concluded that hours of training, seeking help from others, and educational level are predictors of perceived professional development.

relational elements—can act as barriers or as drivers of people's professional development

The Role of Leadership in the Professional Development of Subordinates

http://dx.doi.org/10.5772/intechopen.76056

127

Professional development is therefore associated with the acquisition and development of competences involving cognitive, affective, and psychomotor processes. As a result, there are constant changes in terms of Knowledge (to know), Skills (know-how), and Attitudes (knowing how to be) [36]. It must also be considered that the process of professional development involves different stakeholders (workers, organizations, and society) and can be driven (pusher) or braked (barriers) by a set of contextual elements (job opportunities, type of organization, support received from peers and managers, characteristics of the socioeconomic environment, etc.), individual elements (initiative, dynamism, courage to risk, determination, resilience, etc.), or relational elements (network, work teams, etc.) [33]. **Figure 1** summarizes

In addition to different types of learning, the process of professional development may also be distinct for the professions. In this sense, it is necessary to understand that, besides the career phases and the individual characteristics, other variables—such as the professional forma-

Therefore, a contribution of the leaders to the professional development of their subordinates needs to take into account the individual characteristics of each one. Probably the actions that will contribute to the professional development of a doctor are not the same as those that will contribute to the development of an engineer or a lawyer. Leadership has a challenge of identifying the most relevant elements for each of their subordinates. Some leadership styles can provide support for this kind of action focusing on the individuals and the characteristics

process, these elements have a different action throughout the career stages [15].

different aspects related to the professional development process.

tion—can influence the development process of the people.

of each one, as we see in the next section.

**Figure 1.** Professional development process.

The literature confirms, therefore, that the learning at work is influenced by the systematic actions of training and development, of the social interaction and the experiential learning. For this reason, the learning-at-work model [33] is relevant to the study of professional development, since this model takes into account professional practice and addresses dimensions related to the content, incentive, and learning context. The constitutive logic of this model is that the learning at work assumes the character of skills development and stems from the acquisition of technical skills and the interaction between practice and elements of work identity.

Thus, the theoretical framework allows us to point out that professional development involves different kinds of learning [11, 18], and experiential learning can be considered one of its most relevant theoretical foundations. Therefore, we can consider that professional development is based on the theory of experiential learning [15] and more recent theories about learning in the work environment, which simultaneously consider variables of individuals and context [33–35].

This set of learning related to professional development occurs throughout the entire life of the worker, going through different stages. Thus, the strategies that most contribute to career development at the beginning of the career differ from those that contribute to the development of those who are in the stage of career consolidation or who already have a consolidated career. Although different elements—such as contextual elements, individual elements, and

**Figure 1.** Professional development process.

encompasses a variety of practices, such as: activities in scientific societies [19]; training processes, including acting as supervisor, coach, or leader (mentoring and monitoring of actions to students, subordinates, or new professionals) [20]; training and strategies for systematized and informal learning for skills development [16, 21, 22]; in-service training [5, 23]; participation in communities of practice [24, 25]; participation in processes of continuous professional development [5, 26]; peer collaboration mediated by technological resources [27, 28]; mentor-

But if, on the one hand, it makes sense to say that professional development derives from formal and informal learning-at-work actions, on the other hand, the antagonistic view of these two terms has been questioned, since it is an artificial polarization. In this chapter, we do not seek to separate such concepts or assign greater relevance to one or the other. We consider that both formal and informal learning can contribute to professional development, despite

It is important to consider that the learning in the work stems from different actions and situations, and several of them involve reflection processes of the worker. A study [32], with a wide variety of occupations and organizational contexts, showed that learning strategies contribute to professional development. The results of such research show that strategies for learning intrinsic and extrinsic reflection, seeking help from others and learning by trial and error are predictors of the perception of professional development. In addition, the trial-and-error learning strategy is moderated by work experience. The study also concluded that hours of training, seeking help from others, and educational level are predictors of perceived profes-

The literature confirms, therefore, that the learning at work is influenced by the systematic actions of training and development, of the social interaction and the experiential learning. For this reason, the learning-at-work model [33] is relevant to the study of professional development, since this model takes into account professional practice and addresses dimensions related to the content, incentive, and learning context. The constitutive logic of this model is that the learning at work assumes the character of skills development and stems from the acquisition of technical skills and the interaction between practice and elements of work identity.

Thus, the theoretical framework allows us to point out that professional development involves different kinds of learning [11, 18], and experiential learning can be considered one of its most relevant theoretical foundations. Therefore, we can consider that professional development is based on the theory of experiential learning [15] and more recent theories about learning in the work environment, which simultaneously consider variables of individuals and context

This set of learning related to professional development occurs throughout the entire life of the worker, going through different stages. Thus, the strategies that most contribute to career development at the beginning of the career differ from those that contribute to the development of those who are in the stage of career consolidation or who already have a consolidated career. Although different elements—such as contextual elements, individual elements, and

ing programs [29]; and specific leadership development programs [10, 30].

formal learning, in general, receives more emphasis in the literature [8, 31].

sional development.

126 Leadership

[33–35].

relational elements—can act as barriers or as drivers of people's professional development process, these elements have a different action throughout the career stages [15].

Professional development is therefore associated with the acquisition and development of competences involving cognitive, affective, and psychomotor processes. As a result, there are constant changes in terms of Knowledge (to know), Skills (know-how), and Attitudes (knowing how to be) [36]. It must also be considered that the process of professional development involves different stakeholders (workers, organizations, and society) and can be driven (pusher) or braked (barriers) by a set of contextual elements (job opportunities, type of organization, support received from peers and managers, characteristics of the socioeconomic environment, etc.), individual elements (initiative, dynamism, courage to risk, determination, resilience, etc.), or relational elements (network, work teams, etc.) [33]. **Figure 1** summarizes different aspects related to the professional development process.

In addition to different types of learning, the process of professional development may also be distinct for the professions. In this sense, it is necessary to understand that, besides the career phases and the individual characteristics, other variables—such as the professional formation—can influence the development process of the people.

Therefore, a contribution of the leaders to the professional development of their subordinates needs to take into account the individual characteristics of each one. Probably the actions that will contribute to the professional development of a doctor are not the same as those that will contribute to the development of an engineer or a lawyer. Leadership has a challenge of identifying the most relevant elements for each of their subordinates. Some leadership styles can provide support for this kind of action focusing on the individuals and the characteristics of each one, as we see in the next section.
