The scientific advancement of leader and leadership development has offered various conceptualizations and operationalizations of evaluation criteria. However, because the complex learning that occurs during leader and leadership development is typically ignored, current leader and leadership development evaluation criteria do not fully capture the multidimensional and temporal nature of learning which serves as a critical mediating mechanism between training and more distal outcomes. Further, evaluations of leadership programs tend to focus on individual (i.e., leader development) outcomes without consideration of collective (i.e., leadership development) outcomes. Thus, we present a comprehensive typology of leader and leadership development learning outcomes that elucidates the multidimensional and multilevel nature of such outcomes and provides greater construct definition and precision. Our purpose is to integrate multiple theoretical perspectives, generating a more precise classification to provide researchers and practitioners assistance in 1) designing and evaluating the effectiveness of leader and leadership development, and 2) clarifying the limits of generalizability of both conceptualizations and empirical research across learning outcomes.

领导力和领导力发展的科学进步提供了各种评估标准的概念化和操作化。然而，由于在领导者和领导力发展过程中发生的复杂学习通常被忽略，当前的领导力和领导力发展评估标准并没有完全捕捉学习的多维和时间性质，学习是培训和更远期结果之间的关键中介机制。此外，对领导力项目的评估往往侧重于个人（即领导力发展）结果，而不考虑集体（即领导力发展）结果。因此，我们提出了领导力和领导力发展学习成果的综合分类，阐明了此类成果的多维和多层次性质，并提供了更好的结构定义和精确度。我们的目的是整合多个理论观点，产生更精确的分类，以在 1) 设计和评估领导者和领导力发展的有效性，以及 2) 阐明跨学习的概念化和实证研究的普遍性限制结果。