Showing papers on "Leadership development published in 1995"

Relationship-based approach to leadership: Development of leader-member exchange (LMX) theory of leadership over 25 years: Applying a multi-level multi-domain perspective

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.

The Politics of Empowerment

Abstract: There has recently been a resurgence of interest in a component of social work and community development practice that has not received wide attention since the 1960s: the "empowerment" of low-income populations. Although efforts to empower poor people have traditionally been associated with liberal reformers, recent calls for its use have come from an ideologically diverse group of policymakers and funders seeking solutions to social problems including poverty, drug abuse, and crime. In an ironic turn of events, conservative Republicans have been among the most vocal and enthusiastic of its recent proponents. Members of the Bush administration repeatedly used empowerment as a central theme in their speeches on urban issues, with Vice President Dan Quayle calling empowerment the heart of the Republican agenda (DeParle & Appelbome, 1991). Former Housing Secretary Jack Kemp declared that his vision for a new War on Poverty could be summarized in one word: "empowerment." And President Bush regularly maintained that his domestic proposals would "empower" people to make their own decisions and control their own destinies (DeParle & Appelbome, 1991, p. A18). The Republicans have not been alone in their interest; the Clinton administration has also picked up the theme. In his first State of the Union address, President Bill Clinton pledged to "change the whole focus of our poverty programs from entitlement to empowerment" ("President's Address," 1993, p. A14). He has described a goal of his National Service program as the "empowerment" of young people and has promoted an urban development initiative that funds economic planning and social services in neighborhood "empowerment zones" (DeParle, 1993). Other recent supporters of empowerment strategies have been foundation and corporate funders. Over the past few years millions of dollars in grant money has been offered from sources including the Rockefeller Foundation, the Prudential Insurance Company, and the federal Center for Substance Abuse Prevention (CSAP) for social welfare projects that empower and develop the capacity of low-income populations to solve community problems. Does "empowerment" carry the same meaning among these diverse advocates? Many of the social welfare professionals who are attempting to respond to calls for the implementation of empowerment and capacity-building strategies are, not surprisingly, perplexed. They have few sources on which to draw to clarify the definitions and methods of programs that empower low-income groups - a situation due in part to the variety of voices calling for their use and to a paucity of information in the literature on their recent use in social work. Meanwhile, the number of foundations and federal granting agencies that are requesting the incorporation of empowerment strategies into community programming make such information imperative. This article describes how empowerment has been defined by the social work community and discusses how the concept is currently being interpreted and applied by various policymakers. Community Development and Empowerment in Social Welfare As a mode of social welfare planning, community development involves "efforts made by professionals and community residents to enhance the social bonds among members of the community, motivate the citizens for self-help, develop responsible local leadership, and create or revitalize local institutions" (Barker, 1991, p. 43). With the goal of improving the social, physical, or economic conditions of a neighborhood or community, the development process consists of two core intervention components: promoting the participation of community members in the change process with a focus on self-initiative and providing technical assistance to enable leadership development. Defining Empowerment Empowerment represents a means for accomplishing community development tasks and can be conceptualized as involving two key elements: giving community members the authority to make decisions and choices and facilitating the development of the knowledge and resources necessary to exercise these choices. …

Developing leadership capabilities of global corporations: A comparative study in eight nations

Abstract: Changing competitive dynamics are influencing the leadership capability requirements of global corporations. More than 1,200 managers from ten major global corporations in eight countries responded to an international survey on the core capabilities required for competitiveness. While the results highlighted six leadership capabilities that are globally valued, a comparative analysis of the data shows that culture affects the relative importance given to a leadership capability requirement. The article also investigates the most effective methods for developing each of the core leadership capabilities. Implications for HR professionals are suggested as they devise strategies for leadership development. © 1995 by John Wiley & Sons, Inc.

Self-Assessment, Participation, and Value of Leadership Skills, Activities, and Experiences for Black Students Relative to Their Membership in Historically Black Fraternities and Sororities

Abstract: INTRODUCTION The fate of the nation's collegiate Greek-letter organizations promises to be a major concern for student affairs professionals as the 20th century comes to a close. Many of the issues raised during the 1980s remain unresolved. Among these are questions about the legitimacy of "Greek life" as it relates to the academic mission of higher education. On one hand, researchers such as Horowitz (1987), Maisel (1990), and a host of others claim that fraternities and sororities have no redeeming value and are detrimental to the development of college students. On the other hand, Wilder, Hoyt, Doren, Hauck, and Zettle (1978) conclude that there is no reason to believe that Greek-letter organizations have an adverse effect on the campus community. They and others (i.e., Miller, 1973) assert that "Greeks" are more conservative and more family- and peer-oriented--certainly not traits that any campus administrator would consider disruptive to daily collegiate activities. An even stronger argument favoring the viability of Greek-letter organizations emphasizes one of the positive qualities associated with or attributed to membership in a fraternity or sorority: leadership. Erwin and Marcus-Mendoza (1988), noting that students who are involved in campus organizations are more action-oriented, suggest that such participation relates directly to higher levels of both cognitive and leadership development. Their conclusions concur with the findings of Hughes and Winston (1987), who claim that the fraternity recruits ("pledges") participating in their study came to value leadership more highly in their interpersonal relationships than did those students who did not join a fraternity or sorority ("independents"). It must be noted, however, that the majority of the students participating in all of the above-cited research were White. As yet, little consideration has been given to Black student members of traditionally Black fraternities and sororities. Fleming (1983) points out several factors that affect the achievement and retention of Black students, particularly those attending predominantly White institutions (PWIs). She notes that many of these students, especially Black males, exist in social isolation on predominantly White campuses. She also contends that they often lack the kinds of meaningful interpersonal relationships that foster academic and career achievement. Black students at PWIs, Fleming concludes, must therefore "find constructive means of encouraging helpful peer contact rather than mutual avoidance" (p. 156). Her findings seem to mesh with those of the studies that support the role and importance of Greek-letter organizations in collegiate life. If Black college students need to develop meaningful interpersonal relationships and if membership in a fraternity or sorority leads these students to develop stronger bonds with their peers and families, then it seems likely that these organizations would play a crucial role in facilitating and improving Black students' perceptions of the college environment, especially at PWIs. If being a Greek is a viable means for increasing students' motivation and performance as well as enhancing their cognitive and leadership development, then assessment of Black students' involvement in these organizations on predominantly White campuses seems particularly warranted. Thus, the purpose of the present study is to investigate the views held by two sets of college students, Black Greeks (hereafter referred to as "members") and Black non-Greeks (hereafter referred to as "nonmembers"), on the role of Greek-letter organizations in leadership development. Four hypotheses accompany this study. The first is that similarities will exist across groups in their self-assessments of their leadership skills. The second is that members will hold more leadership positions than nonmembers. Third, similarities will be found across groups with regard to the self-reported value of leadership. …

Developing a Scale to Research and Evaluate Youth Leadership Life Skills Development.

Abstract: In agricultural education, both 4-H and FFA have identified leadership development as central to their mission. Many Cooperative Extension Service and agricultural educators, members, and alumni think these organizations provide effective leadership programming. However, there is little research to support that viewpoint. The purpose of this study was to develop a valid, reliable scale to measure youth leadership life skills development. The first phase involved the conceptualization and operationalization of youth leadership life skills development (YLLSD). YLLSD was conceptualized as having seven sub-domains (Miller, 1976) and operationalized with 68 indicators. Each indicator used a four point Likert-type subscale. Face and content validity were assessed by a panel of experts. In the second phase, construct validity, reliability, and dimensionality were assessed. Data were collected during September and October, 1992, following the Dillman procedure. The target population was 6,388 senior 4-H and FFA members from New Mexico. A random sample of 400, stratified proportionally to ensure organizational representation was generated. A usable return rate of 66% was obtained. No differences were found between respondents and nonrespondents. During construct validity assessment, indicators of youth leadership life skills development were eliminated through item analysis, internal structure relationships, and cross-structure relationships. The final summated scale of 30 indicators had a Cronbach's alpha reliability coefficient of .98. Factor analysis was used to assess dimensionality. Although the final scale contains indicators from the seven original conceptual domains, youth in the study perceived the construct to be unidimensional.

Developing Leadership in the Successor Generation

Abstract: The cross-disciplinary nature of family business studies suggests the opportunity to consider theories and applications from a variety of disciplines in order to examine how they might be applied to family business. This article is an exploratory examination of how the Center for Creative Leadership's research in the field of leadership might add to the knowledge and hypotheses regarding leadership in family businesses.The goal is to outline strategies for developing leadership that practitioners might find useful in their work with families around succession opportunities. Additionally, the hope is to spark discussion and thinking around the possible application of a leadership development model to the successor generation in family businesses.

Applying new science theories in leadership development activities

Abstract: The University of Tampa Center for Leadership offers extensive leadership development activities, many of which are based on concepts derived from theories collectively referred to as “new science”. New science – those discoveries in the physical and biological sciences during the twentieth century that have challenged us to consider our world from the perspectives of quantum mechanics, self‐organizing systems, and chaos theory – have been translated into specific leadership development activities. Examples include: (1) a focus on heuristic models to guide leader behaviour; (2) the assessment of leadership competence from multiple, non‐averaged, perspectives in contrast to a top‐down or an “average” perspective; and (3) the use of live practice fields which incorporate many complex relationships among both issues and issue advocates to diagnose and learn about leadership effectiveness within organizations.

Toward an Explanation of How Teachers' Perceptions of Transformational School Leadership Are Formed.

Abstract: The challenges of school restructuring have been cited as reasons for advocating a move from instructional to transformational forms of school leadership. This paper presents findings of a study that examined teachers' overall perceptions of their principals' transformational leadership performance. It also examined teachers' perceptions of how their principals performed on six individual leadership dimensions: identifying and articulating a vision; fostering the acceptance of group goals; providing individualized support; providing intellectual stimulation; serving as an exemplary model; and demonstrating expectations for high performance. The study's conceptual framework was based on an information-processing model of leader perceptions influenced by the work o4. Lord and Maher (1993). The model delineates a set of alterable (changeable) variables that exist both inside and outside the school. A set of unalterable variables is associated with the characteristics of teachers, leaders, and the school organization. Teachers in schools engaged in policy implementation were surveyed during the second and third years of a 5-year study of policy implementation in British Columbia, Canada. A total of 770 and 757 teachers participated during years 2 and 3, respectively. Three types of analysis were conducted--Pearson-product correlations, hierarchical multiple regression, and standard multiple regression. Findings indicate that in-school conditions most powerfully influenced teachers' perceptions of their principals' leadership behavior. These conditions included the school's mission, vision, and goals; culture; programs and instruction; policies and organization; decision-making structures; and resources. The gender of the principal also was an important variable of teachers' perceptions. Women leaders were perceived as more transformational than were men; however, other variables should be considered before making generalizations. One figure and six tables are included. Appendices contain indicators of transformational leadership, alterable variables, and within-school characteristics. (LMI) Toward an Expidnation of How Teaches' Perceptions of Transformational School Leadership are Formed Doris Jantzi and Kenneth Leithwood Centre for Leadership Development and Department of Educational Administration The Ontario Institute for Studies in Education Paper presented at the annual meeting of the American Educational Research Association San Francisco, Aprill995 U S. DEPARTMENT OF EDUCATION Once ol Educatronat Rai Ille,Ch end improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) /his 00Curhent hat been reproduced as recerned horn the parlOh or organization oviginating it 0 Who( changes hays been mac* to Improve lePtoductIon ouelay Potnla ol withv a opinions Stated in Mrs docu merit do not necesSanly represent official OE RI positron or polocy Irs 'PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY 10 THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)

The Public Health Leadership Institute: Leadership Training for State and Local Health Officers

Abstract: This paper describes the Public Health Leadership Institute (PHLI), a program designed to expand and enhance the leadership skills of senior public health officials. The background of PHLI is discussed, and organizations responsible for its organization, governance and funding are revealed. Methods of selecting a cohort of scholars to participate each year, along with the characteristics of scholars selected, are briefly outlined. A calendar of events and description of PHLI curriculum is included. Specific features of the PHLI program, including peer-learning through electronic conferencing, the one-week learning retreat, and the required action-learning projects are described. Also included are results from an evaluation by 99 participants from the first two years of PHLI's existence. The evaluation is based on a survey of the participants' satisfaction with the program and its personal and institutional effects. The Public Health Leadership Institute provides a model of leadership development for senior public health agency officials. The program has been popular with participants, and the vast majority report improved leadership skills. The personal and organizational effects of PHLI address the deficits in leadership identified in the Institute of Medicine's report, The Future of Public Health.

The Significance of the Human Factor in African Economic Development

Abstract: Preface Introduction: The Significance of the Human Factor in African Economic Development by Senyo B-S. K. Adjibolosoo Rethinking the Sources of Economic Underdevelopment The Saturation Hypothesis and Africa's Development Problems: On the Nature of Development Theory and Its Implications for the Human Factor in Africa's Development by Benjamin Ofori-Amoah The Human Factor and Maintenance of Democracy in Ghana by Kweku G. Folson The Media Dimension of the African Development Malaise by Wisdom J. Tettey Culture as the Epitome of the Human Factor in Development: The Case of Ghana's Collectivistic Ethic by Francis Adu-Febiri Human Factor Engineering, Leadership Development, and Utilization The Significance of Leadership Development for African Government Operations by Don Page Indigenous Leadership Styles: Can Grapes Be Picked from an Orange Tree? by Claude G. Mararike Leadership and Productivity Growth: A Path for Africa by Michel M. Mestre Towards Moral and Social Development in Contemporary Africa: Insights from Dangme Traditional Moral Experience by J. N. Kudadjie Structural Adjustment and Manpower Utilization: The Case of Nigerian Scientists and Engineers by Chikwendu C. Ukaegbu and Christian C. Agunwamba The Relevance of Human Resource Development: The Case of Ghana's Experience in the Agricultural Sector by Edward M. Abakah The Human Factor in Sociocultural and Political Contexts The Polity and the University: An African Perspective by Ali A. Mazrui Cultural Perspectives of Political Instability in Africa by Mike Oquaye Human Context as a Critical Factor in Effective Technology Transfer for Development by Harold Harder Managerial Practice in Privately Owned Manufacturing Industries in Nigeria and Its Implications by Chikwendu C. Ukaegbu The Human Factor in a Free-Market Open-Economy Development Model: Educational and Cultural Attitudes in Chile by David E. Hojman Index

The learning network. Leadership development for the next millennium.

Abstract: The complex process of creating a learning organization demands new methods for development and learning. Individuals need to find new ways of working together by increasing self-knowledge and changing their behavior. Learning networks, a simple but profound approach to learning, offer participants an opportunity to exchange experiences in a safe and supportive environment. Participants review their most important and difficult work and develop their interpersonal skills and self-awareness to new heights. In the spirit of empowerment and creating a learning culture, colleagues learn to listen and observe as well as ask helpful questions and offer alternative perspectives and practical ideas. They also give and receive feedback. The author explores the concepts, experiences, structures, and results of learning networks that allow readers the opportunity to contemplate a new form of development for themselves and their staffs.

Using Profiles of School Leadership as Supports to Cognitive Apprenticeship

Abstract: This article proposes the development and use of school leadership profiles as supports to the cognitive-apprenticeship experiences of administrators in both formal and informal leadership development applications. The theoretical process of cognitive apprenticeship is described and linked conceptually to the outcomes of three recent role-profiling projects; university-sponsored action research carried out during the years 1990-1992 in Ontario (Canada), the Northwest Territories (Canada), and the state of Western Australia The outcomes are contemporary and regionally specific images of the principalship portrayed within multiple metaphorical images of practice. Effective school leadership practices are described within developmental stages of growth leading to ideal practice as locally defined.

Developing Leadership in Organizations A Continuum of Choices

Abstract: Leadership at all levels of organizations forms a continuum with Micro Leadership on one one end, Team Leadership in the middle, and Macro Leadership at the opposite end Micro Leadership focuses on specific tasks and individual followers, Team Leadership involves work with groups, and Macro Leadership deals with vision and strategy for an entire organization Leaders at all levels operate across the entire continuum For example, top executives often provide direction and support to individuals, and first-line supervisors must operate strategically to obtain the resources and make the long-term improvements needed in their part of the business Yet most leadership development programs and processes concentrate on only a limited portion of the continuum or on a different portion of the continuum for leaders at various levels This article argues for a more broad-based approach to leadership development and suggests guidelines for designing more appropriate leadership development processes

Ethics and Leadership: The 1990's Introduction to the Special Issue of the Business Ethics Quarterly

Abstract: This special issue of the BEQ focuses upon the convergence of two of the major challenges facing business organizations in our decade: ethics and leadership. Not all problems of business ethics are questions of leadership and not all of the issues of organizational effectiveness that have placed leadership and leadership development high on the agenda are matters of ethics, but the overlap is great.

Covert Network: Progressives, the International Rescue Committee and the CIA

Abstract: This is the best single-source guide to leadership development in the public sector. It offers a wealth of advice for teachers, students, trainers, human resource officers, and established leaders. The all-original chapters include discussions of leadership frameworks, competencies for public leaders for the "new governance," and strategies for senior leaders in government.The book's wide-ranging coverage includes in-depth discussions of specific approaches to learning methods such as action learning and social artistry, as well as presentations of leader development models such as transformational stewardship and global leadership. The contributors present experiences from real-world leadership development programs, and the book situates leader development within the current trends of networks, collaboration, and boundary-crossing work in the public sector.

Reconceptualizing University Student Leadership Development Programs: Applying the Competing Values Model.

Abstract: A study examined leadership training programs for college students. The study used a theoretical.model of organizational effectiveness and leadership, developed by Robert Quinn (1988) , which was adapted and applied to student leadership programs. A version of Quinn's Competing Values Self Assessment instrument was used to measure university student leaders on eight leadership roles. Subjects, 76 student leaders, answered a questionnaire for a 257. response rate. Overall results of the study indicated that: (1) student leaders saw themselves most often as mentors to others within their organization or club and least often as brokers to individuals outside their immediate unit; and (2) position of leadership, type of organization or club, student classification, and gender produced significant differences in the leadership roles performed. Recommendations include: student development specialists should provide training in areas where student leaders express self-perceived leadership role deficiencies; student leaders need additional opportunities to perform the broker leadership role, specifically to interact with university administrators; and a program should be created which allows seniors to peer-educate underclassmen. Future research should investigate not only how leaders presently see themselves performing leadership roles, but also whether they think they should perform these roles. (Contains 1 figure, 6 tables of data, references, and the survey instrument.) (CR) *********************************************************************** Reproductions supplied by EDRS are the best that can be made * * from the original document. *********************************************************************** LE.1 Reconceptualizing University Student Leadership Development Programs: Applying the Competing Values Model J. Kirk Buckner Program Coordinator for Campus Activities Office of Campus Activities and Student Organizations Southwest Texas State University San Marcos, TX 78666 512-245-3219 M. Lee Williams Professor of Speech Communication Southwest Texas State University San Marcos, TX 78666 512-245-2165 PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCAlIONAL RESOURCES INFORMATION CENTER (ERIC, U S DEPARTMENT OF EDUCATION On cc nehed.c, any in-piwyvn.,..; EDUCATIONAL RESOURCES INFORMATION cr,r/,,s doc,,rns.CnENhTaEsRbelEeRnIrCelproduced as received !torn ihe person o ongan Lit.nn originating it 0 Minor changes have been made to improve reproduction quality Points ot view of opinions stated in thin document do not necessarily represent official OER1 position or pohcy Paper submitted to the Senior College and University Section for presentation at the Speech Communication Association convention, San Antonio, TX, November, , 1995. BEST COPY AVAILABLE 2 Reconceptualizing University Student Leadership Development Programs: Applying the Competing Values Model ABSTRACT While an enormous amount of research on leadership has been conducted in business to test organization theory, relatively little empirical research has been directed toward leadership training programs for college students. In this paper, a theoretical model of organizational effectiveness and leadership developed by Robert Quinn (1988) is adapted and applied to student leadership programs. A version of Quinn's Competing Values Self Assessment instrument was used to measure university student leaders on eight leadership roles. Overall results of this study indicated that: (1) student leaders saw themselves most often as mentors to others within their organizadon/club and least often as brokers to individuals outside their immediate unit, and (2) position of leadership, type of organization/club, student classification, and gender produced signdicant differences in the leadership roles performed. Quinn's model and the results of this study are discussed as a means to reconceptualize and improve student leadership developmentWhile an enormous amount of research on leadership has been conducted in business to test organization theory, relatively little empirical research has been directed toward leadership training programs for college students. In this paper, a theoretical model of organizational effectiveness and leadership developed by Robert Quinn (1988) is adapted and applied to student leadership programs. A version of Quinn's Competing Values Self Assessment instrument was used to measure university student leaders on eight leadership roles. Overall results of this study indicated that: (1) student leaders saw themselves most often as mentors to others within their organizadon/club and least often as brokers to individuals outside their immediate unit, and (2) position of leadership, type of organization/club, student classification, and gender produced signdicant differences in the leadership roles performed. Quinn's model and the results of this study are discussed as a means to reconceptualize and improve student leadership development

Becoming Better Leaders: The Challenge of Improving Student Learning

Abstract: The Challenge Improve Schools Through Improving Leadership Finding a Starting Place for Leadership Growth Setting Goals What Specific Leadership Behaviors Will Help My School? Making Change Trying New Leadership on the Job With Help from Colleagues The Colleague-Critic Team Facilitating Leadership Development Marking Leadership Growth How I Affected My School Marking Leadership Growth Seeing Changes in Myself Learning As We Lead Creating a Culture for Learning and Community

Women's leadership development: a case study involving Iowa's community colleges and the Leadership Institute for a New Century

Abstract: viii CHAPTER L INTRODUCTION 1 Background 1 Need for the Study 4 Statement of the Problem 6 Purpose of the Study 8 Research Questions 9 Data Sources 10 Definitions 11 Limitations of the Study 17 Assumptions 19 Significance of the Study 20 Dissertation Overview 21 CHAPTER II. REVIEW OF THE LITERATURE 23 Introduction 23 Defining Leaders and Leadership 23 Defining Administrative Leadership 23 Characteristics and Personality Traits 25 Leadership Behaviors and Skills 26 Situational and Contingency Approaches 28 Power and Influence Theories 30 Cultural and Symbolic Theories 33 Cognitive Theories 33 Community College Leadership 33 History and Characteristics 34 Leadership and Governance Models 36 Current Leadership Needs and Issues 37 Leadership Development 38 The Need for Leadership Development 39 Paths and Processes for Leadership Development 40 Leadership Development Programs 43 Ways to Supplement Leadership Development Programming 47 Women and Leadership 48 Concerns and Issues of Women Leaders 48 Barriers and Challenges 50

Applying the Competing Values Model of Leadership: Reconceptualizing a University Student Leadership Development Program:

Abstract: A theoretical model of organizational effectiveness and leadership, developed by Robert Quinn, is adapted and applied to a university student leadership development program. Eight leadership roles are evaluated in this empirical analysis. Results indicated that: (1) student leaders saw themselves most often as mentors to others within their organization/club and least often as brokers to individuals outside their immediate unit, and (2) position of leadership, type of organization/club, student classification, and gender produced significant differences in the leadership roles performed. Quinn's model and these results are discussed as a means of reconceptualizing and improving student leadership development programs.

Leadership Effectiveness and School Development: Putting Reform in Perspective.

Abstract: System‐wide and school‐based initiatives continue to be linked through staff and leadership development programs. Factors such as reduced funding are having an impact on structures and organization. The clear focus on instruction and school based planning have helped the district maintain its direction while adapting initiatives to meet changing needs and resources.

The University as a Partner: Rebuilding an Inner City Neighborhood

Abstract: The University of Louisville's Housing & Neighborhood Development Strategies (HANDS) is a multifaceted program bringing the University's resources to bear on the problems of an impoverished African-American neighborhood HANDS includes case management, job training, leadership development, education, home ownership, and community design. A mixture of successes and failures was found in each program area. This article focuses on the Community Design Team, composed of graduate students, which provided technical assistance such as conceptual housing designs, smallscale master plans, zoning approval documents, and numerous other services.

families and communities: essential resources for nurturing giftedness and talent

Abstract: The writer emphasises the importance of providing opportunities for students to manifest, exceptional talent. These opportunities are extensive if education is utilising the resources within the family and the community. The paper provides an example of a Leadership Development Programme and from this draws guidelines.

Zeroing in on leadership effectiveness: The methodological challenges of benchmarking leadership practices

Abstract: Business success in the 21st century will be based on the widespread mastery of leadership roles, rather than on the directives of a professional or leadership elite. The first step for systematically enacting a leadership development agenda for our nation is to identify the factors, values or qualities most important to leadership effectiveness. Next, we must improve our understanding of how these guiding ideas and insights translate into what successful leaders do. As we perfect this understanding, we will need to operationally define the “best practices” of successful leaders. These best practices must then become “benchmarks’ for intensive leadership development efforts.

Zeroing in on Leadership Effectiveness: The Methodological Challenges of Benchmarking Leadership Practices

Abstract: Business success in the 21st century will be based on the widespread mastery of leadership roles. The first step for systematically enacting a leadership development agenda is to identify the factors, values or qualities most important for leadership effectiveness. This article considers nine methodological challenges to identification. To illustrate the challenges, the authors use their own business leadership research as a case study. The authors identify where methodological improvements are needed to cope with the challenges of leadership research. They suggest important directions for methodological development and propose three minimum standards for future leadership research.

Job Satisfaction and Creativity Style: An Unexpected Empirical Finding

Abstract: The purpose of this study was to explore whether or not a relationship exists between managerial job satisfaction and creativity styles of U.S. and European managers. Data were obtained from a sample of 8,621 U.S. managers attending leadership development programs at the Center for Creative Leadership-U.S. and from another sample of 127 European managers attending leadership development programs at the Center for Creative Leadership-Europe. The results suggest that there is no relationship among various job satisfaction measures as derived from the Managerial Job Satisfaction Questionnaire and creativity style preference as measured by the Kirton Adaptation Innovation Inventory. Implications are discussed.

Critical Thinking Skills for Leadership Development

Abstract: What is Leadership? What is Critical Thinking? Must effective leaders possess critical thinking skills? How do leaders acquire critical thinking skills? How do educators teach leaders critical thinking skills?