Theory is a set of ideas that once implemented become practice. When looking at theory, it is important to see how it can be developed into practice and what some of the drawbacks are how they may occur. Experience often disproves or proves a theory and provides validation or termination of theory-based practices. If a theory is riddled with negative experiences when implemented, the theory is then proven to be in effective and rejected. Many theories go into proper development of effective practices as theories are the beginning stage of successful and properly formed practices. Without theories, most practices have no foundation or basis to begin. In an article by Mahadevan, the writer states the need for theoretical approaches to the problems experienced in China. They also explain how OFBs originate based on the need for development. "Prior research on OFBs in general, and on Chinese OFBs in particular, has underlined the cultural, sociological, institutional, and economic factors to explain their emergence and development" (Mahadevan, 2013, p. 5). Theories in this context help put into practice ways to solve issues experienced by the public.

These issues are often the catalyst for theory development as people formulate concepts in times of need as Mahadevan explains. "The singular focus on financially creative innovations, however, contributed to a major East Asian crisis in the late 1990s. This crisis served as an opportunity for Chinese OFBs to advance the next generation of successors into leadership positions, and to restructure their organizations and governance" (Mahadevan, 2013, p. 11). Restructuring ineffective practices invites innovation and creation of useful and efficient theories. These theories then promote continual improvement as they are tested to prove efficacy. People need to evolve and grow as times change and problems arise. Theories help fuel the innovation and creativity needed to promote that change.

Going more into leadership theories to serve as a discussion point for theories and practical application, leadership theories frequently contend that with the absence of followers, leaders would be non-existent. This is true but how is it important that followers exist and follow? How would this then be applied to evolving and modifying such theories? In an article by Howell and Shamir, they discuss the role of followers within noncharismatic leadership theories. "Fieler's contingency model specifies group atmosphere, which includes follower's loyalty, support, and cooperation with the leader, as an important situational determinant of the effectiveness of people-oriented vs. task-oriented leaders" (Howell & Shamir, 2005, p. 98). Howell & Shamir discuss in relative terms what consists of the dynamics explained in leadership theories. The close examination of the parts within theories allows for better execution of said theories in real world scenarios because it picks out the aspects of theories that seem illogical or incompatible with a desired outcome.

As Howell & Shamir state, from analysis of leadership theories, they derived what the theories are based on and why leaders need followers in order to implement decisions and develop identity. "These theories, however, focus on leader behaviors, such as the structuring of tasks, consideration and support of followers, and the inclusion of followers in leader decision making" (Howell & Shamir, 2005, p. 98).In essence, theorists perceive the part of followers from the perspective of their predisposition to certain leader comportments and styles.

In an article by Nelson, the author suggests use of theory in practice and its subsequent responses found within the children. "We found that if a child displays leadership aptitude, by the age of ten he or she is sufficiently developed cognitively to learn many of the sophisticated social skills required in leadership, such as team building, problem solving, and conflict resolution" (Nelson, 2010, p. 20). Nelson observed children based off information derived from a theory. Therefore theory helps not only to implement practice, but also implement evaluation. Evaluation sustains practice and promotes effectiveness. "The Pygmalion effect became evident as kids began being treated like leaders and experienced the training activities. Parents and teachers have reported behavioral and attitude changes after one of the module session" (Nelson, 2010, p. 23).

Murphy & Johnson also explores the dynamic of theory and youth development. "First, it is possible that development occurs more readily in childhood and adolescence than in adulthood because one's behavior, personality, and skills are more malleable at a young age than in adulthood" (Murphy & Johnson, 2011, p. 460). Theory promotes identification of important aspects of development and leads specialists, care-givers and institutions by giving examples of what could, does, and should happen concerning people and their environment. Certainly, researchers have contended for the probability that some abilities may be more significant to advance early on.

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As Shamir notes, "In fact, I am not aware of a single leadership theory that speci-es the time it takes for the leader characteristics or behaviors to have an impact on the theoretically speci-ed outcomes" (Shamir, 2011, p. 309). This is correspondingly correct of theories that are a little more multifaceted than other simpler paradigms which posit some of the conclusions as mediators of other effects. In order to understand any of them fully, they must be implemented in the real world. Often times these real world implementation become practices, fueling the cycle of theory and practice.