Articles / Leadership Training Models: Frameworks That Transform Managers
Leadership Theories & ModelsExplore essential leadership training models including situational, transformational, and servant leadership. Learn which framework fits your development needs.
Written by Laura Bouttell • Fri 28th November 2025
Leadership training models are structured frameworks that guide how organisations develop their managers into effective leaders. These models provide systematic approaches to building leadership capabilities, combining theoretical foundations with practical application methods. The most effective training programmes integrate multiple models, recognising that leadership development requires addressing cognitive, behavioural, and emotional dimensions simultaneously.
What separates organisations with robust leadership pipelines from those perpetually struggling to fill senior roles? The answer frequently lies in their commitment to research-backed training models rather than ad hoc development approaches.
Leadership training models fall into two broad categories: leadership style models that describe how leaders should behave, and development models that explain how leaders learn and grow. Understanding both categories enables organisations to design comprehensive programmes that address the full spectrum of leadership development needs.
These models provide frameworks for understanding different leadership approaches and help participants identify their natural styles whilst developing flexibility to adapt their approach based on situational demands.
| Model | Core Focus | Best Application | Key Theorist |
|---|---|---|---|
| Situational Leadership | Adapting to follower readiness | Frontline management | Hersey & Blanchard |
| Transformational | Inspiring change and vision | Senior leadership | Bass & Burns |
| Servant Leadership | Prioritising follower development | Values-driven cultures | Greenleaf |
| Transactional | Clear exchanges and accountability | Performance management | Bass |
| Authentic Leadership | Self-awareness and transparency | Trust-building | George & Avolio |
These models explain how leadership capabilities develop over time, guiding programme design and learning methodology selection.
The 70-20-10 Model
Perhaps the most influential development framework, this model proposes that effective leadership learning comes from three sources in specific proportions:
This distribution challenges organisations that rely primarily on classroom training. The model suggests that formal programmes serve best as catalysts and frameworks for learning that occurs primarily through work experience and relationships.
Assessment-Challenge-Support (ACS) Model
The Center for Creative Leadership developed this model to identify three elements essential for leadership growth:
Effective programmes balance all three elements. Assessment without challenge produces awareness but not growth. Challenge without support leads to failure and discouragement.
The Situational Leadership Model, developed by Paul Hersey and Ken Blanchard in 1969, remains one of the most widely taught frameworks in corporate leadership development. Its enduring popularity stems from practical applicability and intuitive appeal.
Situational leadership rests on a fundamental insight: no single leadership style works best in all situations. Effective leaders diagnose follower readiness for specific tasks and adapt their approach accordingly. This adaptability distinguishes exceptional leaders from those who apply the same approach regardless of context.
The model defines four distinct leadership behaviours based on combinations of directive and supportive actions:
S1: Directing (High Directive, Low Supportive)
Leaders provide specific instructions and closely monitor task completion. This approach suits situations where followers lack competence and require detailed guidance. The leader makes decisions and controls the process whilst the follower executes instructions.
S2: Coaching (High Directive, High Supportive)
Leaders continue providing direction whilst also offering explanation and encouraging questions. This style works well when followers show commitment but lack full competence. The leader explains decisions and solicits suggestions whilst retaining final authority.
S3: Supporting (Low Directive, High Supportive)
Leaders facilitate and support follower efforts, sharing decision-making responsibility. This approach fits situations where followers have competence but may lack confidence or motivation. The leader creates conditions for success whilst the follower takes increasing ownership.
S4: Delegating (Low Directive, Low Supportive)
Leaders turn over responsibility for decisions and implementation to competent, committed followers. This style suits high-performing individuals who need autonomy to do their best work. The leader provides resources and removes obstacles whilst the follower drives the work.
Training programmes teach leaders to assess follower development levels and match their approach accordingly:
| Development Level | Competence | Commitment | Appropriate Style |
|---|---|---|---|
| D1 | Low | High (enthusiastic beginner) | S1: Directing |
| D2 | Low to Some | Low (disillusioned learner) | S2: Coaching |
| D3 | Moderate to High | Variable (capable but cautious) | S3: Supporting |
| D4 | High | High (self-reliant achiever) | S4: Delegating |
SLII, the proprietary training programme based on situational leadership, has become one of the most widely delivered leadership courses globally. Programmes typically run one to two days and can earn continuing education credits from SHRM, NASBA, and ATD.
Training activities teach leaders to:
The model's practical nature makes it particularly effective for new managers who benefit from concrete frameworks for handling common supervisory situations.
Transformational leadership, conceptualised by James MacGregor Burns and extended by Bernard Bass, focuses on inspiring followers to transcend self-interest for collective goals. This model dominates senior leadership development programmes, where strategic vision and cultural influence matter more than task-level supervision.
Transformational leadership training typically addresses four behavioural dimensions:
Idealised Influence (Charisma)
Leaders model desired behaviours and values, earning respect and trust that gives them influence beyond formal authority. Training develops self-awareness about the example leaders set and techniques for building credibility through consistent action.
Inspirational Motivation
Leaders articulate compelling visions that energise followers and connect daily work to larger purposes. Training develops communication skills, particularly the ability to craft and deliver messages that resonate emotionally whilst remaining substantive.
Intellectual Stimulation
Leaders encourage innovation and creative problem-solving, questioning assumptions and reframing challenges. Training develops comfort with ambiguity and techniques for fostering constructive dissent without undermining execution.
Individualised Consideration
Leaders attend to individual follower needs, providing mentoring and development opportunities. Training develops coaching skills and awareness of how different individuals respond to support and challenge.
Transformational leadership has accumulated substantial research support. Meta-analyses consistently find that transformational behaviours correlate with follower satisfaction, motivation, and performance across industries and cultures.
However, critics note that the model may overemphasise dramatic change at the expense of steady improvement. Not every situation requires transformation, and leaders who constantly seek revolutionary change may destabilise otherwise healthy organisations.
Effective transformational leadership training:
Robert Greenleaf introduced servant leadership in 1970, proposing that the most effective leaders prioritise serving their followers rather than exercising power over them. This model has gained significant traction in values-driven organisations and among leaders uncomfortable with traditional hierarchical approaches.
Servant leadership inverts conventional leadership logic. Rather than asking how followers can help leaders achieve their goals, it asks how leaders can help followers grow and succeed. This orientation produces different behaviours and priorities.
Listening First
Servant leaders prioritise understanding before acting. They seek input extensively before making decisions and create environments where followers feel heard. Training develops active listening skills and practices for gathering diverse perspectives.
Empathy and Awareness
Servant leaders work to understand followers' perspectives and situations. They consider the whole person, not just their organisational role. Training develops emotional intelligence and cultural competency.
Healing and Building Community
Servant leaders attend to relational health within their teams. They address conflicts, repair damaged relationships, and foster connection. Training develops conflict resolution and team-building capabilities.
Stewardship
Servant leaders view their role as stewardship rather than ownership. They manage resources and opportunities for the benefit of others, including future generations. Training develops ethical decision-making and long-term thinking.
Servant leadership resonates particularly in:
The model may prove less effective in crisis situations requiring rapid decisive action or in environments where followers expect directive leadership.
The 70-20-10 framework fundamentally shapes how organisations structure leadership development. Understanding its implications helps programme designers create experiences that maximise learning impact.
70% Experiential Learning
The majority of leadership development occurs through challenging work assignments. This includes:
Organisations committed to development intentionally create these experiences and ensure high-potential leaders access them. Without deliberate assignment planning, developmental opportunities concentrate among those already in senior roles.
20% Social Learning
Relationships provide the second major development source. This includes:
Organisations can facilitate these relationships through formal programmes, but the learning ultimately depends on relationship quality and participant engagement.
10% Formal Training
Classroom and structured learning provides essential frameworks, concepts, and protected time for reflection. This includes:
While representing the smallest proportion, formal training often catalyses learning from other sources. Participants gain frameworks for interpreting experience and vocabulary for discussing leadership with others.
The 70-20-10 model suggests that leadership development programmes should:
Programmes that rely solely on classroom delivery, regardless of content quality, will produce limited impact compared to those integrating all three learning modes.
Choosing appropriate leadership training models requires matching framework characteristics to organisational needs, participant populations, and desired outcomes.
Different models fit different cultures and situations:
For hierarchical organisations with clear authority structures, situational leadership provides practical guidance that works within existing power dynamics.
For organisations undergoing transformation, transformational leadership offers frameworks for leading change and inspiring new directions.
For values-driven organisations seeking to differentiate through culture, servant leadership aligns leadership development with organisational identity.
For organisations emphasising accountability, transactional leadership clarifies expectations and consequences.
Most sophisticated programmes integrate multiple models, recognising that leaders need different approaches for different situations. The key lies in helping participants recognise which approach fits which context.
Leadership development needs vary by career stage:
| Career Stage | Primary Development Needs | Suitable Models |
|---|---|---|
| Individual Contributor | Understanding leadership, preparing for transition | Situational, Self-Leadership |
| New Manager | Basic supervisory skills, team management | Situational, Coaching |
| Mid-Level Leader | Influence beyond authority, cross-functional effectiveness | Transformational, Authentic |
| Senior Executive | Strategic leadership, culture shaping | Transformational, Servant |
Some models have stronger research support than others. Transformational leadership and situational leadership have accumulated substantial empirical validation. Newer models may offer compelling frameworks but lack equivalent evidence.
This does not mean well-supported models always outperform alternatives. But when investing significant resources in leadership development, starting with evidence-based approaches reduces risk.
The persistent challenge in leadership development involves transfer: ensuring that learning in training contexts actually changes behaviour in work settings. Research identifies factors that predict successful transfer.
Realistic Practice Opportunities
Training that includes practice with realistic scenarios produces better transfer than purely conceptual learning. Role-plays, simulations, and case studies that mirror actual work challenges prepare participants for real application.
Spaced Learning
Distributing training across time rather than concentrating it in intensive blocks improves retention and transfer. Participants need time between sessions to apply learning and return with questions.
Action Planning
Effective programmes conclude with concrete action plans specifying what participants will do differently. Without explicit planning, good intentions dissipate amidst daily demands.
Manager Involvement
When participants' managers engage with the development process, transfer improves dramatically. This includes discussing learning beforehand, debriefing afterwards, and providing opportunities to apply new approaches.
Accountability Mechanisms
Follow-up activities, check-ins, and progress reviews maintain focus on development goals. Without accountability, competing priorities overwhelm development intentions.
Aligned Systems
When organisational systems reward the behaviours taught in training, transfer accelerates. When systems conflict with training messages, confusion results and old patterns persist.
Leadership development continues evolving as research advances and organisational contexts change. Several trends distinguish contemporary approaches from earlier models.
Traditional models often sought to identify the one best leadership approach. Contemporary thinking emphasises adaptability—the capacity to read situations accurately and adjust approach accordingly. This meta-competency may matter more than mastery of any single style.
Newer approaches recognise that leadership development involves identity transformation, not just skill acquisition. Participants must come to see themselves as leaders and integrate leadership into their self-concept. Programmes increasingly attend to this psychological dimension.
Traditional models focused on individual leaders. Contemporary approaches increasingly address leadership as a collective capacity distributed throughout organisations. This shift reflects flatter structures and more collaborative work modes.
Burnout and disengagement among leaders have prompted greater attention to sustainable leadership. Modern programmes often include content on energy management, resilience, and maintaining effectiveness over extended careers.
Sophisticated leadership development programmes integrate multiple models into coherent learning journeys. A well-designed programme might include:
Foundation Phase: Self-Awareness
Participants complete assessments illuminating their natural leadership styles, strengths, and development areas. Authentic leadership frameworks guide reflection on personal values and leadership philosophy.
Core Skills Phase: Situational Flexibility
Situational leadership provides practical frameworks for adapting approach to different follower needs. Participants practice diagnosing situations and flexing their style.
Advanced Phase: Transformational Capacity
Transformational leadership concepts prepare participants for broader influence and cultural impact. Content addresses vision development, inspirational communication, and intellectual stimulation.
Integration Phase: Applied Learning
Action learning projects allow participants to apply models to real challenges. Coaching supports individualised development. Peer networks provide ongoing support and accountability.
This progression builds capabilities systematically whilst acknowledging that effective leadership ultimately requires integrating multiple approaches.
No single model proves universally most effective. Research supports situational leadership for developing management fundamentals and transformational leadership for senior leadership development. The most effective programmes integrate multiple models, helping leaders understand when each approach fits. Effectiveness ultimately depends on matching model selection to participant needs and organisational context.
Meaningful leadership development typically requires six to twelve months of structured programming combined with ongoing application. Initial skill building may occur in days or weeks, but behaviour change and identity development unfold over extended periods. The 70-20-10 model suggests that most development occurs through experience over years rather than through discrete training events.
Core leadership models apply across industries, though implementation details vary. Situational leadership works as well in healthcare as in manufacturing. However, industry-specific challenges may require supplemental content addressing unique contexts. Effective programmes balance universal leadership principles with industry-relevant application.
Leadership styles describe patterns of leader behaviour—how leaders typically act when influencing others. Leadership models are theoretical frameworks explaining how styles develop, when different styles fit different situations, or how leaders can change their approach. Models often incorporate multiple styles and provide guidance for selecting among them.
Effective measurement tracks multiple outcomes at different levels. Immediate measures include participant reaction and learning assessment. Behavioural measures examine whether leaders apply training on the job. Organisational measures track team performance, engagement, and retention. The most rigorous evaluation connects training to business results, though attribution challenges complicate this analysis.
Comprehensive programmes typically integrate multiple models. Single-model programmes may provide depth but risk producing leaders who apply the same approach regardless of context. Multi-model programmes develop flexibility and situational awareness, though they require careful integration to avoid confusion. The key lies in helping participants understand when each model applies.
Effective trainers combine theoretical grounding (typically graduate education in organisational psychology, business, or related fields) with practical leadership experience. Certifications in specific models (SLII, coaching credentials) indicate specialised training. The best trainers also demonstrate the leadership capabilities they teach, providing credible role models for participants.
The abundance of leadership training models can overwhelm organisations seeking to develop their leaders. Rather than viewing model selection as a one-time decision, approach it as an evolving strategy that responds to organisational needs and individual development stages.
Begin with clear objectives. What leadership capabilities does your organisation most need? What challenges do current leaders face? What feedback have emerging leaders received about development priorities?
Match models to these needs. Situational leadership provides excellent foundations for new managers. Transformational leadership prepares senior leaders for strategic roles. Servant leadership aligns development with values-driven cultures.
Design for integration. Help participants understand how different models fit different situations rather than presenting them as competing alternatives. Build flexibility and situational awareness as meta-competencies that enable effective model application.
Remember that models are tools, not destinations. The goal of leadership development is not mastery of theoretical frameworks but improved effectiveness in leading others. Models serve this goal when they provide useful frameworks for reflection and action. They impede it when they become ends in themselves or when debates about model superiority distract from practical development.
The most effective leaders develop repertoires of approaches they can deploy flexibly based on situational demands. Training models provide the building blocks for these repertoires. Thoughtful programme design assembles the blocks into coherent learning journeys that produce leaders capable of meeting whatever challenges they encounter.