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We argue that studying leaders experiencing a job transition offers a unique opportunity to explore initial changes in leaders� development in their cognition and action. Here, we examine 2 early indicators of leaders� development�their acquisition of knowledge regarding their new role (a cognitive outcome) and the time they allocate toward leading others (a behavioral outcome)�and how supervisors can facilitate these forms of development among transitioning leaders. With a sample of 110 first-line leaders who we tracked over approximately 10 months at 4 different points in time, we tested the efficacy of supervisors� support in the form of modeling effective leadership behavior (i.e., �show�) and the provision of job information (i.e., �tell�). Results from random coefficient modeling revealed that the interactive effect of supervisors� �show� and �tell� accelerates the rate of transitioning leaders� self-perceived role knowledge acquisition over time. This upward trajectory is even more pronounced for transitioning leaders who have not been exposed to an exceptional leader during their careers. Further, with a lagged design, we found that leaders who report greater role knowledge allocate more time toward leading others, thus indicating initial changes in these leaders� behavior. We discuss these findings in light of their theoretical and practical importance to the field of leader development. (PsycINFO Database Record (c) 2014 APA, all rights reserved)
