Showing papers on "Leadership development published in 1991"

Leading in the 1990s: The Four I′s of Transformational Leadership

Abstract: The characteristics which differentiate transactional from transformational leadership are discussed, highlighting the differences between managers and leaders. Four distinct characteristics – the Fours I′s – associated with transformational leadership are described with respect to their evolution and influence on follower development, effort and performance. The advantages of combining transactional and transformational leadership styles into an overall framework of leadership development for leading in the 1990s are also discussed.

Executive Leadership: A Practical Guide to Managing Complexity

Abstract: Foreword: Requisite Leadership -- Managing Complexity by Ronnie Lessem. Preface. Special Acknowledgement. Acknowledgments. Part I: Concepts and Principles: . 1. The Demystification of Leadership. 2. Human Nature at Work. 3. Role Complexity and Task Complexity. 4. Basic Concepts of Organizational Structure. Part II: Requisite Practices:. 5. Task Assigning Role Relationships (TARRs). 6. Managerial Leadership. 7. Supervisory Leadership. 8. Project Teams and Expert Leadership. 9. Manager--Once--Removed (MOR) Leadership Accountability. 10. Organizational Leadership. 11. Managerial Leadership Development Program. Outline and Summary. Bibliography. Index.

Inside the Environmental Movement: Meeting The Leadership Challenge

Abstract: Inside the Environmental Movement presents the findings of a study conducted by The Conservation Fund of leadership development needs among U.S. conservation groups.

Investing in higher education : a handbook of leadership development

Abstract: This action-oriented handbook has been created for governing boards and senior administrators who understand that investing in people is a priority -- one that higher education cannot ignore. The book presents a process by which each element of the higher education environment can actively contribute to the development of strong leaders. The authors illustrate examples of successful leadership development as a responsibility shared between the institution and the individual. In detail, the book presents specifics on how a flourishing leadership development environment must rely on active assistance from the governing board, the president, senior administrators, academic deans and mid-level academic administrators, administrative managers and professional staff, department chairs, and faculty. Investing in Higher Education also discusses the range and value of off-campus programs and features 62 successful and inexpensive leadership development ideas.

Social leadership skills in young children

Abstract: This study describes leadership development activities with young children enrolled in the University of Redlands summer school program and a private elementary school in Redlands. Leadership skills can be taught and instruction should begin in the early years. Skills of social sensitivity, problem‐solving and conflict resolution can be developed through role‐taking and creative drama activities. The social aspects of leadership are becoming increasingly important and should be included in the early childhood curriculum.

Toward a Multilevel Conception of Policy Implementation Processes Based on Commitment Strategies.

Abstract: Findings of a study that examined the role of policy implementation in school reform are presented in this paper. The focus is on a British Columbia policy, the Primary Program, which is intended to reform educational practices through the first 3 years of schooling. During the first phase of data collection, interviews were conducted with 12 principals, 44 teachers, and 5 district staff at 12 schools in 3 school districts. Principals' logs of weekly activities were also analyzed. During phase 2, principals and teachers at the 12 schools also responded to a mailed questionnaire. The data were used to develop a model of a set of commitment strategies for policy implementation. Findings indicate that most initiatives taken outside the school were aimed at commitment building. Most inschool components of the model supported the claim that commitment strategies were the primary instruments of change. Conclusions about effective leadership for school reform are that it is shared, it must consume a significant portion of the leadership pie, and it must utilize transformational leadership practices to build commitment. One table is included. (Contains 58 references.) (LMI) *********************************************************************** Reproductions supplied by EDRS are the best that can be made * from the original document. **************************************************.r******************** Toward a Multi-Level Conception of Policy Implementation Processes Based on Commitment Strategies Kenneth Leithwood and Doris Jantzi Centre for Leadership Development The Ontario Institute for Studies In Education Byron Dart Campbell River School District #72 British Columbia Presented at the Fourth International Congress on School Effectiveness Cardiff, Wales January, 1991 The research reported in this paper was partly funded by the British Columbia Ministry of Education and partly funded by the Social Sciences and Humanities Research Council of Canada U S DEPARTMENT OF EDUCATION °Mice ot EdoCationai 143041Ch and improvement EDUCATIONAL RESOURCES INFORMATION CENTER IERICI CtIKue document nee been reproduce() as received from the person Or Ozgamiabon Ong.nabngd C MmO, changes hive been made to improve re0,0OuChOn ousirry Points 01.neer or ochrnonS stated rn this OoCu 'nem do not neCessanly represent othoil CAM003hOnWW.C4 N I HEPHODG.-E 1 I-1S MA' Ef-6Pi BEEN 641AN7f-:r

Leading People: A Model of Choice and Fate for Leadership Development

Abstract: Leadership is best seen as the psychological process of accepting responsibility for task, self and the fate of others. There are variations in the scope and impact of these responsibilities which can be considered as instrumental, developmental, regulatory and symbolic, but they all weigh upon us to some degree. Both as individuals and as groups in organisations we are ceaselessly, awarely and unawarely, accepting, rejecting or avoiding these responsibilities. As we watch individuals and groups become more aware of how they make these choices, we see leadership develop.

A Descriptive Analysis of the Experience Based Training and Development Field.

Abstract: This article describes and analyzes the field of experience-based training and development (EBTD) in an attempt to determine its scope, goals, activities, participants, providers, and philosophical bases EBTD is a process that uses hands-on challenge or adventure, usually in the outdoors, combined with review and feedback, to improve work place performance EBTD annually impacts between 100,000 and 200,000 employees from a wide variety of occupations and organizations As an industry, it generates between $1C0 and $200 million in annual sales While portrayed as highly adventurous in the popular media, EBTD, in reality, largely consists of initiative games, ropes courses, and processing Wagner, Baldwin, and Poland have distinguished between two types of EBTD, the more common "outdoor-centered" training and "wilderness" training in which people sleep and live in remote areas Team building is the primary purpose for which EBTD is used Other major uses include leadership development and personal growth The participants of EBTD are managers, executives, and cross-level, intact work groups Organizations that use EBTD include corporations, government agencies, and nonprofit organizations EBTD is offered by over 100 companies, although the majority of these companies do not exclusively do EBTD Facilitators are seen as the most crucial variable to successful programs In examining philosophical bases for EBTD, little common ground was found (KS) ********W***Ah*****************************************Tt*************** Reproductions supplied by EDRS are the best that can be made from the original document Alt*WAA**************WW*****AW%***************************************** U DEPARTMENT OP EDUCATION Office at Educational Research arta Improvement ED ATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reprOduCed as received from the 04011On or agent:anon onoinating it n minor changa, have Peen made to improve reproduction quality Pointe of vfee Of %%meals 1111110 in MIS docu ment do rt necessanly represent official OERI pOsition or policy "PERMISSION TO REPRODUCE THIS MATERIAL IN OTHER THAN PAPER COPY HAS SEEN

Restructuring the School Environment To Enhance Student Motivation and Learning. Draft.

Abstract: Changing the school environment to enhance student motivation and achievement is described in this paper, which focuses on broad structural change within the school. Current motivation theory is applied at the school level for lasting school reform. A collaborative project among university researchers, school leaders, and school staff in one elementary and one middle school in a school district with a large at-risk student population is described. The objective was to emphasize task over performance in each school, which involved a qualitative change in the nature of the learning environment. Although school staffs' impatience for immediate action and results created tension between researchers and site staff, project outcomes suggest the feasibility of using a model based on a goal theory framework for organizational change. Crucial factors to increase student motivation include organizational change at the school level and leadership development. Two tables are included. (27 references) (LMI) ***************** ***** ********************************************14**** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** I) *This paper is based on research conducted with support from the U. S. Department of Education (RT15A00430) and the National Center for School Leadership (GERI Grant No. RI I7C8003). The authors acknowledge the important contributions of school and university faculty and staff too numerous to mention.

Leadership challenges for human service administrators

Abstract: This study addresses the challenges that human service administrators face in maintaining and moving their organizations forward. Twelve leadership challenge dimensions are identified, variations in these challenges across agencies and administrators are explored, and the implications of these findings for leadership development programs targeted at human service administrators are discussed.

The professional practice of nursing administration. Integrated nursing practice.

Abstract: The role of the nurse executive is dynamic, requiring a high degree of leadership skill and managerial competence linked with clinical nursing knowledge and research. Preparation for the role requires an integrated curriculum in nursing administration and life span leadership development. Recognition of the professional level of differentiated practice as nursing administration is essential if professional nursing is to remain vital in the 21st century. Transformed schools should be named schools of nursing administration, and the new product should be the nurse executive who has the ability to function in a wide variety of settings on earth and in space.

Importance of Leadership Training Topics as Perceived by Student Members of Future Homemakers of America.

Abstract: A study surveyed 110 randomly selected students from 16 randomly selected Future Homemakers of America/Home Economics Related Occupations (FHA/HERO) Chapters in high schools in a southern state to identify leadership training topics. Two instruments were used: Demographic Questionnaire and Leadership Training Topic Questionnaire (LTTQ). The LTTQ contained 22 items, identified through a literature review, for assessing student member percepticns regarding relevant topics that could be used for training student officers. Instrument design allowed students to check topics perceived important using a yes/no format for inclusion in leadership training. Analysis consisted of frequency and percentage distributions, principal component analysis, and analysis of variance. Results revealed a clear factor pattern of the leadership training topics, and 20 of the 22 training topics were perceived to be of sufficient importance for inclusion in leadership training designed for high school home economics students. Three recommendations were made: incorporate leadership training into all FHA/HERO chapter activities; continue leadership training, initially using the top 5 or 10 topics and incorporating others as needed; and develop leadership training packets. (Contains 15 references and 3 data tables.) (YLB) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** Importance of Leadership Training Topics as Perceived by Student Members of Future Homemakers of America U 3 DEPARTMENT Of EDUCATION On e d Educational Research end Improvement EO CATIONAL RESOURCES INFORMATION CENTER (ERIC) 0 nrs document has been reproduce() as eceoved from the person or ofganrzahon pnginatrng 0 Moor changes have been made to improve reproduction Quality Points Of new Or Opomons stated in th.sdocument 00 not necessarily represent OfhelI OE RI positron Or policy Jacquelyn P. Robinson, CHE, Ed.D. Assistant Professor and Coordinator Home Economics Education Vocational and Adult Education Auburn University Auburn University, Alabama 36849 Work Phone: (205) 844-3808 Home Phone: (205) 887-3557 Norma J. Walters, RN, Ph.D. Associate Professor and Coordinator Health Occupations Education Vocational and Adult Education Auburn University Auburn University, Alabama 36849 Work Phone: (205) 844-3816 Home Phone: (205) 887-8059 -PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC).Appreciation is extended to Phyllis Pearson, a graduate student, for assistance with data collection. Running head: IMPORTANCE OF LEADERSHIP TRAINING TOPICS BEST COPY AVAIL ('ALE 2 Importance of Leadership Training 2 Abstract The focus of this pilot study was to determine the factor component of a 22-item leadership questionnaire and to identify the importance of 22 leadership training topics. Data were collected from 110 Future Homemakers of America/Home Economics Related Occupations students. Analysis consisted of frequency and percentage distributions, principal component analysis and ANOVA. Results revealed a clear factor pattern of the leadership training topics, and 20 of the 22 training topics were perceived to be of sufficient importance for inclusion in leadership training designed for high school home economics students. Suggested recommendations were to umtinue leadership training, initially utilizing the top 5 or 10 topics, incorporating the other topics as needed.The focus of this pilot study was to determine the factor component of a 22-item leadership questionnaire and to identify the importance of 22 leadership training topics. Data were collected from 110 Future Homemakers of America/Home Economics Related Occupations students. Analysis consisted of frequency and percentage distributions, principal component analysis and ANOVA. Results revealed a clear factor pattern of the leadership training topics, and 20 of the 22 training topics were perceived to be of sufficient importance for inclusion in leadership training designed for high school home economics students. Suggested recommendations were to umtinue leadership training, initially utilizing the top 5 or 10 topics, incorporating the other topics as needed. Importance of Leadership Training 3 Importance of Leadership Training Topics as Perceived by Student Members of Future Homemakers of America Just as Future Homemakers of America/Home Economics Related Occupations (FHA/HERO) has been an integral component of the home economics curriculum, the development of leadership has been an integral part of FHA/HERO. Promoting " . . . personal growth and leadership development through home economics education" (Future Homemakers of America, 1990, p. 1) is central to the mission of FHA. Similarly, a sister organization, Health Occupations Students of America (HOSA), has as one of its purposes the development of leadership ability in youth who may provide leadership in the future (Walters, Wilmoth, & Robinson, in press). Gardner (1987) defined leadership as " . . . the process of persuasion or example by which an individual or leadership team induces a group to pursue an objective held by the leader or shared by the leader and followers" (p. 16). If this definition is embraced, then, the challenge for FHA/HERO advisors becomes one of providing systematic leadership skills training for individuals or leadership teams. The challenge for contemporary, secondary school advisors, is not so much one of creating conditions conducive to the rise of flourishing technological leaders as one of fostering leadership skills for organizational development. However, the identificati,In of specific skills needed for the development of organizational leadership has been a problem for educators as well as administrators in business and industry.

Beyond community participation--Hispanic political and leadership development in Massachusetts

Abstract: Hispanic residents of Massachusetts represent the most rapidly growing -and now the largest -non-white minority community in the state. Despite its rapid gains in population, the Hispanic community has not made comparable economic or political gains. The paper reviews the history and development of Hispanic leadership in Massachusetts. Public leadership -electoral representation, as distinct from other forms of leadership is identified and evaluated in terms of the social and economic status of Hispanics in Massachusetts. The paper examines why Hispanic leadership remains based in community organizations and why public leadership -electoral leadership, is so minimal. Profiles of current elected officials are presented as case studies and provide a form for investigating the exercise of leadership. The paper reviews current strategies for achieving future electoral gains and summarizes prospects for achieving improved representation in the future. Thesis Supervisor: Melvin H. King Title: Professor of Community Development, Director of Community Development Program BIOGRAPHICAL NOTE AND ACKNOWLEDGEMENTS The author, Daniel A. Acosta, graduated from UC Berkeley in December 1988. He has an interest in economic development, public management and local, state and national politics. Especially politics of development. He attended Ohlone Community College in Fremont, CA; La UNAM in Mexico City, Carnegie-Mellon University and the Kennedy School of Government at Harvard University before attending MIT. The author would like thank Prof. Mel King for having faith in him and knowing how to motivate him. The author would also like to thank Miren Uriarte for her willingness to read the Thesis. Without the confidence of both Mel King and Miren Uriarte this thesis would not have been possible. The author would also like to thank Luis Prado and Lydia Mattei for their insight and knowledge of community history. And Doris Cruz, Betty Medina-Lichtenstein, Nelson Merced and Marta Rosa for sharing their experiences and opinions.