Showing papers in "Journal of Leadership Studies in 1999"
TL;DR: In this article, the authors show that little empirical research exists to support the theory or the anecdotal evidence used in the popular press material, and that the theory is not supported by empirical evidence.
Abstract: Executive Summary Servant Leadership received attention in the popular press, but little empirical research exists to support the theory or the anecdotal evidence used in the popular press material...
418 citations
TL;DR: This paper found this book to be both invigorating and thought challenging, and it forced me to redefine my own sense of present reality and future, which was a jolting experience to again force me to think about the teaching practices and life directions.
Abstract: I found this book to be both invigorating and thought challenging. These essays forced me to redefine my own sense of present reality and future. As both a college professor and a practicing Certified Public Accountant, I have tended in the years since my own college experience to focus more on the practical, &dquo;how to’s&dquo; of life and business. This book was a jolting experience to again force me to think about the &dquo;what should be&dquo; of my own teaching practices and life directions.
258 citations
TL;DR: A theory of leadership derived from principles of ecology calls for a radical shift in our perspectives of leadership as mentioned in this paper, emphasizing individual responsibility, a long term perspective, developing capacities of individuals within organizations, and harmony with nature, while showing the way toward sustainability for future generations.
Abstract: Traditional, mechanistic models of leadership are inadequate for dealing with the serious adaptive challenges facing the modern world. The complex, dynamic systems that result when these adaptive challenges interact requires that we draw upon ecological principles to understand the role that leadership processes can play in creating a sustainable, generative future. Ignoring the systemic nature of leadership processes creates an illusion that traditional positional leaders should be the focus of leadership studies. We propose that a more useful focus is the systemic processes out of which leadership emerges. A theory of leadership derived from principles of ecology calls for a radical shift in our perspectives of leadership. It emphasizes individual responsibility, a long term perspective, developing capacities of individuals within organizations, and harmony with nature, while showing the way toward sustainability for future generations.
129 citations
TL;DR: In this paper, action research strategies that were employed to assess the process and outcomes of leadership development programs for college students were described. But these methodologies were not applied to the evaluation of the outcomes of these programs.
Abstract: Executive Summary This paper describes "action research" strategies that were employed to assess the process and outcomes of leadership development programs for college students. These methodologie...
109 citations
TL;DR: In this paper, a study suggests that communication competence is a prerequisite for effective leadership and that one hundred fifty-one employees of nine organizations rated their immediate supervisor's communication competence and using a three dimensional integrated model of leadership categorized that supervisor's perceived leadership effectiveness.
Abstract: Executive Summary This study suggests that communication competence is a prerequisite for effective leadership. One-hundred fifty-one employees of nine organizations rated their immediate supervisor's communication competence and using a three dimensional integrated model of leadership categorized that supervisor's perceived leadership effectiveness. Each of the leadership dimensions, as well as the model as a whole, was highly correlated with competent communication by the supervisor.
62 citations
TL;DR: While numerous authors have advanced the notion of "visionary leadership" during the last twenty years, the concept of "entrepreneurial leadership" has emerged as the critical factor for the 21st century as discussed by the authors.
Abstract: While numerous authors have advanced the notion of "visionary leadership" during the last twenty years, the concept of "entrepreneurial leadership" has emerged as the critical factor for the 21st c...
56 citations
TL;DR: In this article, the authors investigate the issue of organizational change in a Hispanic community-based nonprofit organization and discuss the ways a newly appointed entrepreneurial leader introduced change into the organization, concluding with a discussion of implications and applications and raising questions for future research.
Abstract: Executive Summary This paper investigates the issue of organizational change in a Hispanic community-based nonprofit organization. It provides background information on the organization and its leadership. It discusses the ways a newly appointed entrepreneurial leader introduced change into the organization. This paper discusses the need for a visionary and entrepreneurial leader to transform nonprofit organizations. Finally, it concludes with a discussion of implications and applications and raises questions for future research.
54 citations
TL;DR: In this paper, the authors present the findings of a recently completed synthesis of leadership research conducted through the mid-1990s in Australia and New Zealand, and the implications of those findings for the profile of effective middle management business leadership generally are also discussed.
Abstract: This article presents the findings of a recently completed synthesis of leadership research conducted through the mid-1990s in Australia and New Zealand. Differences and similarities in implications between Australasia and North America are identified. The implications of those findings for the profile of effective middle management business leadership generally are also discussed. Four integrating themes are identifed. They are (1) the issue of leader self-development, (2) the importance to leadership of learning, (3) the importance of leaders being both transformational and transactional, and (4) the identification of a number of paradigm shifts in thinking about leadership. A proposed over-arching theme is that of 'leader self-assessment'. In addition, a profile of the new successful leader of the future is proposed, as are a number of implications for practitioners that came as a result of this research. Finally, future research directions are identified.
43 citations
TL;DR: In this article, the authors analyzed the old paradigm of the bureaucratic organization and reinforced the new organizational paradigm for the twenty-first century by analyzing the four 'I's of transformational leadership: individualized consideration, intellectual stimulation, inspirational motivation, and idealized influence.
Abstract: The development of leadership theory has paralleled the development of organizational theory. The models of laissez-faire, transactional and transformational leadership both explain the old paradigm of the bureaucratic organization and reinforce the new organizational paradigm for the twenty-first century. The bureaucratic organization is analyzed in terms of laissez-faire leadership and the transactional leadership elements of management-by-exception and contingent reward. The new post-bureaucratic organization is analyzed in terms of the four 'I's of transformational leadership: individualized consideration, intellectual stimulation, inspirational motivation, and idealized influence. Inferences are drawn for the required roles and behavior of future leaders.
43 citations
TL;DR: In this paper, the authors report a study of the changing role of the principal in Washington State and find that the impact of role change varies between school levels and geographic location, and that the role of principal continues to be both important and under increasing strain.
Abstract: This article reports a study of the changing role of the principal in Washington State. Utilizing survey research, the findings reinforce role change and that the impact of changes vary between school levels and geographic location. In addition, the findings suggest that several aspects of role change for principals have resulted in principals reporting more hours worked, increasing managerial responsibilities supplanting leadership, and increased levels of frustration. In the midst of an environment of policy and social change, the role of the principal continues to be both important and under increasing strain. The article concludes with recommendations for policy makers and principal preparation and support.
35 citations
TL;DR: In this paper, the authors examine how team dynamics may differ in virtual teams and explore how new communications technologies and new organizational forms are creating new managerial and self-leadership challenges stemming from the unique needs of virtual organizations.
Abstract: Virtual teams face different challenges in creating effective leadership processes than self-managing teams working together in the same physical location. Although it is clear that technology is revolutionizing the way organizations are structured to include more virtual or temporary team structures, little is known about how team dynamics may differ in this new boundaryless environment. This examination of leadership processes and self-leadership in virtual teams builds on what is known about team dynamics in self-managing teams and explores how new communications technologies and new organizational forms are creating new managerial and self-leadership challenges stemming from the unique needs of virtual organizations.
TL;DR: In this article, the authors argue that mentoring is both an opportunity and a risk, and that it is largely a teaching process beginning with parental nurturing of children and continuing through the lifecycle of organizational...
Abstract: Executive Summary Mentoring is both an opportunity and a risk. It is largely a teaching process beginning with parental nurturing of children and continuing through the lifecycle of organizational ...
TL;DR: In this article, the authors look at three controversial topics related to charismatic leadership: (1) Is charismatic leadership always a good thing? (2) Are we doomed by nature to be either charismatic or not?
Abstract: This article looks at three controversial topics related to charismatic leadership: (1) Is charismatic leadership always a good thing? (2) Are we doomed by nature to be either charismatic or not? (...
TL;DR: The authors argued that if U.S. corporations are to remain competitive as they enter the 21st century, their managers must stop trying to manage members of a workforce that is becoming increasin...
Abstract: This article contends that if U.S. corporations are to remain competitive as they enter the 21st century, their managers must stop trying to manage members of a workforce that is becoming increasin...
TL;DR: A shift in emphasis in regard to the factors influencing leadership effectiveness in a group has been observed by as mentioned in this paper, where early scholars focused on l l lst-order beliefs and beliefs.
Abstract: Perceptions of leadership appear to be changing. Research has shown a shift in emphasis in regard to the factors influencing leadership effectiveness in a group. Whereas early scholars focused on l...
TL;DR: For example, the authors found that emotional maturity is correlated with scores on the Defining Issues Test (DIT) of moral development, peer ratings from fellow cadets, and summarized performance across a variety of military and extracurricular activities.
Abstract: Executive Summary Theories of constructive and moral development are proposed by Kuhnert & Lewis (1987), Kegan and Lahey (1984), Fisher and Torbert (1991), Palus and Drath (1995) and others as models for providing clarification and extension of how cognitive and personality differences within individuals influence leadership effectiveness. Using interviewing methods based on Constructive-developmental (CD) theory (Kegan, 19820, a sample of 32 cadets at a military institute were measured for their level CD development and subsequent performance on an assortment of measures. CD development correlated significantly with scores on the Defining Issues Test (DIT) of moral development, peer ratings from fellow cadets, and summarized performance across a variety of military and extracurricular activities. Implications highlight the utility of incorporating a developmental perspective in the study of leadership. Within the discipline of psychology, many contributions toward the understanding of leadership have been made from such fields as personality, behaviorism, cognition, social psychology, and clinical psychology. Estranged from this ensemble, however, is the field of developmental psychology. Developmental theory can add much to our understanding of how certain individuals successfully communicate and influence others to follow them, by illuminating the underlying cognitive and personality structures which give rise to certain leadership behaviors. Successful delineation of the underlying developmental structures present in successful and unsuccessful leaders may contribute a great deal to existing theory and practical applications. Many implications from previous studies support the value of integrating developmental theories in the study of leadership, yet few have made any attempt at investigating the potential of this approach. For example, early trait theorists found that emotional maturity was a trait related to effective performance that generalized across a variety of situations (Lord, DeVader & Alliger, 1986). Related traits such as stability, adjustment, and empathy enable leaders to maintain cooperative relationships with followers, as well as be more socially sensitive to their motives, feelings and attitudes. Emotionally mature leaders are less prone to mood swings, are more composed and in control, and are less defensive to criticism. These individuals are also more flexible and adaptable to the demands of various situations (Bass, 1990). Emotional maturity implies an underlying continuum of development, yet investigations beyond surface traits are scant. The structures that underlie the reasons behind why someone is more or less emotionally mature are not well understood, but a developmental analysis could shed much light on this phenomenon. As another example, this time from the behavioral camp, consideration has been shown by literally hundreds of studies to be an important behavior for leadership success, stemming from the famous Ohio State studies. Consideration is literally being considerate of other individuals' feelings, behaving in ways indicative of friendship, mutual respect, and warmth (Vroom, 1976). The ability to empathize with others requires leaders to incorporate perspectives beyond their own, which is a skill supported only in higher stages of adult and moral development (Kegan, 1982; Rest, 1986). Individuals arrested at lower levels of development are less likely to empathize with other individuals, possessing neither the ability nor the inclination to consider the issues of multiple constituencies. Modern conceptions of leadership have been based on the notions proposed by Burns (1978), Bass (1984; 1997) and others of transactional and transformational leadership, a theory which has had some flirtations with developmental theory (e.g. Kuhnert & Lewis, 1987). Transformational leadership inspires and propels followers to perform beyond human limitations and achieve great feats, where leaders actually create a relationship with their followers that mutually stimulates and elevates them to leaders, and leaders into moral agents (Burns, 1978). …
TL;DR: According to the National Association for Community Leadership, there are 650 to 750 community leadership programs in the United States and these programs are growing from the efforts of smaller towns and cities rather than from the state-wide or national levels as mentioned in this paper.
Abstract: According to the National Association for Community Leadership, there are 650 to 750 community leadership programs in the United States. Furthermore, these leadership programs are growing from the efforts of smaller towns and cities rather than from the state-wide or national levels. Therefore, this study's purpose was: (a) to examine current literature regarding leadership development and training programs and (b) to review state-wide community leadership training program literature. This paper includes the elements of an ideal community leadership training programs while also providing the means for practitioners to educate themselves and to develop assessment tools for similar leadership education activities.
TL;DR: In this paper, the authors explore the story of Moses and examine the lessons that business scholars and practitioners can learn from this biblical narrative, from its beginnings in the royal court of Pharaoh, through the Exodus and the wanderings of the Hebrews in the wilderness, to the loss of that leadership by his failure to adapt his style of leadership to new conditions.
Abstract: Executive Summary Although classical literature has served as a lens for examining leadership in organizations, leadership studies in business, for the most part, have ignored the Bible. In our paper, we aim to fill this gap by exploring the story of Moses and examining the lessons that business scholars and practitioners can learn from this biblical narrative. The leadership of Moses is worth study because the insights that managers will gain may be useful to them in introducing and navigating needed organizational changes and in confronting challenges. In addition, Moses' leadership deserves consideration because such an inquiry will advance our understanding of the various theories and models of leadership. Towards these ends, this paper investigates the leadership of Moses from its beginnings in the royal court of Pharaoh, through the Exodus and the wanderings of the Hebrews in the wilderness, to the loss of that leadership by his failure to adapt his style of leadership to new conditions.
TL;DR: A study of the leadership styles of school principals in the Detroit metropolitan area of Wayne County, Michigan was conducted to determine the extent to which principals are applying these recommended styles of leadership for restructurning schools to serve students in the 21st century.
Abstract: Research and literature has suggested that the school leader be one who empowers others, encourages creativity and flexibility, promotes collaborative planning and shared decision-making in an effort to develop trust throughout the school setting, and utilizes these qualities as a catalyst for successful school resturcturing and reform. A study of the leadership styles of school principals in the Detroit metropolitan area of Wayne County, Michigan was conducted to determine the extent to which principals are applying these recommended styles of leadership for restructurning schools to serve students in the 21 st century. The article includes an examination of responses received from school principals as they relate to leadership training and school reform issues. Recommendations for development and improvement of leadership preparation and professional development programs are presented.
TL;DR: A current focus has been on Burns's theory of transformational leadership as mentioned in this paper, which is a concept that has generated increasing interest in this century, but it is not a new concept.
Abstract: Executive SummaryLeadership is a concept that has generated increasing interest in this century. A current focus has been on Burns's theory of transformational leadership. Transformational leadersh...
TL;DR: In this paper, the medium of computer conferencing is, in fact, useful for introducing students to the skills of self- and self-motivation, which is a new and often daunting enterprise for educators.
Abstract: Teaching leadership online is a new and often daunting enterprise for educators. However, the medium of computer conferencing is, in fact, useful for introducing students to the skills of self- and...
TL;DR: In this article, a framework for analyzing the dynamics of the leader-follower relationship in a mentoring context is proposed, which uses personal disclosure and personal case studies to illustrate their framework.
Abstract: The authors propose a framework for analyzing the dynamics of the leader-follower relationship in a mentoring context. To illustrate their framework, they use personal disclosure and personal case ...
TL;DR: The authors synthesize Kuhnian and Heideggerian philosophy with learning styles and personality research and combine it with the characteristics of rationalist and post-rationalist business paradigms.
Abstract: How can business educators nurture in their students the qualities of transformational leadership: charisma, inspirational leadership, intellectual stimulation and individualised consideration of employees? This philosophical paper suggests such idealistic outcomes cannot be achieved without a shift away from abstract rationalism and towards concrete, personal engagement with the world and its people. It arrives at this suggestion by synthesising Kuhnian and Heideggerian philosophy with learning styles and personality research and with the characteristics of rationalist and post-rationalist business paradigms.
Journal Article•
TL;DR: Men have always had the capacity and desire for leadership, but were not able to express their potential because of political, economic, educational and status changes in our culture as mentioned in this paper, and women are able to be leaders.
Abstract: Executive Summary The significant increase in women leaders has been facilitated by political, economic, educational and status changes in our culture. Women leaders express the same general leadership qualities as men, but may have leadership styles particularly suited to today's needs. In previous generations, women leaders were relatively few in number--there was an occasional queen, civic or society leader, head of a family corporation usually through inheritance. Women in these positions were considered exceptional individuals rather than role models for other women or typical of society's leaders. Today, women have a much more significant leadership presence. In the United States, we have women governors, senators, mayors, business owners, officers, and CEOs of corporations, university presidents, vice presidents, deans. In other countries, there are women heads of state. This is quite a change! And so, the questions I would like to address are: (1) What has happened to produce all these new women leaders? (2) Do women express leadership in the same way as men? (3) What kind of leaders do we need today? It is my view that women have always had the capacity and desire for leadership, but were not able to express their potential because of political, economic, and societal restrictions. Now that these restrictions have been somewhat reduced, women are able to be leaders. It has been suggested that women bring new leadership styles to the top roles in organizations and that the presence of women leaders in significant numbers may change some of our thinking about leadership. My comments today about women in leadership roles are based primarily on experience and observation. I do not pretend to be a leadership scholar, and welcome the opportunity to share my ideas and learn from those who are. I think that the emergence of women leaders provides students of leadership with remarkable case studies with which they can test existing theories about leadership. Leadership theories were developed without regard to women, and it has been generally assumed that whatever is said about leadership applies equally well to both women and men. However, some of the views about leadership do not apply well to women. It might be timely to go back and look at leadership theories with this new experience of women in mind. I was pleased to note in a list of doctoral dissertations from USD's Leadership Program that there has been some attention to this dimension. Leadership is not a new phenomenon, but women leaders are. For example, the Great Man theory immediately is seen to have at the very least an inappropriate name. Bennis and Nanus (1985, p 5) observe that "The `Great Man' theory of leadership saw power as being vested in a very limited number of people whose inheritance and destiny made them leaders. Those of the right breed could lead; all others must be led. Either you had it or you didn't." To accept this kind of social Darwinism (Heifetz, 1994) requires that we must either question whether women have changed in the past quarter century to acquire a new destiny or new traits, or whether the possession of leadership traits is insufficient for the expression of leadership. If leadership is situational, and is produced by response to the demands of the occasion, the rise of women leaders in a changed society is a powerful example. I will talk about the societal changes which now allow women to exercise leadership and the changes in the demands of a post industrial society which make women leaders seem to be more appropriate now than they would have been in an industrial society. If leadership arises from group dynamics, women become both an action model and a challenge to the theory. Women have always worked well in groups, and the influence of groups of women, clubs, councils, committees, has been remarkable. Volunteers were the major workers of social reform in the U. …
TL;DR: Herb Kelleher, co-founder, CEO, President and Chairman of Southwest Airlines is cited in this paper as an ideal example of charismatic leadership at its best, and a discussion of ch...
Abstract: Executive Summary Herb Kelleher, co-founder, CEO, President and Chairman of Southwest Airlines is cited in this article as an ideal example of charismatic leadership at its best. A discussion of ch...
TL;DR: New directions in the study of leadership preparation are transforming the practices and theories about leaders, especially those who serve in educational and human services organ... as mentioned in this paper, which is transforming the practice and theories of leaders.
Abstract: Executive Summary New directions in the study of leadership preparation are transforming the practices and theories about leaders, especially those who serve in educational and human services organ...
TL;DR: In this paper, the authors integrate the diverse literatures on High Performance Work Organizations (HIPO) Varied definitions of the HIPO are presented, common components across the definitions are identified, and then each component is examined in more detail.
Abstract: The purpose of this paper is to integrate the diverse literatures on High Performance Work Organizations (HIPO) Varied definitions of the HIPO are presented, common components across the definitions are identified, and then each component is examined in more detail. A model integrating the components is presented and separate sets of leadership challenges for middle and senior managers are inferred from the model.
TL;DR: In this paper, the authors examined the leadership behavior of Management-by-Exception by using quantitative and qualitative methods, and found that MBO should be considered as a single latent variable.
Abstract: The current study examines the leadership behavior of Management-by-Exception by using quantitative and qualitative methods. By distinguishing between manifest (observable) and latent (unobservable) variables, the study enables the concept of Management-by-Exception to be clarified. A sample 480 senior police officers was used. The results support the notion that Management-by-Exception should be considered as a single latent variable. Qualitative analysis identified three manifest variables that are observable indicators of Management-of-Exception. Implications for investigating leadership using both quantitative and qualitative research methods are discussed.
TL;DR: In the first issue of this journal in 1993 Joseph Rost declared that leadership development programs offered in the past require new concepts of leadership and new educational methods to develop leaders and collaborators for the 21st century as discussed by the authors.
Abstract: In the first issue of this journal in 1993 Joseph Rost declared that leadership development programs offered in the past require new concepts of leadership and new educational methods to develop leaders and collaborators for the 21 st century. This article presents: 1) a rationale for collaborative, shared leadership that fosters community renewal 2) an introduction to situated and action-leaming concepts to guide leadership develop program design 3) an analysis of three leadership development programs that sought to build renewed community or organizational leadership and 4) a discussion of implications for future leadership education.
TL;DR: In this article, the authors describe the development of two recent leadership studies programs and the ethical decision-making considerations that directed their evolution from planning to implementation, and chronicle how these programs were designed to meet the needs of very unique and limited student populations.
Abstract: Executive Summary The recent increase in college-level leadership coursework offers ethical challenges for educators and administrators responsible for the development of leadership programs. In the past, many such programs were designed to meet the needs of very unique and limited student populations. However, a broader view of leadership studies suggests that our programs need to employ a transformational model of leader development across the student body. This article chronicles the development of two recent leadership studies programs--University of Colorado at Colorado Springs and the University of North Carolina at Wilmington--and the ethical decision-making considerations that directed their evolution from planning to implementation. Over the past decade an increasing number of colleges and universities have developed leadership coursework and degree programs (Hackman & Johnson, 1996). Indeed, over three-quarters of communication departments surveyed in 1993 by Johnson and Hackman indicated that leadership material was included in at least one course. A recent call for submissions in the Center for Creative Leadership's Leadership Education A Source Book produced over 250 responses describing leadership courses and programs currently offered on college and university campuses in the United States (Freeman, Knott, & Schwartz, 1996). Most of these programs are based on emerging leadership perspectives that focus on the transformation of followers into leaders (see, for example, Bass, 1985; Tichy & Devanna, 1990), the minimization or elimination of traditional leader/follower divisions (see, for example, Gardner, 1990; Rost, 1991), empowerment (see, for example, Block, 1996; DePree, 1989), and diversity (see, for example, Cox, 1993; Hickman & Creighton-Zollar, 1997). These new perspectives on leadership focus on equality and the diffusion of leadership responsibility throughout groups, organizations, and society. This view directly opposes earlier perspectives focusing on elitism and the separation of leader/follower roles and responsibilities. As Hashem (1997) explains in his description of the role faculty play in teaching the new leadership paradigm, "The conventional leadership concepts and practices which rely on top-down philosophy, decisiveness, unemotional, and total control have been challenged by the transformational concept and more empowering practices." (p. 94). These new perspectives on leadership offer ethical challenges for educators and administrators responsible for the development of leadership curriculum and programs. In the past, many such courses and programs were designed to meet the needs of very unique and limited student populations (student government leaders, athletes, campus activists, etc.). These programs were designed to provide instruction to the small percentage of students deemed to have leadership potential. Although the need for advanced training for this population remains, there is another larger population of students who also benefit significantly from leadership training. This population of students will assume positions of responsibility in groups, organizations, and society, but will not attain senior leadership positions or authority. Despite this, these students can also learn to be better leaders and can develop knowledge and skills that will enable them to be more effective in their informal leadership endeavors. Indeed, it is this group of transformed followers that provides the engine that powers society. It is therefore ethically imperative that colleges and universities meet the challenge of providing leadership instruction for this vital group. The argument to extend leadership education to a wide cross-section of students can be viewed from the ethical decision-making perspective posited by Rest (1994, 1984, 1983). Rest suggests that ethical decision-making is a four-part process. The stages in the process are as follows: (1) Ethical sensitivity interpreting the situation (2) Ethical reasoning determining the ethical course of action (3) Ethical motivation -- deciding what to do (4) Action -- carrying out intentions Ethical Sensitivity has to do with being able to recognize ethical issues. …