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기독교 사역과 Leadership

유화자
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.
Citations
More filters
Journal Article•DOI•
Cultivating Revolutionary Educational Leaders: Translating Emerging Theories into Action:

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Adrianna Kezar1, Rozana Carducci2•
University of Southern California1, University of California, Los Angeles2
01 Jun 2007-Journal of Research on Leadership Education
TL;DR: In the past 30 years, there has been a revolution in the way that leadership is conceptualized across most fields and disciplines, evidenced by the fact that practitioner and professional journals, popular management texts, and formal leadership development programs now reflect these new "revolutionary" views of leadership.
Abstract: INTRODUCTION In the past 30 years, there has been a revolution in the way that leadership is conceptualized across most fields and disciplines. Rather than continuing to examine models of leadership informed by the principles of social control and hierarchy, revolutionary leadership scholars are examining nonhierarchical, process-oriented, and democratic forms of leadership. In recent years, this revolution has moved beyond the doors of the academy, evidenced by the fact that practitioner and professional journals, popular management texts, and formal leadership development programs now reflect these new “revolutionary” views of leadership. A variety of authors have written about certain aspects of this leadership revolution. For example, Astin and Leland (1991) examined collective and democratic forms of leadership for social change; Schein (1992) explored the role of leadership in shaping organizational culture; Lipman-Blumen (1996) discussed the need for leaders to cultivate connective capabilities or collaboration in relation to globalization; Senge (1990) articulated the importance of all staff being considered leaders and developing the talent of all change agents; Heifetz (1994) described the challenge of leading without authority in a more democratic and grassroots environment (although he described it more as complexity); Komives, Lucas, McMahon (1998) identified and described a relational model of leadership 1 The authors would like to thank Marilyn Amey, Pam Eddy, and Dennis Roberts for their helpful feedback on this manuscript. Also, the authors want to note that they contributed equally to the paper and that the order of authorship does not denote a differential contribution.

25 citations

Journal Article•
What's Integral about Leadership? A Reflection on Leadership and Integral Theory

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Jonathan Reams
01 Jun 2005-Integral Review
TL;DR: In this paper, an introduction to the idea of integral leadership is provided, focusing on the four quadrants, levels or stages of development, and lines or streams of development of a leader.
Abstract: This article provides an introduction to the idea of integral leadership. It describes the basic premises of integral theory, focusing on the four quadrants, levels or stages of development, and lines or streams of development. It briefly examines the relationship of consciousness to leadership, and then provides an overview of the history of leadership theory from an integral perspective. It then suggests a distinction between an integrally informed approach to leadership and integral leadership, and closes with questions deserving further inquiry.

25 citations

Cites background from "기독교 사역과 Leadership"

  • ...Transformational leadership was introduced by Burns (1978) and is concerned with inspiring or motivating followers to achieving higher levels of moral conduct and value based actions....

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  • ...Transformational leadership was introduced by Burns (1978) and is concerned with inspiring or motivating followers to achieving higher levels of moral conduct and value based actions. It involved assessing followers’ motives, satisfying their motivational needs, and treating them like full human beings. Transformational leadership introduces more lines of development, values and morals, into leadership theory. Another aspect of an integral view of leadership development is the movement from egocentric views through ethnocentric ones, to worldcentric views. Some of the early trait theories centered on a very egocentric view of leadership. As group dynamic approaches became more popular, the good of the group brought a more ethnocentric view into prominence. An example of a worldcentric approach to leadership can be seen in Greenleaf’s (1977) servant leadership model, which placed the leader as servant, not primarily of the needs of the individual or company, but of the greater good of humanity....

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  • ...Transformational leadership was introduced by Burns (1978) and is concerned with inspiring or motivating followers to achieving higher levels of moral conduct and value based actions. It involved assessing followers’ motives, satisfying their motivational needs, and treating them like full human beings. Transformational leadership introduces more lines of development, values and morals, into leadership theory. Another aspect of an integral view of leadership development is the movement from egocentric views through ethnocentric ones, to worldcentric views. Some of the early trait theories centered on a very egocentric view of leadership. As group dynamic approaches became more popular, the good of the group brought a more ethnocentric view into prominence. An example of a worldcentric approach to leadership can be seen in Greenleaf’s (1977) servant leadership model, which placed the leader as servant, not primarily of the needs of the individual or company, but of the greater good of humanity. (See review of Greenleaf biography in this issue). Some of this worldcentric level of development can also be seen in transformational leadership. More recently, there have been a number authors exploring new territory about how to look at leadership and organizations. Most of these new theories have arisen as theorists began to explore more advanced levels of development that recognize a need to respond to the complexity of the post-modern world with new ways of thinking that can meet these challenges. Thinkers such as Margaret Wheatley (1993), Peter Senge (1990, 1999, 2004), Ronald Heifetz (1994, 2002), Debashis Chatterjee (1998), Harald Harung (1999), Dee Hock (1999), Joseph Jaworski (1996), Harrison Owen (2000), Robert Rabbin (1998), Bill Torbert (2004), and Peter Vaill (1996), have all aimed to expand how we view leadership....

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Journal Article•DOI•
Factors Related to Instructional Leadership Perception and Effect of Instructional Leadership on Organizational Variables: A Meta-Analysis.

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Mehmet Sisman
01 Oct 2016-Kuram Ve Uygulamada Egitim Bilimleri
TL;DR: In this article, the authors defined instructional leadership skills of school principals as: identifying and sharing school goals, management of instructional programs and teaching process, evaluation of teaching process and students, supporting and developing teachers, creating a safety learning climate and work environment.
Abstract: It has been placed a great emphasis on leadership skills of school principals associated with research on effective schools since the end of 1970s. Leadership skills of a school principal have been considered as one of the main factors on school effectiveness. As a result, a transition from school principalship to school leader has become an important issue. In this light, instructional leadership has come into the picture as a new conceptualization of leadership with regard to school principals. Instructional leadership of school principals has been identified as the skills, which principals directly show or enable the others to show in order to increase the achievement level of students in schools (De Bevoise, 1984). Related literature about school administration has described instructional leadership skills of school principals in various aspects and dimensions (Daresh & Ching-Jen, 1995; Hallinger & Murphy, 1985; Vildly & Dimmock, 1993). Research has indicated that there has been a close relationship between instructional leadership skills of school principals and school outputs, student achievement, and restructuring of schools (Chance, 1991; Duke, 1987; Hallinger & Murphy, 1990). On the other hand, it has been found that these instructional leadership skills have also to some extent related to personal and contextual factors (Cooke, 1995; Gulledge, 1995; Wildly & Dimmock, 1993).Dimensions of Instructional Leadership Skills of School PrincipalsThere has been some classification of instructional leadership skills of school principals in the related literature. These classifications mainly consist of identifying and defining the school visions, missions and goals, building consensus about school goals, providing the necessary resources for teaching, coordination, management, control and evaluation of teaching and curriculum, monitoring evaluating and developing the staff, creating close relationship and cooperation between staff, regular teaching-learning climate, enabling the support from society and environment, being a role model and teaching source (Andrews & Soder, 1987; Blank, 1987; Daresh & Ching-Jen, 1985; DeBevoise, 1984; Hallinger & Murphy, 1985, l986; Heck, Larsen, & Marcoulides, 1990; Krug, 1992; Reed, Krysinski, Gougeon, & Furman, 1988; Wildly & Dimmock, 1993).The skills in question in this research consisted of five dimensions that are stated in the following: (i) Identifying and sharing school goals, (ii) Management of instructional programmes and teaching process, (iii) Evaluation of teaching process and students, (iv) Supporting and developing teachers, (v) Creating a safety learning climate and work environment.Identifying and sharing school goals. it is expected from a school principal playing a leading role in identifying school goals by initially determining school vision and mission. The importance of school goals need to be emphasized, explained and shared during the meetings with students, teachers and parents.Management of instructional programmes and teaching process. One of the main inputs of school is programmes. In order to successfully implement such programmes, necessary conditions and maximum learning opportunities need to be prepared. In successful schools, school principals have a pivotal role in planning, implementing and coordinating of programmes.Evaluation of teaching process and students. This dimension involves teaching, inspection, evaluation of programmes, monitoring and evaluating student development. School principal should discuss and provide feedback about the teaching process and results of student evaluation with the school staff. Also, s/he needs to make use of the results in determining the success level of school and programmes goals.Supporting and developing teachers. One of the main responsibilities of the school principal is to help every people in the school develop their professional qualifications, also, to enable teachers make use of these new knowledge and qualifications in the school. …

25 citations

Cites background from "기독교 사역과 Leadership"

  • ...Briefly a supportive atmosphere is formed in the organization (Burns, 1978; Bass, 1985, 1999; Bass & Riggio, 2006; Leithwood, 1992; Yukl, 1999)....

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Journal Article•DOI•
Assessing Distributed Leadership for Learning and Teaching Quality: A Multi-Institutional Study.

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Angela Carbone1, Julia Margaret Camm Evans1, Bella Ross1, Steve Drew2, Liam Phelan3, Katherine Lindsay3, Caroline Cottman4, Susan Stoney5, Jing Ye1 •
Monash University1, University of Tasmania2, University of Newcastle3, University of the Sunshine Coast4, Edith Cowan University5
07 Feb 2017-Journal of Higher Education Policy and Management
TL;DR: An assessment of how effectively distributed leadership was enabled at five Australian institutions implementing a collaborative teaching quality development scheme called the Peer Assisted Teaching Scheme found that the Scheme is highly consistent with the distributed leadership benchmarks.
Abstract: Distributed leadership has been explored internationally as a leadership model that will promote and advance excellence in learning and teaching in higher education. This paper presents an assessment of how effectively distributed leadership was enabled at five Australian institutions implementing a collaborative teaching quality development scheme called the Peer Assisted Teaching Scheme. The Scheme brings together expertise from teams of academics, coordinators, and institutional learning and teaching portfolio holders to the shared goal of enhancing learning and teaching quality. A distributed leadership benchmarking tool was used to assess the Scheme’s effectiveness, and we found that (i) the Scheme is highly consistent with the distributed leadership benchmarks, and that (ii) the benchmarking tool is easily used in assessing the alignment (or otherwise) of teaching and learning quality initiatives with distributed leadership benchmarks. This paper will be of interest to those seeking to assess implementations of distributed leadership to improve teaching quality and leadership capacity.

25 citations

Cites background from "기독교 사역과 Leadership"

  • ...from outside the higher education context that have been considered in regards to their potential in understanding this nexus include: situational leadership (Graeff, 1997; Vroom & Yetton, 1973), charismatic leadership (Conger, 1989), transformational leadership (Bass, 1998; Burns, 1978) and leader-member exchange (Brass, 1984; Graen & Uhl-Bien, 1998)....

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  • ...…considered in regards to their potential in understanding this nexus include: situational leadership (Graeff, 1997; Vroom & Yetton, 1973), charismatic leadership (Conger, 1989), transformational leadership (Bass, 1998; Burns, 1978) and leader-member exchange (Brass, 1984; Graen & Uhl-Bien, 1998)....

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The Characteristics, Roles and Selection of Vice-Chancellors

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Glynis M. Breakwell, Michelle Y. Tytherleigh
01 Jan 2008

25 citations

Cites background from "기독교 사역과 Leadership"

  • ...Drennan & Beck, (2001); Scott (1995); Tight (1996). For the purpose of this study, UK universities have been classified according to three age groups based upon when they received independent university status or, for the colleges of the Universities of London and Wales, the dates they were formed: • Pre-92s (N=74): comprising: the twelfth and thirteenth century establishments of Oxford and Cambridge; the fifteenth and sixteenth century Scottish universities; the ‘ancient’early nineteenth century establishments of the Universities of London and Durham; the ‘civics’in the major English cities, and the ‘redbricks’in other English cities established in the early part of the twentieth century; and 1960’s ‘technological’ universities, new campus universities and the Open University....

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  • ...Drennan & Beck, (2001); Scott (1995); Tight (1996)....

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References
More filters
Journal Article•DOI•
Relationship-based approach to leadership: Development of leader-member exchange (LMX) theory of leadership over 25 years: Applying a multi-level multi-domain perspective

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George B. Graen1, Mary Uhl-Bien2•
University of Cincinnati1, University of Alaska Anchorage2
01 Jun 1995-Leadership Quarterly
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

Journal Article•DOI•
Organizational Citizenship Behaviors: A Critical Review of the Theoretical and Empirical Literature and Suggestions for Future Research

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Philip M. Podsakoff1, Scott B. MacKenzie1, Julie Beth Paine1, Daniel G. Bachrach1•
Indiana University1
01 Jun 2000-Journal of Management
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

Journal Article•DOI•
Transformational and transactional leadership: a meta-analytic test of their relative validity.

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Timothy A. Judge1, Ronald F. Piccolo1•
University of Florida1
01 Oct 2004-Journal of Applied Psychology
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

Journal Article•DOI•
Ethical leadership: A social learning perspective for construct development and testing

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Michael E. Brown1, Linda Klebe Treviño1, David A. Harrison1•
Pennsylvania State University1
01 Jul 2005-Organizational Behavior and Human Decision Processes
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

Journal Article•DOI•
Effectiveness correlates of transformational and transactional leadership: A meta-analytic review of the mlq literature

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Kevin B. Lowe1, K. Galen Kroeck2, Nagaraj Sivasubramaniam3•
University of North Carolina at Greensboro1, Florida International University2, Binghamton University3
01 Sep 1996-Leadership Quarterly
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