scispace - formally typeset
Search or ask a question

Showing papers on "Leadership development published in 1996"


Journal ArticleDOI
TL;DR: In this article, a review of the research in both leadership development and education is presented, and a clear distinction is drawn between the two areas, and current theory-building efforts are illustrated.
Abstract: Are leaders born or made? If the answer is made, then can leadership be taught and learned? These and other similar questions are the focus of this article which reviews the research in both leadership development and education. In addition to the literature review, a clear distinction is drawn between leadership development and education; current theory-building efforts are illustrated; and the paper concludes by proposing future directions in leadership development and education research.

269 citations


Book
04 Oct 1996
TL;DR: In view of the increasing recognition that school reform cannot progress significantly until teachers begin to lead the way, this paper presented specific plans to help teachers gain influence in leadership roles, which is not part of existing teacher training programs.
Abstract: In view of the increasing recognition that school reform cannot progress significantly until teachers begin to lead the way, this book focuses on how teachers can develop leadership skills. As leadership is not part of existing teacher training programmes, the authors go beyond the usual descriptions of leadership roles that teachers can play by presenting specific plans to help teachers gain influence in leadership roles.

81 citations


Journal ArticleDOI
TL;DR: Five models of faculty development derived from medical schools with problem-based learning curricula are examined, and research on faculty development indicates positive results of such efforts.
Abstract: Learning an innovative teaching method such as a problem-based learning is difficult for most faculty members because the method is based upon assumptions about learning that are often at variance with their beliefs. Faculty development can challenge assumptions about learning, provide experience with a new technique, and offer specific pedagogical skills that are needed to succeed as a tutor. A comprehensive approach to faculty development, derived from the literature in higher education, would include: instructional development, professional development, leadership development, and organizational development. Research on faculty development indicates positive results of such efforts. Faculty members who choose to learn about problem-based learning appear to progress through predictable stages of development that include: understanding and valuing the rationale for problem-based learning, acquiring general and content-specific tutor knowledge and skills, developing advanced skills in problem-based learning, and developing leadership and scholarship skills. Each of these steps, plus organizational vitality, are described along with recommendations for implementing such programs. Finally, five models of faculty development derived from medical schools with problem-based learning curricula are examined.

78 citations


Book
01 Jun 1996
TL;DR: This book describes collaborative consultation and co-teaching and introduces key elements in the collaborative environment, and addresses the collaborative roles among a variety of co-educators in the schools and communities.
Abstract: PART 1 focuses on contexts of collaboration, consultation, and teamwork. o Chapter 1 describes collaborative consultation and co-teaching and introduces key elements in the collaborative environment. o Chapter 2 emphasizes the array of differences in professional perspectives and personal preferences among educators, and highlights variables that create these differences. o Chapter 3 provides a brief overview of school improvement issues and collaborative school consultation history, theory, and research. PART 2 features processes that facilitate collaborative school consultation and working in teams. o Chapter 4 develops co-educators' verbal and nonverbal communication skills. o Chapter 5 presents a format for finding the problems that affect student learning and behavior, and then planning ways to address those problems so that students with special needs can succeed. o Chapter 6 focuses on avoiding stress that can lead to burnout from the profession. PART 3 provides content needed by co-educators to work effectively in partnerships for students' special needs. o Chapter 7 introduces co-teaching as a way of addressing all students' special needs collaboratively. o Chapter 8 features family partnerships as the focus of collaborative consultation between home-based co-educators and school-based. o Chapter 9 addresses needs of many diverse populations, including culturally and linguistically diverse students, those in rural and isolated areas, military dependent students, students who more frequently, those who are home schooled, and more. PART 4 addresses the collaborative roles among a variety of co-educators in the schools and communities, the place of technology in collaborative consultation and team efforts, and advocacy and leadership among educators for the future. o Chapter 10 involves school administrators as partners in collaborative activities and addresses the paraeducator role and supervising teachers of paras. o Chapter 11 explores the electronic role of technology as it relates to collaborative communication and networking. o Chapter 12 concludes the text with attention to mentorships among veteran teachers and novice teachers, leadership development for effective schools, and resource acquisition through grants and other funded projects.

50 citations


Journal ArticleDOI
TL;DR: Astin this paper gave an update on what the Higher Education Research Institute at UCLA is learning about volunteerism and community service on campus, including what promotes participation, who benefits, and how participation affects leadership development.
Abstract: Alexander Astin gives an update on what the Higher Education Research Institute at UCLA is learning about volunteerism and community service on campus. What promotes participation? Who benefits? How does participation affect leadership development?

44 citations


Journal ArticleDOI
TL;DR: Clinical nutrition managers exhibited transformational leadership qualities as rated by the LBQ, rating lowest on the communication leadership score and highest on the respectful leadership score.
Abstract: Objective To identify leadership qualities of clinical nutrition managers and associate these leadership qualities with selected demographic variables (eg, training/degree, length of time in management, number of people supervised, income, and participation in advanced practice activities) Design The theory of transformational leadership, that is, leadership that incorporates specific interpersonal behaviors of the leader and his or her actions within the organization, provided the framework for the study Specific transformational leadership qualities — leader behavior, leader personal characteristics, and the effect of the leader on organizational functioning and culture — were measured using the Leadership Behavior Questionnaire (LBQ) The reliability and validity of the LBQ have been reported previously Other data were obtained using two demographic surveys Sample Demographic surveys were mailed to 1,599 members of the Clinical Nutrition Management dietetic practice group From the 951 (598%) respondents, a study sample of 150 clinical nutrition managers and their subordinates was selected to receive the LBQ; 116 (773%) instrument sets were used for analysis Statistical Analysis Descriptive statistics were used to analyze the demographic surveys A specified mixed linear model repeated measures Statistical Analysis System procedure was used to compare clinical manager and subordinate LBQ scores Association of the selected demographic variables with leadership qualities was measured by A,, a predictive value measure, using the BMDP 4F program Results Clinical nutrition managers exhibited transformational leadership qualities as rated by the LBQ, rating lowest on the communication leadership score and highest on the respectful leadership score Most of the clinical nutrition manager self LBQ scores were significantly higher than the clinical nutrition manager LBQ scores rated by subordinates The selected demographic variables appeared to have the strongest predictive effect for the visionary culture building subscore of the LBQ The visionary culture building subscore is a measure of how well the leader interacts with and affects the functioning of an organization Applications/Conclusions More research is needed to define leadership in dietetics: this study can serve as a possible model One way clinical nutrition managers may be able to enhance their leadership behaviors is to strengthen their skills in communicating their vision Programs are needed to help clinical nutrition managers shape their organizations to foster leadership development in their subordinates J Am Diet Assoc 1996; 96:39-45

30 citations



Journal ArticleDOI
TL;DR: The intent of this manuscript is to challenge staff development educators to create visions and develop strategies to construct the preferred future of their roles and the nursing staff development function.
Abstract: No one knows for sure how the future will look. However, there is no better time than today to begin envisioning and creating our preferred future. This article discusses several factors that will impact the future of nursing staff development. Twenty-one predictions are offered that include: change, restructuring, teamwork, leadership development, paradigms, support networks, staff development roles, learning, value of life experiences, patient education, cultural diversity, and technology. Strategies for educators to position themselves for the future are suggested. The future is ours to create. The intent of this manuscript is to challenge staff development educators to create visions and develop strategies to construct the preferred future of their roles and the nursing staff development function.

20 citations


Journal ArticleDOI
TL;DR: In this article, the authors compared different competencies of business leaders who merely travel abroad with those who settle there as expatriates for a time, and concluded that executive training and promotion reward those who are futuristic with both multicultural and technological skills.
Abstract: Examines characteristics of successful organizations in the year 2000, and contributions of European leaders to the process. Compares different competencies of business leaders who merely travel abroad with those who settle there as expatriates for a time. Considers the environmental forces and other factors which require organizations to be globally transformed if they are to survive and prosper in the next century. The change demands alteration of mindsets on people in multicultural societies, on the nature of work, the worker, and the management process itself. Emphasizes the importance of international and intercultural education in leadership development. Confirms that executive training and promotion reward those who are futuristic with both multicultural and technological skills. Proposes ten key concepts of global leadership, communication, culture, and synergy.

17 citations


Journal ArticleDOI
TL;DR: In this article, a three-track process for executive leadership development (TTL) is described, which is intended to develop a cadre of strategic business leaders for the next decade.
Abstract: Describes a three‐track process for executive leadership development (TTL) intended to develop a cadre of strategic business leaders for the next decade. TTL consists of three simultaneous tracks of activity requiring as much as 18 months, during which participants also perform their regular jobs. It has three objectives, corresponding to the tracks of activity: the business track ‐ solves real‐life business problems thereby supporting the business while providing each individual participant with increased expertise in an area previously unknown to him or her; the leadership track ‐ enables participants to lead individuals, groups and organizations more effectively; and the personal track ‐ helps participants appreciate and more effectively utilize their innate personal skills, values, predispositions and traits. Examines results to date and shows that this leadership development process has already provided substantial returns to many individuals and organizations.

17 citations


Journal ArticleDOI
01 Jun 1996
TL;DR: In this paper, the authors suggest a selective approach to leadership development in organizations, focusing on employees identified as having high potential or those on the development "fast-track" and discuss the match between those characteristics and the properties of an action learning approach to development.
Abstract: Suggests a selective approach to leadership development in organizations, focusing on employees identified as having high potential or those on the development “fast‐track”. Identifies (from research) key psychological characteristics of fast‐track staff, and discusses the match between those characteristics and the properties of an action learning approach to development. Concludes with a plan for adapting action learning to the development of fast‐track staff.

ReportDOI
01 Apr 1996
TL;DR: In this article, the construct validity of a leadership behavior rating system used by the U.S. Military Academy (USMA) was examined as a prelude to a longitudinal program of research on leadership development.
Abstract: : The construct validity of a leadership behavior rating system used by the U.S. Military Academy (USMA) was examined as a prelude to a longitudinal program of research on leadership development. Their system centers on Cadet performance Report (CPR) ratings made by superior, peer, and subordinate raters. CPR ratings include individual scores on 12 leadership behavior dimensions and a global score of performance. Two CPR dimensions, duty motivation and military hearing, were found to be most strongly related to the CPR global score and the leadership grade, which is USMA's official evaluation of a cadet's overall performance in a leadership role. Although this finding was consistent for each type of rater, the relationship of other dimensions to the global score and leadership grade suggested different types of raters focussed on different dimensions when evaluating overall leadership performance. Additionally, four broader factors were found to underlie the 12 CPR dimensions, based on a synthesis of the results from principle components analyses. Consistent with other leadership behavior taxonomies and other research concerning the effects of rater position on the leadership evaluation process, our findings offer some evidence of the construct validity of the CPR dimensions for measuring cadet leadership performance.



01 Jan 1996
TL;DR: In this paper, the authors apply arguments about the processes of construction to leadership training and development, and suggest ways that: (a) work with local leadership constructions; (b) involve all participants; and (c) generate and support multiple local constructions.
Abstract: This paper applies arguments about the processes of construction to leadership training, and development. It begins by noting calls for, and the benefits of, paradigm diversity. The second section outlines a ‘social constructionist’ paradigm in which the focus is on socially and historically constructed realities and the processes of reality construction. In this view, multiple social realities are simultaneously constructed – not as variations on ‘real’ reality or as subjective knowledge – but as different local ontologies or cultures. The last part of the paper explores how leadership training and development might be differently conceived, given this changed paradigm context. Useful practices are suggested to include ways that: (a) work with local leadership constructions; (b) involve all participants – not just formally appointed leaders; (c) generate and support multiple local constructions, and so; (d) construct and legitimate the principle of open, multi-logical collaborative ways of relating.

01 Apr 1996
TL;DR: In this article, a literature search, nine leadership forums, and an opinion survey form the core of the research effort to identify and validate a paradoxical combination of effects within the new flying squadrons.
Abstract: : The 1991 Air Force reorganization instituted the objective squadron, placing flightline maintenance under command of the flying squadron commander. This research identifies and validates a paradoxical combination of effects within the new squadrons. While most combat-deployable flying squadrons are more mission capable, a majority of their commanders do not feel prepared to lead them. A brief history of flying squadron organization from 1947 to the present provides the requisite background to understand the problems and benefits of the objective squadron. Building on this background, a literature search, nine leadership forums, and an opinion survey form the core of the research effort. The literature search into leadership development motivated the formulation of a matrix of leadership traits and an applied leadership model to assess the research findings and recommendations. The leadership forums and opinion survey produced results in four key areas which validate the objective squadron paradox and related leadership development problems. To improve leadership development within the objective squadron, this paper makes seven recommendations which fall into individual and institutional categories.

Proceedings ArticleDOI
06 Nov 1996
TL;DR: A summary of key elements of the new Engineering Leadership Development Minor being developed at Penn State is presented in this article, where progress made, student feedback, and program status are discussed, and the program was started during the 1995-96 academic year.
Abstract: A summary of key elements of the new Engineering Leadership Development Minor being developed at Penn State is presented. The program was started during the 1995-96 academic year, and progress made, student feedback, and program status are discussed.

Journal Article
TL;DR: In this article, the authors suggest three basic issues to be addressed in developing leadership skills in business students: the biblical mandate in the form of a theology for Christian leadership, accomplishing leadership development within the curriculum without violating the tenets of a liveral arts education, and advantages Christians have over non-Christians in leadership.
Abstract: The author suggests three basic issues to be addressed in developing leadership skills in business students: the biblical mandate in the form of a theology for Christian leadership, accomplishing leadership development within the curriculum without violating the tenets of a liveral arts education, and advantages Christians have over non-Christians in leadership.

Proceedings ArticleDOI
06 Nov 1996
TL;DR: The Archer Center for Student Leadership Development at Rensselaer Polytechnic Institute was developed for the purpose of teaching students about leadership and its many components as mentioned in this paper, and the Archer Center staff offers an interactive approach to leadership by combining theory with practical applications.
Abstract: The Archer Center for Student Leadership Development at Rensselaer Polytechnic Institute was developed for the purpose of teaching Rensselaer students about leadership and its many components. The Center believes that leadership skills can be taught through experiential learning. Rensselaer defines leadership skills as the following: effective communication, both verbal and non verbal, public speaking, listening, leadership styles, personal values, corporate values, effective team work, decision making, group dynamics, ethics, multiculturalism, self awareness, and critical thinking. These are essential for leaders and followers in their professional success. The Archer Center staff offers an interactive approach to leadership by combining theory with practical applications. The Center has a long history of involvement with the School of Engineering and has participated in many team-oriented engineering courses. The School of Engineering believes that reaching leadership will become an important element of the engineering curriculum. This paper describes a version of the course that is being currently offered. It also describes future plans for incorporating this material into a new engineering curriculum currently under development at Rensselaer.

Book
22 Jul 1996
TL;DR: Adjibolosoo et al. as discussed by the authors acknowledge the primary mission of education and training in Africa and highlight the role of Indigenous African Writers to participate in National Development Programs: The Role of Indigenous Africans Writers by John Anonby Preparing for Effective Constitutional Democracy in Africa: Political Education and Training by Mike Oquaye Entrepreneurship Development for Industrial Progress in Africa by Francis Adu-Febiri education and Training for Effective Leadership Development and Productivity and Quality Management in Africa.
Abstract: Figures and Tables Preface Acknowledgments Rethinking Africa's Educational Strategy by Senyo Adjibolosoo Human Factor Engineering: The Primary Mission of Education and Training by Senyo Adjibolosoo Educating Sub-Saharan African Students to Participate in National Development Programs: The Role of Indigenous African Writers by John Anonby Preparing for Effective Constitutional Democracy in Africa: Political Education and Training by Mike Oquaye Entrepreneurship Development for Industrial Progress in Africa by Francis Adu-Febiri Education and Training for Effective Leadership Development and Productivity and Quality Management in Africa by Senyo Adjibolosoo Human Factor Development and Labor Productivity Growth in the Agricultural Sector in Africa by Harold J. Harder Human Factor Development and Technological Innovation in Africa by Benjamin Ofori-Amoah Accounting Education for Economic Development Management in Anglophone Sub-Saharan Africa by Moses Acquaah The Human Factor in Marketing and Development in the LDCs by Samuel K. Bonsu Staying Educated and Maintaining Professional Competency by Senyo Adjibolosoo Selected Bibliography Index


ReportDOI
17 May 1996
TL;DR: In this article, an executive overview of an Army War College workshop on the leadership development of senior military women in the Army is presented. And the authors provide their personal observations on the implementation of the workshop and provide an analysis on three emerging issues identified by the workshop.
Abstract: : The U.S. Army War College is responsible for senior leader development doctrine. This paper provides an executive overview of an Army War College workshop on the leadership development of senior military women in the Army. The paper provides my personal observations on the implementation of the workshop and provides an analysis on three emerging issues identified by the workshop. First, women lead differently and that difference is adaptable to a changing Army. Secondly, it gives a brief discussion of the importance of networking. Lastly, it examines mentorship and its usefulness to the development of senior military leaders.

ReportDOI
01 Jan 1996
TL;DR: In this article, the authors reviewed the characteristics needed in future leaders and asked if the current system of leader development provides for the growth of those characteristics and explored the possibilities offered by 360 degree assessments to the development of military leadership.
Abstract: : The ability to develop and guide leaders to their full potential is the hallmark of an excellent military. This paper reviews the characteristics needed in future leaders and asks if the current system of leader development provides for the growth of those characteristics. It explores the possibilities offered by 360 degree assessments to the development of military leadership. And finally it reviews the future implications of a 360 degree assessment program offering a recommendation to improve the United States military's leadership development.


Journal ArticleDOI
TL;DR: The aim of the project was to pilot and evaluate an approach to leadership development based upon a conceptual model of reflectivity within a learning organization whilst developing and evaluating a model of supervised practice.



Journal ArticleDOI
01 Jan 1996
TL;DR: In this article, a chief executive and his vice president of human resources designed a "Leading Manager Development Plan" to ensure that their company will consistently have a pool of strong internal candidates to consider for new assignments.
Abstract: Leadership development is often the least systematic aspect of an organization's strategy development, although it is arguably the most important. Leadership succession isn't about only the top job. It is also about all the senior management positions, including new ones that may be created. We are currently working with a chief executive and his vice president of Human Resources to design a “Leading Manager Development Plan” to ensure that their company (with 3000 employees worldwide) will consistently have a pool of strong internal candidates to consider for new assignments.