기독교 사역과 Leadership
01 May 1997-Vol. 15, Iss: 1, pp 245-288
TL;DR: Coaching & Communicating for Performance Coaching and communicating for Performance is a highly interactive program that will give supervisors and managers the opportunity to build skills that will enable them to share expectations and set objectives for employees, provide constructive feedback, more effectively engage in learning conversations, and coaching opportunities as mentioned in this paper.
Abstract: Building Leadership Effectiveness This program encourages leaders to develop practices that transform values into action, vision into realities, obstacles into innovations, and risks into rewards. Participants will be introduced to the five practices of exemplary leadership: modeling the way, inspiring a shared vision, challenging the process, enabling others to act, and encouraging the heart Coaching & Communicating for Performance Coaching & Communicating for Performance is a highly interactive program that will give supervisors and managers the opportunity to build skills that will enable them to share expectations and set objectives for employees, provide constructive feedback, more effectively engage in learning conversations, and coaching opportunities. Skillful Conflict Management for Leaders As a leader, it is important to understand conflict and be effective at conflict management because the way conflict is resolved becomes an integral component of our university’s culture. This series of conflict management sessions help leaders learn and put into practice effective strategies for managing conflict.
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TL;DR: In this paper, the authors argue that the best approach to developing leaders is through various forms of self-assessment, action learning, and apprenticeship activities, and suggest that due to the changing nature of organizations, a more distributed view of leadership will be needed thus shifting the focus from the traditional single leader to an intricate and complex web of leaders who possess a range of abilities and experiences necessary to ensure that the leadership function is carried out to the benefit of the wider organisation.
Abstract: In this introduction to a book on leadership development, we argue that leaders in the 21st century need to recognize that building their organization’s leadership capabilities is going to be a major differentiator for future success. We emphasize that organizations that do not have properly structured leadership development processes in place will be at a disadvantage. Organizations that take leadership development seriously outperform the competition. Furthermore, we also put forth that as the world is changing, leadership is no longer defined by what a single leader does (the “Great Man” trait theories) but by the ability to collaborate, motivate and to manage networks. In this day and age of highly diverse teams, matrix structures, and global organizations, the talent in network building is key to creating collaborative teams and a boundaryless organization. We suggest that due to the changing nature of organizations — a more distributed view of leadership will be needed thus shifting the focus from the traditional single leader to an intricate and complex web of leaders who possess a range of abilities and experiences necessary to ensure that the leadership function is carried out to the benefit of the wider organisation. From what we have learned from our own experience, we argue that the best approach to developing leaders is through various forms of self-assessment, action learning, and apprenticeship activities. Furthermore, with the emergence of the knowledge economy, we explore the fact that companies are now playing an increasingly active role in the continued education of their own workforce — one example being the creation of corporate universities. In this context, we also discuss the leadership development ‘toolbox’ that is needed to make leadership development activities a success. Some of the more commonly used tools in this toolbox include classroom lectures, leadership exercises, an outdoor adventure training, case analyses, simulations, and 360-degree evaluations (which is basically a technique involving the evaluation of leader by his/her boss, peers, subordinates and the leader himself/herself).
32 citations
Cites background from "기독교 사역과 Leadership"
...…we live in, a further distinction has been made between two forms of leadership: transactional and transformational (House, 1977; Zaleznik, 1977; Burns, 1978; Bass, 1985) The transactional form of leadership can be viewed as an exchange relationship between two parties to accomplish a set of…...
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...However, given the changing world we live in, a further distinction has been made between two forms of leadership: transactional and transformational (House, 1977; Zaleznik, 1977; Burns, 1978; Bass, 1985) The transactional form of leadership can be viewed as an exchange relationship between two parties to accomplish a set of specific tasks through a set of requirements, conditions and rewards (or punishment)....
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01 Jan 1995
TL;DR: This article examined the meaning of participative leadership in higher education by eliciting faculty and administrators' understandings of the concept, their rationales for accepting it, and the conditions and ways they desire to see this approach practiced in their organization.
Abstract: Despite the numerous reference to and importance of the term “participative leadership” in various leadership and organizational theories and practices, the term itself remains ambiguous. While it is often used synonymously with terms such as collaborative, autonomy, influence, participative decision making, colegialty, and team, many people questioned whether these terms are truly synonymous. Moreover, because those who advocate this approach to leadership have many purposes in mind, the practice of participative leadership manifest itself in different forms. Hence, a need exist to clarify as to what practices are actually participative. This study examines the meaning of the concept in theory and practice. The focus is on clarifying the concept in higher education by eliciting faculty and administrators’ understandings of the concept, their rationales for accepting it, and the conditions and ways they desire to see this approach practiced in their organization. This examination involves an intensive review of the literature, an analysis of institutional documents, and a series of in-depth interviews with six faculty and seven administrators at a Lutheran liberal arts college. The literature review indicated that the complexities of the terms leadership and participation contributed to the different understandings of the concepts. The work of different scholars, based on different paradigms, and different leadership and organizational theories, along with an emphasis of different issues revealed that in certain cases certain Reproduced with permission of the copyright owner. Further reproduction prohibited without permission. characteristics of participation are concealed, while in other instances other characteristics are emphasized. By studying “participative leadership” from the different participants’ perspectives a more holistic understanding emerged of the concept and its implications for administrators, faculty, and the college. Although gender, status, position, and the type of issues raised determine how participants understand and intend to apply the concept, every participant gave different labels, rationales, metaphors, and ways of interpreting and evaluating the concept. The findings, in general, confirm that many individuals and groups can have many labels, definitions, rationales, and ideals of participative leadership. The factors such as institutional history, mission, and structure and individual differences with respect to gender, position, status, background, interest, beliefs, and values determine the interpretation and implementation of “participative leadership.” Theorists and practitioners must consider these factors when they study and attempt to implement participative leadership. Reproduced with permission of the copyright owner. Further reproduction prohibited without permission.
32 citations
Cites background from "기독교 사역과 Leadership"
...The classic use of transformational leadership, as proposed by Burns (1978), has “powerful moral connotations” (Gardner 1986a, p. 22)....
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...Carroll realized that the concepts of power and leadership have been closely linked in politics and in political science (Janda, 1972; Neustadt, 1960; Burns, 1978)....
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...110 Burns (1978) views transactional leadership as a relationship between leaders and followers based on an exchange of valued things, which could be economic, political, or psychological in nature....
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...Burns (1978) coined the term “transformative leadership,” which he defined as a symbiotic relationship between leader and follower....
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...The traditional literature on leadership and political leaders, according to the feminist scholars, have overlooked women or portrayed them in a distorted manner (Burns, 1978; Dahl, 1961; Jennings, 1960)....
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TL;DR: Wang et al. as mentioned in this paper investigated behavioral manifestations of ethical leadership in the Chinese context and developed the Chinese Ethical Leadership Scale (CELS), which consists of six important components of Chinese ethical leadership: moral courage, openness to criticism, incorruptibility, reliability, fairness, and role modeling.
Abstract: Although ethical leadership positively relates to a variety of favorable work outcomes across cultural settings, how national/societal culture potentially shapes the behavioral manifestations of ethical leadership remains unclear. In this paper, we investigate behavioral manifestations of ethical leadership in the Chinese context and develop the Chinese Ethical Leadership Scale (CELS). In Study 1, we use an indigenous, qualitative approach to investigate the nature of ethical leadership. Based on the qualitative findings, we develop the CELS, which consists of six important components of Chinese ethical leadership: moral courage, openness to criticism, incorruptibility, reliability, fairness, and role modeling. In Study 2, we empirically show that, after controlling for a Western ethical leadership scale, the six dimensions of Chinese ethical leadership predict various subordinate outcomes, including reporting of wrongdoing, cooperative voice, protection of company resources, conscientiousness, interpersonal harmony, and task performance. Based on our results, we propose a culturally integrated model of ethical leadership that elucidates both ethical and Chinese leadership literatures.
32 citations
Cites background from "기독교 사역과 Leadership"
...To assert absolute control, the traditional Chinese legal system was overwhelmingly penal and was designed primarily to protect the entire social order against moral impropriety (Farh & Cheng, 2000)....
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...Social learning theory Despite an emphasis on the ethical domain of leadership in the early leadership literature (e.g., Barnard, 1938; Bass, 1985; Burns, 1978), ethical leadership did not receive substantial research attention until the disclosure of numerous ethical scandals over the past decade....
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...More importantly, as influenced by relationalism, which emphasizes the fulfillment of mutual obligations in vertical interpersonal dyads (Ho, 1995; Hwang, 2000), a morally appropriate response to leaders’ superior morality is subordinates’ identification with and imitation of leaders’ ethical behaviors (Farh & Cheng, 2000)....
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...With strong power over others and without institutional protection of individual rights, leaders could easily take advantage of out-group members (Farh & Cheng, 2000)....
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...To discover other critical moral conduct of leaders, Hsu, Huang, Cheng, and Farh (2006) employed a qualitative approach to examine which virtues are widely considered the defining attributes of a leader’s character in Chinese organizations....
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TL;DR: A THEOLOGY OF MISSIONAL LEADERSHIP in the Book of Revelation is presented in this paper, where the authors present a hierarchy of missional leaders.
Abstract: A THEOLOGY OF MISSIONAL LEADERSHIP IN THE BOOK OF REVELATION
32 citations
01 Jan 2012
TL;DR: In this article, the authors consider the impact of a professional development school partnership on leadership development and how the partnership allows school leaders to focus on clear school improvement goals and targeted professional development as their leadership and school-wide sustainable changes develop over time.
Abstract: Principals are expected to create a vision for their schools with clearly articulated goals for sustainable change. The 2008 Interstate School Leaders Licensure Consortium (ISLLC) Standards provide a strong framework for leadership knowledge, behavior and dispositions. ISLLC Standards 1 and 2 outline the school leader’s responsibility in articulating the school vision and providing a successful instructional program. Professional Development Schools (PDSs) provide a model of school reform that enables school leaders to access multiple avenues of support in their efforts to develop implement this vision. This article considers the impact a professional development school partnership has on leadership development. The authors document the principals’ perspective on the impact of the PDS partnership and how the partnership allows school leaders to focus on clear school improvement goals and targeted professional development as their leadership and school-wide sustainable changes develop over time. School leaders are under increasing pressure to meet school improvement goals, provide each child with an instructional program for optimal learning to occur, and generate test results that provide documentation of these factors. Principals are expected to create a vision for their schools with clearly articulated goals for sustainable change. The 2008 Interstate School Leaders Licensure Consortium (ISLLC) Standards offer a strong framework for understanding aspects of leadership knowledge, behavior and dispositions. ISLLC Standards 1 and 2 outline the school leader’s responsibility in articulating the school vision and providing a successful instructional program. Additionally, the Professional Development School (PDS) Nine Essentials (NAPDS, 2008) outline a model of reform that enables principals to access multiple avenues of support as they develop and implement this vision. In a PDS model, school leaders and university faculty are able to work collaboratively so that both university and school needs and goals are met. This article considers the impact a professional development school partnership can have on leadership development. The authors document the principals’ perspective on the impact of a PDS partnership, and how the partnership allows them to focus on clear school improvement goals and targeted professional development as their leadership and school-wide sustainable changes developover time. This research is based on the work of the Urban Professional Development School Network (Urban PDS), a university-school partnership between a large urban private university and seven schools in the surrounding area. Three years of qualitative and quantitative data document the principals’ perspective in four key areas: leadership development, school improvement goal attainment, professional development planning and focus, and school-wide changes over time. Aggregated data demonstrate network-wide changes and disaggregated data School—University Partnerships Vol. 5, No. 1 57 suggest network strengths as well as areas for continued growth and development. Data analysis provides insight into the development of leadership at all levels and principals’ perceptions about the partnership’s impact on school change efforts as well as the development of their own leadership.
32 citations
Cites background from "기독교 사역과 Leadership"
...Transformational leadership theory (Burns, 1978) implies a process that changes and transforms people....
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References
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TL;DR: Theoretical development in this area also has undergone many refinements, and the current theory is far different from the early Vertical Dyad Linkage (VDL) work as discussed by the authors.
Abstract: Research into Leader-Member Exchange (LMX) theory has been gaining momentum in recent years, with a multitude of studies investigating many aspects of LMX in organizations. Theoretical development in this area also has undergone many refinements, and the current theory is far different from the early Vertical Dyad Linkage (VDL) work. This article uses a levels perspective to trace the development of LMX through four evolutionary stages of theorizing and investigation up to the present. The article also uses a domains perspective to develop a new taxonomy of approaches to leadership, and LMX is discussed within this taxonomy as a relationship-based approach to leadership. Common questions and issues concerning LMX are addressed, and directions for future research are provided.
5,812 citations
TL;DR: The rapid growth of research on organizational citizenship behaviors (OCBs) has resulted in some conceptual confusion about the nature of the construct, and made it difficult for all but the most avid readers to keep up with developments in this domain this paper.
5,183 citations
TL;DR: This study provided a comprehensive examination of the full range of transformational, transactional, and laissez-faire leadership, revealing an overall validity of .44 for transformational leadership and this validity generalized over longitudinal and multisource designs.
Abstract: This study provided a comprehensive examination of the full range of transformational, transactional, and laissez-faire leadership. Results (based on 626 correlations from 87 sources) revealed an overall validity of .44 for transformational leadership, and this validity generalized over longitudinal and multisource designs. Contingent reward (.39) and laissez-faire (-.37) leadership had the next highest overall relations; management by exception (active and passive) was inconsistently related to the criteria. Surprisingly, there were several criteria for which contingent reward leadership had stronger relations than did transformational leadership. Furthermore, transformational leadership was strongly correlated with contingent reward (.80) and laissez-faire (-.65) leadership. Transformational and contingent reward leadership generally predicted criteria controlling for the other leadership dimensions, although transformational leadership failed to predict leader job performance.
3,577 citations
TL;DR: In this paper, social learning theory is used as a theoretical basis for understanding ethical leadership and a constitutive definition of the ethical leadership construct is proposed. But, little empirical research focuses on an ethical dimension of leadership.
3,547 citations
TL;DR: A meta-analysis of the transformational leadership literature using the Multifactor Leadership Questionnaire (MLQ) was conducted to compute an average effect for different leadership scales, and probe for certain moderators of the leadership style-effectiveness relationship as mentioned in this paper.
Abstract: A meta-analysis of the transformational leadership literature using the Multifactor Leadership Questionnaire (MLQ) was conducted to (a) integrate the diverse findings, (b) compute an average effect for different leadership scales, and (c) probe for certain moderators of the leadership style-effectiveness relationship. Transformational leadership scales of the MLQ were found to be reliable and significantly predicted work unit effectiveness across the set of studies examined. Moderator variables suggested by the literature, including level of the leader (high or low), organizational setting (public or private), and operationalization of the criterion measure (subordinate perceptions or organizational measures of effectiveness), were empirically tested and found to have differential impacts on correlations between leader style and effectiveness. The operationalization of the criterion variable emerged as a powerful moderator. Unanticipated findings for type of organization and level of the leader are explored regarding the frequency of transformational leader behavior and relationships with effectiveness.
2,836 citations