The Role of Social Networks in Shaping Leadership Identity: A Qualitative Study of Nonprofit Leadership Development Program

Abstract: Leadership is commonly viewed as a social process, where leaders actively engage with multi-faceted social networks throughout their careers (Cullen-Lester et al., 2017; Kwok et al., 2018; Nakamura, 2020; Venkataramani et al., 2016). As they advance in their careers, their professional networks and leadership roles evolve, leading to complex and dynamic leadership identities (Kwok et al., 2018; Ingram, 2023). The construct of identity serves as a sociocultural framework that guides individuals in interpreting and engaging with their surrounding environment (Markus & Wurf, 1987). Within this framework, leadership identity emerges as a key factor that shapes and directs leaders’ cognitive processes, decision-making paradigms, and associated behaviors (Day et al., 2008; DeRue & Ashford, 2010; Markus et al., 1990).
Leadership development programs serve a critical function to foster leadership identity. They create an environment for shared learning and relationship building, enabling participants to exchange ideas, acquire insights, and critically examine differing perspectives through experiential and interactive learning methodologies (Day, 2000; Nakamura & Yorks, 2011; Park et al., 2020). These activities form a social network, providing fertile ground for shaping, refining, and solidifying participants' leadership identities.
Despite the integral role of these programs, there is a dearth of research examining how leaders’ shared learning experiences in leadership development programs contribute to the formation of leadership identity. Although some scholarly efforts have been made to explore the role of social capital within leadership development contexts, few have examined how learning activities facilitated by or interacted with social networking, influence leaders’ identities in the context of leadership development programs (Nakamura, 2020; Nakamura & Yorks, 2011; Storberg-Walker, 2007; Van De Valk & Constas, 2011). This qualitative study aims to address this gap by exploring the influence of social networking on leadership identity, particularly within the context of leadership development programs. Distinct from previous works, this study is uniquely positioned to unpack the complex interplay between social networking activities and leadership identity within the leadership development program. The research question guiding this study is: How do social networking experiences within leadership development programs influence participants’ leadership identity?
The study employs a theoretical framework that integrates social network theory and social identity leadership theory. It incorporates social network constructs such as structural dimensions like ties or nodes (Adler & Kwon, 2002; Schreurs et al., 2019; Han et al., 2019) and relational dimensions such as trust, norms, and identifications (Ingram & Zou, 2008; Inkpen & Tsang, 2005). Furthermore, it adds layers of reflective processes that involve sharing ideas and opinions, conducting deeper analyses, and discussing solutions and next steps in the context of leadership learning and development (Nakamura & Yorks, 2011; Park et al., 2020). The study also engages with the concept of social identity leadership, emphasizing the role of collective identity in shaping group interactions and the efficacy of leadership (Haslam et al., 2020; Jetten et al., 2017). Thus, this study uniquely integrates these theoretical constructs into the framework to investigate how social networking activities intersect with and influence leadership identity in the specific context of the selected leadership development program.
Following a qualitative paradigm, the study adopts a basic qualitative research design as outlined by Creswell (2013). Grounded in constructivist epistemology, it utilizes the interpretative framework of social constructivism (Creswell, 2013). The study focuses on 15 nonprofit professionals enrolled in a university-sponsored executive leadership development program in the United States, consisting of four week-long modules spread over four months. Data collection methods include individual telephone interviews conducted pre-, post-, and six months following the program, as well as observational data and archival data such as program materials. Interviews encompassed questions centered on social networking activities and shared learning as well as their perception of who they are and becoming as leader through a lens of leadership identity, while observational data is gathered to discern interactional patterns among attendees.
The study has multifaceted implications for HRD scholarship and practice. It amplifies our conceptual and empirical understanding of how structured interventions, such as leadership development programs, can help facilitate the formation and expansion of leaders' social capital, fostering their leadership identities. In doing so, it enriches the academic discourse and practical applications surrounding the complex process of leadership identity development. These synthesized findings, therefore, carry significant implications for improved organizational leadership strategies and HRD initiatives for continuous professional growth and leadership enhancement.