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Job outlook for leadership development programs in the United States
Are leadership development program jobs in demand?
Leadership development program job and salary trends over time
Leadership development program jobs over time
Leadership development program job growth rate over time
| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 2,045 | 0.00% |
| 2020 | 1,936 | 0.00% |
| 2019 | 1,902 | 0.00% |
| 2018 | 1,774 | 0.00% |
| 2017 | 1,706 | 0.00% |
Average leadership development program salary over time
Leadership development program salary by year
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2026 | $71,543 | $34.40 | +2.4% |
| 2025 | $69,842 | $33.58 | +0.6% |
| 2024 | $69,454 | $33.39 | +0.8% |
| 2023 | $68,873 | $33.11 | +2.3% |
| 2022 | $67,344 | $32.38 | +1.4% |
Leadership development program jobs by state
Most common states for leadership development programs
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | North Dakota | 755,393 | 239 | 32% |
| 2 | New Hampshire | 1,342,795 | 403 | 30% |
| 3 | South Dakota | 869,666 | 199 | 23% |
| 4 | Vermont | 623,657 | 131 | 21% |
| 5 | New Mexico | 2,088,070 | 408 | 20% |
| 6 | Nebraska | 1,920,076 | 393 | 20% |
| 7 | Wyoming | 579,315 | 105 | 18% |
| 8 | Illinois | 12,802,023 | 2,202 | 17% |
| 9 | Wisconsin | 5,795,483 | 996 | 17% |
| 10 | Arkansas | 3,004,279 | 520 | 17% |
| 11 | Delaware | 961,939 | 162 | 17% |
| 12 | Alaska | 739,795 | 128 | 17% |
| 13 | Georgia | 10,429,379 | 1,703 | 16% |
| 14 | North Carolina | 10,273,419 | 1,693 | 16% |
| 15 | Alabama | 4,874,747 | 764 | 16% |
| 16 | Rhode Island | 1,059,639 | 166 | 16% |
| 17 | Pennsylvania | 12,805,537 | 1,923 | 15% |
| 18 | Kansas | 2,913,123 | 424 | 15% |
| 19 | Montana | 1,050,493 | 161 | 15% |
| 20 | Iowa | 3,145,711 | 442 | 14% |
Most common cities for leadership development programs
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Waltham | 6 | 10% | $83,369 |
| 2 | Hartford | 8 | 6% | $70,550 |
| 3 | Bay City | 2 | 6% | $75,546 |
| 4 | Alpharetta | 2 | 3% | $53,650 |
| 5 | Eagan | 2 | 3% | $75,222 |
| 6 | Atlanta | 10 | 2% | $53,213 |
| 7 | Huntsville | 4 | 2% | $57,494 |
| 8 | Concord | 2 | 2% | $98,115 |
| 9 | Boston | 5 | 1% | $83,437 |
| 10 | Denver | 4 | 1% | $67,584 |
| 11 | Anaheim | 2 | 1% | $82,178 |
| 12 | Birmingham | 2 | 1% | $56,322 |
| 13 | Chicago | 5 | 0% | $66,397 |
| 14 | Phoenix | 5 | 0% | $65,041 |
| 15 | Indianapolis | 4 | 0% | $63,285 |
| 16 | Jacksonville | 3 | 0% | $61,908 |
| 17 | San Diego | 3 | 0% | $77,440 |
Leadership Development Program job outlook: Expert opinions
Our panel of leadership development program experts
University of Northern Colorado
Texas Woman's University
Metropolitan State University
Ohio University
Appalachian State University
Western Oregon University
Tarleton State University
AACSB International
m3 Development
Thomas Endres
ProfessorUniversity of Northern Colorado
College of Humanities & Social Sciences
What Leadership Development Program skills would you recommend for someone trying to advance their career?
Thomas Endres: A gap year should not be an extended vacation. Yes, taking a break after graduation to recharge can be valuable, but remember to keep your head in the game. The best thing to do is a network. Set up informational (not the job) interviews with people who have the kind of job to which you aspire. Pick their brains and ask for their advice. Attend professional meet-and-greets. There are a number of free or low-cost virtual conferences going on where you can mingle with professionals. Showing up is half the battle. The next best thing is to continue your education. At the end of a gap year, you could enter the workforce with a certificate or two or be well on your way to a master's degree. That gives you an edge up on the competition.
Peggy Malone
Associate Professor, Program CoordinatorTexas Woman's University
College of Professional Education, Department of Teacher Education
Will there be an enduring impact of the coronavirus pandemic on Leadership Development Programs?
Peggy Malone: The experiences from the Coronavirus pandemic over the past several months will shape the approach teachers and school leaders pursue in planning, teaching, and leading student learning. The heightened importance of focused processes and being flexible throughout schools will also impact the work of today's educators. It is inevitable that technology will also play a greater role and impact education graduates entering the workforce in 2021. I believe one of the greatest impacts on graduates will be the ability to be resourceful and responsive in a changing school environment. The ability to recognize the emotional, social, and learning needs of students while responding quickly with clarity and care drives the work in schools. New graduates must be able to contribute immediately to this concentrated focus.
Will there be an enduring impact of the coronavirus pandemic on Leadership Development Programs?
Dr. Crystal Fashant: Yes, I believe there is likely to be an enduring impact on graduates, but the depth and breadth remains to be seen. Of course, hiring practices have been upended in our current environment, probably not unlike some of what we saw in 2009. Virtual work environments have moved from the fringe to the norm in the span of a few months, although we need to remember that not everyone, even with a degree, will have the opportunity to work from home.
How have graduates been impacted? Quite unfortunately, networking opportunities have suffered. For example, finding opportunities to meet future colleagues and make career connections in a low-stakes environment, like conferences or local chapter events, has been made much more difficult in the pandemic. My advice would be to look for unique ways to connect with those who are working in your desired sector of work. Be an engaged citizen. Attend your local city council meetings in a virtual format. Apply for a fellowship. Watch for opportunities to earn CEUs or training certificates that can be added to a resume.
Try to understand your local public agency job forecasts. For example, here in Minnesota we can see a shortfall of public sector workers on the horizon. Even if you can't land that perfect job immediately, look for ways to increase your knowledge and skills in the sector(s) that appear to have the most demand in your area, so you are ready when those "perfect jobs" begin hiring again.
What type of skills will young Leadership Development Programs need?
Dr. Crystal Fashant: There has been a demand for tech-savvy graduates for quite some time, but this has been made even more important in our pandemic-driven, uber-virtual work environment. You are going to benefit by knowing the basics - like how to set up and run an effective virtual meeting or work with cloud document-sharing software. You are also going to benefit from mid-level skills in using programs like Microsoft Excel, in engaging in web-based communications, and in building effective visual presentations and communications, especially those that are ADA-accessible.
Importantly, there are other factors at play in our current environment, especially issues around trust in government, deep political discourse, and widespread civil and social unrest. New public administrators will need to navigate these waters carefully and seek to better understand the divides we see currently. Try developing a short personal values statement and share this on your resume. Look for opportunities to increase your understanding of systemic racism and how equity can be embedded in public policy and in the work of public agencies. Public service is, for many of you, a calling, so demonstrating your understanding of the ethical principles in our field will help set you apart.
In most entry-level public administration jobs, the goal is to serve in the best interests of your community with neutrality and with compassion. The public and nonprofit sectors are deeply entwined with calls for social justice, so do your best to learn, read, and engage on these topics. Understand how to recognize when policies and procedures, from recruitment and hiring to services and socioeconomic disparities, can be shaped and reimagined using a lens of equity.
What experience really stands out on Leadership Development Program resumes?
Dr. Crystal Fashant: Direct, concrete experience is always best. The good news is that your experiences can be shaped in more ways than just paid work experience. If you participated in an internship or completed a community-based project as part of your degree program, be sure to make it a prominent line item on your resume. The beauty of public administration is that our experiences can be enhanced quite easily via our civic engagement in our local community, so be sure to seek out and take advantage of these opportunities whenever possible. Make time for volunteerism, both in local nonprofit organizations and via local government community events. Join a nonprofit board or a city commission. Don't be shy to highlight awards, honors, or involvement in collegiate clubs or organizations on your resume. Remember to use action-based key words that are picked up by resume bots.
In the last couple of years, I've also had requests by soon-to-be graduates to write general recommendation letters on their behalf. As I understand it, these students are submitting my recommendation letter with their resumes and cover letters. This is not something I had ever thought to do as a young job applicant, but it is a trend I am seeing from my own students and might be something to consider. Of course, that means you must take the time to get to know your professors so that they can speak to your skills - for example, effective communication skills, good time management, attention to detail, a specialized topic or piece of research you'd written about (or for) the public sector.
Finally, be okay with starting in an entry-level position, and when you do get your foot in the door, be sure to take on extra projects, get involved in the civic "life" of your agency, and demonstrate your worth in actions that will be noticed by others. When the promotion opportunity arises, you'll be ready for it!
Will there be an enduring impact of the coronavirus pandemic on Leadership Development Programs?
Marcquis Parham: Absolutely, this generation of graduates has experienced an event that has no comparison to one from the past. Generation Z was inclined to use technology for communication, but never has the world articulated that as mandatory until recent times. Changing industry trends as well as the impact on socialization of the workplace will allow this new generation to have a new perspective on work, leisure, and life in general.
What experience really stands out on Leadership Development Program resumes?
Marcquis Parham: Transferable Leadership Skills: We believe that transferrable leadership skills such as the ability to demonstrate innovation, adaptability, intercultural competency, and interpersonal communication help our students excel in society. At Ohio we believe in higher education and the development of leaders and change agents. This is common to all of our student body, in every major department and university college.
Dr. Patrick O'Shea Ph.D.
Associate Professor, Instructional Technology, Ed Media Program DirectorAppalachian State University
Department of Leadership and Educational Studies
What experience really stands out on Leadership Development Program resumes?
Dr. Patrick O'Shea Ph.D.: As with most fields, practical experience in design and support are going to be most immediately valued. Those kinds of experiences - either through volunteering, interning, or other means - will likely stand out most prominently on a resume.
How would you rate the starting salaries for Leadership Development Programs, as well as the prospects for salary advancement?
Gregory Zobel Ph.D.: Whether graduates start in higher education or industry usually ranges from $50,000 to $80,000. If students augment EdTech and Instructional Design training with User Experience, Interaction Design, Technical Communication, or Project Management, they could quickly jump up another ten to twenty thousand dollars. All that said, it depends on where people find personal fulfillment--education or industry. Ideally, graduates will make the most of their degrees and pivot between the two. That way, they can develop themselves and their skills most robustly while bringing the best of both worlds together in a smooth synthesis.
Dr. Sharon Ross
Assistant Professor, Coordinator, MEd, Superintendent ProgramTarleton State University
Department of Educational Leadership & Technology
What type of skills will young Leadership Development Programs need?
Dr. Sharon Ross: Future leaders in educational organizations will need to understand the meaning of coaching educators to "get better faster" as prescribed by Paul Bambrick-Santoyo (2016), execute the principles of coaching teachers, and pursue perfection as a means of intentional classroom improvement. These young graduates must enter the workforce with a working understanding of how to lead the charge of diving and digging deep into school and student data reading, analyzing, and searching for problems of practice, and then implementing high-impact instructional strategies to achieve the goals set forth.
Their skillset has to include the abilities to reason, solve problems, think at a higher level, collaborate and build teams as well as relationships, persuade, communicate effectively with a diverse group of internal and external stakeholders, motivate all stakeholders and encourage/promote parental and community involvement, hire the best and be a tech-savvy, data-driven leader, promoting success for all students, listen to others, follow the directions of a direct supervisor, and understand the policies and procedures of day-to-day operations.
How do you envision technology impacting Leadership Development Programs in the next 5 years?
Dr. Sharon Ross: Technology will always impact the field of education, as we have seen during the surge of COVID19. For this reason, over the next five years, educational leaders will need to be able to use technology to increase the equity among students, educators, and families being served; promote and provide necessary tools and resources for full digital citizenship; engage educators in building systemic plans and improving the daily use of technology in evaluation processes of such programs; increase knowledge and skills regarding the overall culture and growth mindset of utilizing technology to support its innovative use which grows and improves academic achievement as well as the educators personal and professional growth. More districts will create learning centers designed to teach technology, engineering, and computer science skills. Virtual student learning will increase and be made possible, no matter where they reside, and educational leaders and administrators will be efficient system designers as well as continuing their duty in operating as effective instructional leaders of learning.
Are there any particularly good places in the United States for Leadership Development Programs to find work opportunities?
Caryn Beck-Dudley: Business education prepares learners for success in whatever passions they pursue. This year's graduates, and future graduates, are entering a challenging workforce. We know that some industries will thrive during a pandemic while others will falter, but it's important to recognize that market disruption also brings new entrepreneurial opportunities. Business schools can help guide learners and employees looking for a career change or those starting a business to see these challenges as opportunities by using critical thinking, analytics, and problem-solving to increase their chance of success.
What Leadership Development Program skills would you recommend for someone trying to advance their career?
Michael Baker: I am a big fan of graduate’s taking a gap year to help get themselves set-up for success in their career. I recommend finding what you're passionate about that is employable. For example, if you want to work in the non-profit sector and have a specific area that has impacted you in your life, find an organization you can volunteer with that aligns with your specific area of interest. Some organizations will offer internships to recent graduates; if you have an interest in the cause, go for it. Those internships will help you determine if this is the direction you want to go, or not, for your career. Also, take advantage of career counseling services offered by the institution you just graduated from. They can help you by providing guidance and assessment tools to help you identify your skills, interests, and areas you need to develop. Good assessment tests are the Myers-Briggs Type Indicator, DISC Assessment, and others.
I also think those taking a gap year use the time wisely to develop relationships with fellow graduates, alumni, potential employers, friends, and family. Have an introductory networking conversation with someone in an interesting field you might want to work in. Taking the initiative shows you are resourceful and seeking others' advice. All should be on LinkedIn and take advantage of networking. Look for, and join, professional association young professional groups in your area of interest. When able to participate in webinars, Zooms, online conferences, professional development seminars, graduate test preparation courses, training, networking events, and other opportunities to learn and build your network. Gap year graduates should be focused on acquiring the skills you need for your next step, whether it is going to work or graduate school. For everyone, the skills needed are different. I always recommend graduates enhance their interpersonal communication abilities, learn to listen to others, develop writing skills, focus on developing task-oriented habits to actually get things done (For example: Making a to-do list for every day and sticking to it; repetition will build this habit and needed skill set), take the time to learn what the dress-code looks like in the professional environment you want to be in, be aware and knowledgeable of the latest in technology, and continue to ask questions. This is a great time in your life; take advantage of it.
What technology do you think will become more important and prevalent for Leadership Development Programs in the next 3-5 years?
Michael Baker: The non-profit sector, like every sector, has been impacted greatly by technology. I believe innovation and disruption from technology is a key tool for making non-profits more efficient and effective. AI is already being used by the big non-profits and will become more common throughout our sector in mid-sized and small non-profit organizations when it is more cost-effective. The current, future and recent graduates are mostly Generation Z. This is the generation that was born into and has grown up with the internet and technology. The most important technology is and will continue to be online and mobile. Non-profits need to continue developing and investing in technology, tools, and support systems to meet the needs of their mission. Technology has brought us the internet, social media, the cloud, cashless forms of payments, automating work, evaluation tools creating dashboards that automatically monitor performance, electronic health records, and will continue to evolve. I believe machine-based learning and artificial intelligence are technology now and for the future. Technology that supports transparency, engagement, impact, and data analytics will be what is important in the next 3 to 5 years for non-profit organizations.