Beyond apprenticeships: six lessons we shouldn't leave behind for leadership development

Recent changes to the leadership and management apprenticeship landscape have prompted much discussion about funding, qualifications and policy. As Higher Education Institution (HEI) Practice Tutors, however, our conversations have often centred on a different question: What have we learned about leadership development from supporting apprentices over the last decade, and what lessons should we take forward?

Between us, we have supported hundreds of leaders and aspiring leaders across a wide range of organisations, from small businesses and charities to NHS trusts, local authorities and large corporate employers. We have worked alongside learners at different stages of their careers, helping them navigate academic study, workplace challenges, organisational change and personal development.

While apprenticeship programmes may be evolving, many of the principles that underpin effective leadership development remain as relevant as ever. Looking back on our experiences as Practice Tutors, there are six lessons we believe should not be left behind.

1. Leadership development is most powerful when it is grounded in practice

One of the most striking features of leadership and management apprenticeships has been the close relationship between learning and work. Unlike traditional courses where theory is often discussed separately from practice, apprentices are encouraged to apply new ideas immediately within their workplace. A discussion about organisational culture in the morning could become a team conversation in the afternoon. A leadership model explored in a tutorial could be tested in a real meeting the next day.

As Practice Tutors, we frequently heard learners say things like, "I used that this week" or "I finally understood the theory because I could see it happening in my organisation."

These moments remind us that leadership development is rarely about accumulating knowledge. It is about making sense of complex situations and developing the confidence to act differently. Wherever leadership development goes next, we believe it should stay closely connected to the realities of the workplace.

2. Reflection is not an optional extra

Many learners arrived on programme expecting to develop new skills and knowledge. Few anticipated how much time they would spend reflecting on their own practice. For some, this was initially uncomfortable. Reflection can require leaders to question long-held assumptions, examine their own behaviours and consider alternative perspectives. Yet it is often through this process that the most meaningful learning occurs.

In an increasingly fast-paced working environment, one of the greatest challenges for leaders may not be accessing information but finding the time and support to make sense of it. Structured opportunities for reflection therefore remain a vital component of leadership development.

3. Real projects create real learning

One element of apprenticeship programmes that consistently generates enthusiasm is the opportunity to undertake a substantial workplace project. These projects are far more than assessment exercises. They provide learners with opportunities to address real organisational challenges, engage stakeholders, manage competing priorities and lead change.

For many, the project becomes a turning point in their development. It raises their visibility within the organisation, strengthens their confidence and demonstrates what they are capable of achieving. Importantly, employers also benefit. Projects often lead to process improvements, new initiatives, cost savings or enhanced services.

This creates an interesting question for future leadership development provision. Rather than asking learners simply to demonstrate what they know, should we create more opportunities for them to demonstrate what they can do? Projects provide a powerful bridge between learning and organisational impact. They enable leadership development to become something that is experienced, not merely studied.

4. Leadership development is a social process

Leadership can sometimes be portrayed as an individual endeavour. Our experience suggests the opposite. The most successful learners were rarely those who worked in isolation. They were often those who actively engaged with others, sought feedback and developed strong support networks.

Line managers play a crucial role in creating opportunities for learning within apprenticeships. Mentors act as trusted sounding boards and critical friends. Peer groups help learners share challenges, test ideas and learn from different organisational contexts. As Practice Tutors, we are frequently reminded that development happens through conversation.

Some of the most valuable discussions occur when a learner explores a difficult workplace situation with a mentor, reflects on it with a Practice Tutor, and then discusses alternative approaches with peers. Each interaction offers a different perspective and deepens their understanding.

As HEIs consider the future of leadership development, there will be value in focusing not only on curriculum design but also on creating communities of learning and support.

5. Standards and frameworks still matter

Leadership is often described as context dependent, and rightly so. Effective leadership looks different across sectors, organisations and roles. Yet our experience suggests that leaders also benefit from having a clear developmental framework.

One strength of apprenticeship programmes is that learners work towards a defined set of knowledge, skills and behaviours. These create a shared language for discussing development and help learners identify both strengths and areas for growth. Importantly, the frameworks are not intended to produce identical leaders. Rather, they provide a structure within which individuals can develop their own leadership identity.

In an environment where organisations face increasing complexity and uncertainty, there remains value in giving leaders clear developmental goals and expectations. The challenge is finding frameworks that provide direction while still recognising the diversity of leadership practice.

6. The role of the Practice Tutor should not be underestimated

If there is one lesson that has become increasingly apparent to us, it is the importance of having a dedicated individual who can support the learning journey over time. The apprenticeship Practice Tutor occupies a unique position. Neither line manager nor assessor, the Tutor often becomes a facilitator, coach, critical friend and source of encouragement.

Through regular conversations, Tutors help learners connect theory and practice, navigate challenges and recognise their own progress. They also play an important role in supporting relationships between the learner, employer and university. Many of the leaders we have worked with describe moments when someone simply believed in them, challenged them or helped them see possibilities they had not recognised themselves. Often, those conversations became catalysts for significant growth.

As leadership development evolves, we should be careful not to lose the human relationships that make learning meaningful.

Looking ahead

The future of leadership development is unlikely to look exactly like the past. Changes in policy, funding and organisational need will inevitably shape what comes next. However, as Practice Tutors, we believe the central question is not whether leadership apprenticeships continue in their current form. The more important question is what aspects of the apprenticeship experience were truly transformative for learners.

Our reflections suggest that effective leadership development is grounded in real work, strengthened through reflection, driven by meaningful projects, supported by strong relationships, guided by clear developmental frameworks and enabled by dedicated support. These are not apprenticeship principles. They are leadership development principles.

If Higher Education Institutions, employers and professional bodies can retain these lessons while developing new forms of provision, then there is an exciting opportunity ahead. Rather than simply replacing what has gone before, we can build learning experiences that continue to help leaders navigate complexity, drive organisational improvement and realise their potential.

After all, the future of leadership development may not lie in recreating apprenticeships exactly as they were. It may lie in preserving the very best of what they taught us."

Anna Winter

Anna is an Associate Lecturer and Practice Tutor in the Faculty of Business and Law at The Open University, supporting students across business and management programmes. She is also a Doctorate in Education (EdD) student, and her research focuses on how academic learning is applied in the workplace.

Christine Prudhoe

Christine has a wide range of hands-on experience in both academic and work-based learning including working as a Practice Tutor on OU degree apprenticeship programmes since 2017. With a background in senior management in post-16 and adult education and training, Christine has worked as an external consultant to schools, colleges and training agencies on how to best support learners in using education and training as routes to personal and professional progression. Christine researches work-based learning as a pedagogical approach.

Mary Shek 

Mary is a Practice Tutor for the Chartered Management Degree Apprenticeships Programme at The Open University Business School. She also teaches on a Health and Wellbeing module in the Faculty of Wellbeing, Education and Languages. Mary’s research interests lie in the area of Social Justice. She is interested in the subject of power, identity and voices of those who are oppressed.

Sarah Bloomfield 

Sarah is a Senior Lecturer in Work and Organisational Learning and the Director of Undergraduate Apprenticeship Qualifications at the Open University Business School. Her research and practice focus on how individual and collective managerial effectiveness can be improved in the workplace, recognising that each work situation is unique.