Showing papers on "Leadership development published in 1992"

The Courageous Follower: Standing Up to and for Our Leaders

Abstract: For every leader there are dozens of followers working closely with them. This book speaks to those followers and gives them the insights and tools for being effective partners with their leaders. It is a guide that can be kept on a bookshelf and referred to repeatedly when confronted with the challenges of supporting and, at times, correcting a dynamic leader. Since its original release in 1995, The Courageous Follower has been quoted and put on reading lists everywhere from military leadership courses to church sermons to union meeting notices to corporate leadership programs. It has been recognized as the missing link in leadership development and in the sustainability of core values by senior management teams. This new edition has been updated and expanded to speak to the widespread failures of leadership we have witnessed - from the Catholic Church to the FBI to the largest corporations in the world. Boards of Directors, Senior Managers and staff who are loyal to the mission of their organizations, will all find the expanded edition more essential than ever to preventing and righting leadership wrongs and supporting and fostering values-based leadership efforts.

Learning to Lead: The Art of Transforming Managers into Leaders

Abstract: "Assume you're seriously interested in figuring our how to evaluate the many different approaches to leadership training. Fortunately, Jay Conger has provided a starting point."--FortuneGain an insider's view of some of the most popular leadership development programs offered today. Learning to Lead offers human resource professionals, consultants, and executives personal insights into the role training plays in leadership development.You'll learn: The forces that foster leadership Classic approaches to leadership training Different feedback approaches The future of leadership training Turn your managers into effective leaders!

Strengthening the public health system

Abstract: Although the American public health system has made major contributions to life expectancy for residents of this country over the past century, the system now faces more complex health problems that require comprehensive approaches and increased capacity, particularly in local and State public health agencies. To strengthen the public health system, concerted action is needed to meet these five critical needs: First, the knowledge base of public health workers needs to be supplemented through on-the-job training and continuing education programs. To this end, self-study courses will be expanded, and a network of regional training centers will be established throughout the country. Second, communities need dynamic leadership from public health officials and their agencies. To enhance leadership skills and expand the leadership role of public health agencies, focused personal leadership development activities, including a Public Health Leadership Institute, and national conferences will provide a vision of the future role of public health agencies. Third, local and State public health agencies need access to data on the current health status of the people in their communities and guidance from the nation's public health experts. To improve access to information resources, state-of-the-art technologies will be deployed to create integrated information and communication systems linking all components of the public health system. Fourth, local and State agencies need disease prevention and health promotion plans that target problems and develop strategies and the capacity to address them. To provide communities with structured approaches to this process, planning tools have been developed and distributed, and technical assistance will be provided to local and State health agencies to involve each community in planning,priority setting, and constituency building.Finally, public health agencies need adequate resources to fund prevention programs. To improve the use of existing Federal support and enhance the availability of new community resources, grant programs will be modified, and innovative approaches to local resource enhancement will be developed and shared.Activities in these five key areas are designed to improve the infrastructure of the public health system and its capacity to carry out effectively the core functions of public health assessment, policy development, and assurance of the availability of the benefits of public health. If the nation is to achieve the health objectives for the year 2000, the public health system-the individuals and institutions that, when working effectively together, promote and protect the health of the people-must be strengthened.

The Israeli Defence Forces: An Example of Transformational Leadership

Abstract: The transformational leadership concept differentiates between instrumental motivation and normative commitment. The high motivation levels, the relative freedom given to junior officers, and the esprit de corps in infantry units in the Israeli Defence Forces (IDF) have made the concept of transformational leadership highly suitable for junior commanders. Reports on a three‐day transformational leadership workshop for officer cadets designed and conducted by civilian psychologists at the IDF School for Leadership Development. Found qualitative and quantitative attitudinal data collected for six consecutive training cycles over a period of 18 months to be very favourable. A further programme attempts to integrate the transformational leadership model as an ongoing effort throughout the infantry cadets′ six‐month training programme.

Leadership Development for the 90's: Incorporating Emergent Paradigm Perspectives.

Abstract: The author examines the radical change that has occurred in the conceptualization of leadership, with particular emphasis on leadership development.

A New Slant on Leadership Preparation.

Abstract: r"T^he study of educational leaderI ship has undergone a metamor.A. phosis at the University of Northern Colorado. In 1987, when the Colorado Commission on Higher Education designated the university as the state's primary institution for teacher preparation, the president and board of trustees eagerly accepted this charge. As the first step in the rebirth of the College of Education, we decided to restructure the Division of Educational Leadership and Policy Studies, recognizing that the behavior of educational leaders is one of the most critical factors supporting highquality school programs (Edmonds 1980,Goodlad 1985, Lipham 1981). In recruiting a division director and an instructional team, we looked for people committed to transforming the focus of preparation from managerial skills to leadership development. To better serve schools and their students in a rapidly changing society, today's educational leaders require knowledge, skills, and attitudes that are different from those reflected in educational administration curriculums of the past (NAESP 1991, NPBEA 1989, UCEA 1989). One reason most existing university-based programs have been less than effective is because they are not differentiated by levels of administration or degree levels in any particularly thoughtful sequence. Few are designed with a conceptual framework, are developed with attention to adult learning theory, are closely aligned with desired outcomes, or are related to rigorous evaluation (Achilles 1987). Using insights gleaned from researchers, reformers, and profes sional associations, division faculty and graduate students began redesigning our program. We formed a statewide advisory committee to involve key school district and busi ness leaders in reshaping our curriculum. Four questions drove our efforts: Why should we emphasize programs in educational leadership preparation? What course content and other learning experiences are impor tant? How can we best organize and deliver this information? How well are students learning and performing?

New leadership considerations for old realities

Abstract: A current major concern in community college circles is focused on leadership at the institutional or local college level. The American Association of Community and Junior Colleges, as well as selected universities, are devoting increased attention to leadership development for America's community and junior colleges. One of the main concerns seems to be the overly autocratic inclinations of community college administrators. A related problem is that community colleges, as opposed to universities, have no history of shared governance. University history is rich and varied and provides a philosophical basis for the place of faculty in higher education governance. Community colleges are young by comparison and have no such heritage of faculty involvement. As a consequence, community college leaders could learn from university governance models to pay more attention to those functional areas that have always been the province of faculty: curricula, subject matter content, methods of instruction, faculty stat...

Leadership Development for the 90s

Abstract: The author examines the radical change that has occurred in the conceptualization of leadership, with particular emphasis on leadership development.

An examination of leadership development in the great outdoors

Abstract: This study examined the efficacy of one particular approach to leadership development: outdoor experience-based training and development (EBTD). Two sections of Voyageur Outward Bound School's Professional Development Program were selected for analysis. To overcome the methodological shortcomings of previous research in this area, several methods of data gathering were employed. Qualitative data revealed a substantial number of leadership skills that the programs intended their participants to develop. Differences between the two sections in energy level, quality of facilitation, and depth of processing were observed. Quantitatively, neither group demonstrated significant change on the Leadership Profile questionnaire at the .05 level. The two groups, statistically combined, demonstrated a significant negative change in two of the six dimensions of the questionnaire. They did not demonstrate positive change in the areas that Outward Bound suggested they would.

The work of the leader.

Abstract: Lieutenant General William G. Pagonis led the 40,000 men and women who ran the theater logistics in the Persian Gulf War during its three phases of operation: Desert Shield (buildup), Desert Storm (ground war), and Desert Farewell (redeployment). By military standards, it was a challenging assignment. By the conventions of any nonmilitary complex organization, it was unheard of. In the Persian Gulf, Pagonis's challenges included feeding, clothing, sheltering, and arming over 550,000 people. All of this in an hostile, desert region with a Muslim community distrustful of the "infidels" sent there to protect them. The lessons of leadership gleaned through Pagonis's experiences in the Gulf cross military boundaries--they apply equally to general management and leadership development in the private, civilian sector. To gain a clear sense of the overall organization in an area the size of the Southwest Asian theater, Pagonis deputized proxies, dubbed "Ghostbusters," to be his eyes and ears throughout the desert. His goal was to build a leadership-supporting environment, combining centralized control with decentralized execution. Pagonis believes vision is defined by the leader, but the subordinates define the objectives that move the organization toward the desired outcome. The roots of leadership, Pagonis claims, are expertise and empathy. A leader's work is not only to apply these traits but also to cultivate them--both on a personal and organizational level. True leaders create organizations that themselves cultivate leadership. This can only be achieved through rigorous and systematic organizational development.

Professional Coaching in Leadership Development

Abstract: Professional coaching is a vastly under‐explored idea in leadership development. Shows how professional coaching is a management tool of great potential, and can transform the performance of top management. Coaching can help to manage relationships, improve self‐awareness of personal impact, and unlock oneself from rigid ways of perceiving others and their problems. It is particularly relevant for isolated top management because managers need someone with whom they can communicate and discuss ideas without fear of organizational or career repercussions.

Training for Leadership.

Abstract: By focusing on the field work and educational opportunities offered by the Center for Creative Leadership, this article explores current market trends and organizational practice in the area of leadership development

Highlights from an Evaluation of Ten Leadership Development Programs for Graduate Students in Vocational Education.

Abstract: Intended to help others conducting leadership development programs, this document summarizes the procedures for and results of the evaluation of 10 vocational education leadership development programs. The programs were at the following Institutions: Colorado State University, Indiana State University. Iowa State University, Mississippi State University, North Carolina State University, the University of Georgia, the University of Maryland, and the University of Minnesota. (Two programs were offered twice, making 10.) After a section on background information, the second section describes the evaluation design, procedures used, and the study's limitations. Results are reported in the third section, and highlights of the results appear in the fourth section. The document concludes with recommendations, 12 references, and 15 appendices. The appendices contain a program description, participant description form, post-program survey instrument, the Leader Attributes Inventory, 6-month behavior and performance survey instrument, evaluation summaries of the individual programs, and the distribution of retrospective scores. The following recommendations are reported: (1) the success of the 10 programs justifies implementing more programs for graduate students; (2) lecdershi; development programs should include careful course structure to focus on objectives, help for participants to construct a cognitive model of leadership, team-building experiences, the use of self-assessment instruments, opportunities for guided practice in applying the leadership attributes to be changed; and (3) the use of the Leader Attributes Inventory. (CML) S DEPARTMENT OF EDUCATION Oucalono kosea,cn and in-o/overnem :uCaTIONAL RESOURCES INFORMAT,ON 'ENTER 'ERIC. ,cturnent ^as been edn:x3.ced as -evec ,garaa:on n .. 4es nave OOP" "-ace . _ pSC ^ ons staled n eSSa,, ewesenl oft.cap E P. ocs National Center for Research in Vocational Education University of California, Berkeley AN EVALUATION OF TEN LEADERSHIP DEVELOPMENT PROGRAMS FOR GRADUATE STUDENTS IN VOCATIONAL EDUCATION Supported by the Office of Vocational and Adult Education, U.S. Department of Educa:!.o 2 HST COPY AVAILABLE This publication is available from the: National Center for Research in Vocational Education Materials Distribution Service Western Illinois University 46 Horrabin Hall Macomb, IL 61455 800-637-7652 (Toll Free) AN EVALUATION OF TEN LEADERSHIP DEVELOPMENT PROGRAMS FOR GRADUATE STUDENTS IN VOCATIONAL EDUCATION Jerome Moss, Jr. Qetler Jensrud Barry-Craig Johansen University of Minnesota National Center for Research in Vocational Education University of California at Berkeley 1995 University Avenue, Suite 375 Berkeley, CA 94704 Supported by The Office of Vocational and Adult Education, U.S. Department of Education November, 1992 MDS-293

An Evaluation of Ten Leadership Development Programs for Graduate Students in Vocational Education.

Abstract: Intended to help others conducting leadership development programs, this document summarizes the procedures for and results of the evaluation of 10 vocational education leadership development programs. The programs were at the following Institutions: Colorado State University, Indiana State University. Iowa State University, Mississippi State University, North Carolina State University, the University of Georgia, the University of Maryland, and the University of Minnesota. (Two programs were offered twice, making 10.) After a section on background information, the second section describes the evaluation design, procedures used, and the study's limitations. Results are reported in the third section, and highlights of the results appear in the fourth section. The document concludes with recommendations, 12 references, and 15 appendices. The appendices contain a program description, participant description form, post-program survey instrument, the Leader Attributes Inventory, 6-month behavior and performance survey instrument, evaluation summaries of the individual programs, and the distribution of retrospective scores. The following recommendations are reported: (1) the success of the 10 programs justifies implementing more programs for graduate students; (2) lecdershi; development programs should include careful course structure to focus on objectives, help for participants to construct a cognitive model of leadership, team-building experiences, the use of self-assessment instruments, opportunities for guided practice in applying the leadership attributes to be changed; and (3) the use of the Leader Attributes Inventory. (CML) S DEPARTMENT OF EDUCATION Oucalono kosea,cn and in-o/overnem :uCaTIONAL RESOURCES INFORMAT,ON 'ENTER 'ERIC. ,cturnent ^as been edn:x3.ced as -evec ,garaa:on n .. 4es nave OOP" "-ace . _ pSC ^ ons staled n eSSa,, ewesenl oft.cap E P. ocs National Center for Research in Vocational Education University of California, Berkeley AN EVALUATION OF TEN LEADERSHIP DEVELOPMENT PROGRAMS FOR GRADUATE STUDENTS IN VOCATIONAL EDUCATION Supported by the Office of Vocational and Adult Education, U.S. Department of Educa:!.o 2 HST COPY AVAILABLE This publication is available from the: National Center for Research in Vocational Education Materials Distribution Service Western Illinois University 46 Horrabin Hall Macomb, IL 61455 800-637-7652 (Toll Free) AN EVALUATION OF TEN LEADERSHIP DEVELOPMENT PROGRAMS FOR GRADUATE STUDENTS IN VOCATIONAL EDUCATION Jerome Moss, Jr. Qetler Jensrud Barry-Craig Johansen University of Minnesota National Center for Research in Vocational Education University of California at Berkeley 1995 University Avenue, Suite 375 Berkeley, CA 94704 Supported by The Office of Vocational and Adult Education, U.S. Department of Education November, 1992 MDS-293

Development of Leadership Potential

Abstract: The development of leadership training programs is an essential element in the preparation of nontraditional populations for leadership roles. This article reviews some of the basic characteristics of leadership and the management process of leading and looks at the nature of leadership and the use of power. In addition, the article reviews the early stages of leadership training program development. Also discussed is a progressive leadership development perspective that incorporates personal leadership development, affilial group leadership development, and diverse group leadership development into a program of course work and leadership activlties for minorities.

Continuing Professional Education: Priority Resources for Leadership Development

Abstract: CONTINUING PROFESSIONAL EDUCATION PRIORITY RESOURCES FOR LEADERSHIP DEVELOPMENT by JoAn Trentham The purpose of this study was to determine those resources that selected leadership development experts rated as most effective in discovering and fostering the continuing professional development of leaders. In this descriptive study, three research questions were formulated. A modified version of Hunter's reputational technique was used to collect data through a snowball sampling of the selected population. In phase 1 of the study, a survey was developed, validated, and mailed to 56 LEADership directors in all 50 states, yielding 34 (64%) returns, which were used in creation of the final questionnaire. In phase 2 of the study, the final instrument, including 256 identified resources, was developed, validated, and mailed to 220 experts in leadership development identified in the initial survey. A return of 88 (40%) of the questionnaires identified leadership development resources that selected experts rated as effective. The 19 instruments, 128 books or other printed materials, 32 audio or video tapes, and 77 programs identified through the initial survey were rated either "not effective", "somewhat effective", "effective", or "very effective" on a likert-type scale.

An evaluation of the deputy principals' leadership development program

Abstract: The Deputy Principals' Leadership Development Program (DPLDP) was researched and developed by the Calgary Board of Education from 1983 to 1987. It was conducted for the first time in Western Australia when deputy principals from schools in the Narrogin Education District participated in the program during the period 1989-91. This study is an evaluation of the DPLDP. It was designed to determine whether there is justification for the continued use of the program as a means of enhancing the instructional leadership capacities of deputy principals in the Narrogin Education District. This research is located within the naturalistic paradigm. It can best be described as a qualitative case study based mainly upon ethnographic methods of data collection. The organisation and analysis of the data, however, was structured largely by utilising Stufflebeam's CIPP (context, input, process, product) framework of program evaluation and a typology of instructional leadership developed from a review of the literature. This typology presents instructional leadership as a process based on three components: vision, information and action. The data for this evaluation was collected during a twenty two month period between April 1989 and November 1990. A variety of data gathering techniques was used. In depth, semi-structured interviews and participant observations generated most of the data. Document analysis and unstructured, informal interactions provided supplementary material. Data validation formed an integral component of the research design. A thorough and wide-ranging validation process involving the participants was utilized to check the accuracy and relevance of the research findings. The major conclusions of the study, that emerged within the CIPP framework of program evaluation and the typology of instructional leadership, were: 1. Participation in the DPLDP leads deputy principals to examine their role in schools, and builds a commitment to their role as instructional leaders. 2. The DPLDP has the potential, more than other available programs examined, to meet the professional development needs of deputy principals in key areas associated with instructional leadership. 3. Collegial support is the single most important element of the DPLDP for the development of deputy principals as instructional leaders. 4. The DPLDP can be implemented successfully in the Narrogin Education without significant modifications. Based on these results, and other subsidiary findings of the study, it was concluded that, on balance, there is justification for the continuation of the DPLDP in the Narrogin Education District.

Primary headship, management and the pursuit of excellence : a school-based development guide for headship teams in primary schools

Abstract: The key functions of headship perceptive leadership development through partnership the role of policy in management monitoring - a question of quality policy in action organizational structures and the curriculum process management development promoting development through self-evaluation.

Minority Leadership Training: Evaluation and Analysis of a Five-State Program. An Interim Report.

Abstract: Findings of a study that evaluated a five-state minority leadership program, the Southeastern Minority Trainer of Trainers Program, are presented in this paper. The Minority Leadership Development workshops were conducted from July 1991 to January 1992 in Alabama, Arkansas, Georgia, Mississippi, and Tennessee. The project goals were to facilitate leadership development among a predominantly African-American population in the region and to determine effective methods for leadership training. A total of 741 workshop participants completed two instruments: a Workshop Participants Survey (WPS) that was administered at the beginnirg, and a Leadership Attributes Inventory (LAI) administered at the end of the workshops. Factor analysis of the data was compared to an earlier study (Liang, 1990) conducted in Minnesota. In the southeastern sample, the management skills factor accounted for the greatest amount of variance, whereas the social skills and characteristics factor accounted for the most variance in the Minnesota sample. The findings rais questions whether differences between factors are related to differences between individual and leadership expectations or to regional/cultural differences. Ten tables and two figures are included. (LMI) ***************************************** ***** *****ft***************A*** Reproductions supplied by EDRS are the best that can be made from the original document. *******************************************************t*************A Minority Leadership Training: Evaluation and Analysis of a Five-State Program An Interim Report Dorothy J. White, Project Administrator F. Marion Asche, Project Consultant Jimmie C. Fortune, Project Consultant Virginia Polytechnic Institute & State University Blacksburg, Virginia 24016-0150 U S. DEPARTMENT OP EDUCATtON Off<0 of Felucat.onat ResearcM ancl Improvement EDUCATIONAL RESOURCES INFORMATION CENTER ;ERIC) h4s dmAnt M$ S Nierl reprOKIhrCed AS ,ecevehl frog+ ine person or of cja,,zoton 011910i:01N ,t Molor cnanges hsve beer, macEe IQ onprove reprochicton quality POlotS Of vrew o opemons slated rn th,S ClOCu rnefil 60 nt,f neCeSSanly reprefenl orlcw OE RI poeftO,, OP 00/,ct "PERMISSION TO REPRODUCE THIS MATERIAL HAS SEEN GRANTED BY BEST COPY AVAILABLE TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)"

Characteristics and Experiences of Leaders Who Are Alumni of Vocational Student Organizations.

Abstract: Characteristics and experiences of established leaders who were alumni of vocational student organizations (VSOs) were identified in a survey. Data were drawn from a data bank established by Kathryn Cox (1988) in her dissertation, "Significant Adolescent Leadership Development Experiences Identified by Established Leaders in the United States." Cox's subjects were a stratified random sample of 1,000 established leaders; 125 leaders were selected at random from the appropriate directories for each of 8 categories of leadership. Data were gathered by a written questionnaire; 411 leaders returned completed, usable questionnaires. I,om those 411 responses, 31 identified a VSO as at least 1 of the youth programs in which they participated. These 31 respondents were the sample in this study; the remaining respondents were used as the comparison group. Frequencies, percentages, and means were used to describe the data. Chi-square was used to measure significant differences. VSO alumni reported involvement in other activities, were more likely to pursue leadership opportunities in the skills category, and had a broad range of leadership definitions. Respondents cited collaborative experiences as the most important. Findings suggested that components of future VSOs' leadership development programs ought to include mentors and role models, collaborative activities, and communication-building activities. (Contains 17 references and 3 tables.) (YLB) *****************************************,.*************************** Reproductions supplied by EDRS are the best that can be made from the original document. ***********************************************************************

Leadership for social change : John Vasconcellos (D-CA) and the promise of humanistic psychology in public life

Abstract: Political and developmental psychologists have long disagreed about the potential for changing basic patterns of personality once they are established in childhood and adolescence. The preponderance of evidence from psychobiographies dealing with political leaders stresses the way in which their personalities and their political roles facilitate ego-defensive rather than ego-supportive modes of growth and adaptation. Humanistic psychology and much of the lifecycle, adult socialization research challenge these pessimistic conclusions, assuming that political leaders, like ordinary citizens, can and will seek to change what is dysfunctional and counterproductive in their profiles and development. John Vasconcellos, an innovative California legislator and leader in the human potential movement for more than 20 years, provides an unusual case study in leadership development because he has consciously and publicly utilized humanistic psychotherapy as a tool of personal and political growth. What have been the consequences-psychologically and politically? What might follow if others made similar choices and did so early enough in their political careers so that there might be long-term effects on how they function as leaders? This article explores these issues, using the career of Vasconcellos as a case study.