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Cynthia D. McCauley

Bio: Cynthia D. McCauley is an academic researcher. The author has contributed to research in topics: Management development & Job performance. The author has an hindex of 16, co-authored 23 publications receiving 2661 citations.

Papers
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Book
01 Jan 2010
TL;DR: In this paper, the authors present a view of leadership development in the context of the Center for Creative Leadership (CCL), which is a non-profit organization dedicated to the development of creative leaders.
Abstract: Web Contents xi Foreword xv John R. Ryan Preface xvii Acknowledgments xxv The Authors xxvii Introduction: Our View of Leadership Development 1 Cynthia D. McCauley, Ellen Van Velsor, Marian N. Ruderman PART ONE Developing Leaders ONE Leader Development Systems 29 Cynthia D. McCauley, Kim Kanaga, Kim Lafferty TWO Learning from Experience 63 Jeffrey Yip, Meena S. Wilson THREE Feedback-Intensive Programs 97 Sara N. King, Laura C. Santana FOUR Leadership Coaching 125 Candice C. Frankovelgia, Douglas D. Riddle F I VE Leader Development and Social Identity 147 Vijayan P. Munusamy, Marian N. Ruderman, Regina H. Eckert S I X Development Programs for Educational Leaders 177 Karen Dyer, Mike Renn SEVEN Leader Development in Times of Change 197 Michael Wakefield, Kerry A. Bunker E I G H T Democratizing Leader Development 221 David G. Altman, Lyndon Rego, Steadman D. Harrison III NINE Evaluating Leader Development 251 Jennifer W. Martineau, Tracy E. Patterson PART TWO Developing Leadership for Organizational Challenges TEN Developing Team Leadership Capability 285 Frederick P. Morgeson, Dennis Lindoerfer, David J. Loring ELEVEN Developing Strategic Leadership 313 Katherine Colarelli Beatty, Bruce Byington TWELVE Developing Globally Responsible Leadership 345 Laura Quinn, Ellen Van Velsor T H I R T E EN Developing Intergroup Leadership 375 Chris Ernst, Kelly M. Hannum, Marian N. Ruderman FOURTEEN Developing Interdependent Leadership 405 Wilfred H. Drath, Charles J. Palus, John B. McGuire Afterword 429 Ellen Van Velsor, Marian N. Ruderman, Cynthia D. McCauley References 435 Name Index 461 Subject Index 469 About the Center for Creative Leadership 481

551 citations

Journal ArticleDOI
TL;DR: The Developmental Challenge Profile (DCP) as mentioned in this paper is an instrument for assessing the developmental components of managerial jobs, which is used in the evaluation of on-the-job learning, job transitions, objective features of the jobs, and psychological states of the job incumbents.
Abstract: The authors describe the development of and build validity evidence for the Developmental Challenge Profile (DCP), an instrument for assessing the developmental components of managerial jobs. Factor analysis of responses from 692 managers resulted in the creation of 15 DCP scales. Assessments of internal consistency, confirmation of the factor structure, and test-retest reliability provided further psychometric support for the scales. The existence of expected relationships between the scales and reports of on-the-job learning, job transitions, objective features of the jobs, and psychological states of the job incumbents provided validity evidence and supported use of these scales in management development research and applications

539 citations

Journal ArticleDOI
TL;DR: In this paper, an alternative leadership ontology is proposed: direction, alignment, and commitment, and a theoretical framework is sketched out to integrate emerging leadership research and stimulate the development of new leadership theory and practice.
Abstract: This article argues that the current, widely accepted leadership ontology — leaders, followers, and shared goals — is becoming less useful for understanding leadership in contexts that are increasingly peer-like and collaborative. The further development of leadership theory calls for a corresponding development at the level of leadership ontology. Thus, an alternative leadership ontology is proposed: direction, alignment, and commitment. A theoretical framework based on such an ontology is sketched out. It is argued that such a framework can integrate emerging leadership research and ultimately stimulate the development of new leadership theory and practice.

477 citations

Journal ArticleDOI
TL;DR: The authors found that men experience some greater task-related developmental challenges, but women experience greater developmental challenges stemming from obstacles they face in their jobs, while men experience fewer developmental job opportunities than women.
Abstract: It has been suggested that one reason so few women have been promoted to senior management positions is that during their careers they experience fewer developmental job opportunities than men. To test this idea, we surveyed male and female managers about developmental components in their current jobs. Results suggest that men experience some greater task-related developmental challenges, but women experience greater developmental challenges stemming from obstacles they face in their jobs.

342 citations

Journal ArticleDOI
TL;DR: This article developed eight dimensions distinguishing successful senior managers from those who had derailed using an inventory based on findings from several qualitative studies, and found that managers' ratings of 86 successful managers on the eight dimensions were significantly higher than those of 83 who had derail, providing empirical support for previous qualitative findings.
Abstract: Using an inventory based on findings from several qualitative studies, this investigation developed eight dimensions distinguishing successful senior managers from those who had derailed. Results showed that bosses' ratings of 86 successful senior managers on the eight dimensions were significantly higher than those of 83 who had derailed, providing empirical support for many of the earlier qualitative findings. Comparing the successful managers to the derailed suggests dimensions otherwise overlooked which are important to consider when assessing managerial talent.

132 citations


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Book
01 Jan 2012
Abstract: Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

10,294 citations

Journal ArticleDOI
TL;DR: Evidence from varied research paradigms substantiates that consequences of perceived incongruity between the female gender role and leadership roles are more difficult for women to become leaders and to achieve success in leadership roles.
Abstract: A role congruity theory of prejudice toward female leaders proposes that perceived incongruity between the female gender role and leadership roles leads to 2 forms of prejudice: (a) perceiving women less favorably than men as potential occupants of leadership roles and (b) evaluating behavior that fulfills the prescriptions of a leader role less favorably when it is enacted by a woman. One consequence is that attitudes are less positive toward female than male leaders and potential leaders. Other consequences are that it is more difficult for women to become leaders and to achieve success in leadership roles. Evidence from varied research paradigms substantiates that these consequences occur, especially in situations that heighten perceptions of incongruity between the female gender role and leadership roles.

4,947 citations

Journal Article

3,099 citations

Journal ArticleDOI
TL;DR: Work-family enrichment as discussed by the authors is defined as the extent to which experiences in one role improve the quality of life in the other role, and it is used as a way to measure the effect of work-life transitions.
Abstract: We define work-family enrichment as the extent to which experiences in one role improve the quality of life in the other role. In this article we propose a theoretical model of work-family enrichment and offer a series of research propositions that reflect two paths to enrichment: an instrumental path and an affective path. We then examine the implications of the model for future research on the work-family enrichment process.

2,900 citations

Journal ArticleDOI
TL;DR: Evidence for the buffering role of various job resources on the impact ofVarious job demands on burnout is provided and the future of the JD-R theory is looked at.
Abstract: The job demands-resources (JD-R) model was introduced in the international literature 15 years ago (Demerouti, Bakker, Nachreiner, & Schaufeli, 2001). The model has been applied in thousands of organizations and has inspired hundreds of empirical articles, including 1 of the most downloaded articles of the Journal of Occupational Health Psychology (Bakker, Demerouti, & Euwema, 2005). This article provides evidence for the buffering role of various job resources on the impact of various job demands on burnout. In the present article, we look back on the first 10 years of the JD-R model (2001-2010), and discuss how the model matured into JD-R theory (2011-2016). Moreover, we look at the future of the theory and outline which new issues in JD-R theory are worthwhile of investigation. We also discuss practical applications. It is our hope that JD-R theory will continue to inspire researchers and practitioners who want to promote employee well-being and effective organizational functioning. (PsycINFO Database Record

2,309 citations