Showing papers on "Leadership development published in 1997"

Leadership Practices Inventory (Lpi)

Abstract: "The Leadership Practices Inventory" (LPI) is the best-selling and most trusted leadership tool of its generation. Developed by Jim Kouzes and Barry Posner, the third edition of this celebrated instrument package approaches leadership as a measurable, learnable, and teachable set of behaviors. This 360- leadership assessment tool helps individuals and organizations measure their leadership competencies, while guiding them through the process of applying Kouzes and Posner's acclaimed Five Practices of Exemplary Leadership[registered] Model to their real-life organizational challenges.The newly revised LPI offers in-depth, precise results to help you become a leader who can: Model the Way; Inspire a Shared Vision; Challenge the Process; Enable Others to Act; And Encourage the Heart. The Leadership Development Planner picks up where the LPI Participant's Workbook leaves off and helps take you to the next level of developing your leadership skills. "The Planner" reviews The Five Practices of Exemplary Leadership, describes the best practices of learning to lead and contains over one hundred developmental activities for becoming a better leader." The Planner" can be customized for your situation and will help you: understand how people learn to lead; integrate the best leadership learning practices into your own routines; consciously review your progress toward becoming a better leader; select the kinds of development activities that best fit your needs; write a plan for the next steps in your leadership development; and apply an easy-to-use process that can be repeated. The Planner is your essential LPI resource for determining the most appropriate ways to continue your leadership development journey. It's your guide to personalizing your plans for becoming the best leader possible.

Leadership moment by moment

Abstract: Aims to bring together some of the major perspectives and theories of leadership with some of the key practical components of eastern and western philosophy. Suggests that the current leadership theories are good foundations from which to move to a more practical and immediate experience of leadership. The major view put forward is that these concepts of leadership point to the need for “leadership wisdom”. First, covers theories of leadership to provide a summary of current thinking on what is good leadership. Discusses the recent concept of “emotional intelligence” as an appropriate way to extend the way we look at the personality and skills of a leader. Introduces leadership wisdom as a way of describing effective leadership applied to the immediate situation. This wisdom can be found in themes that have existed in western and eastern philosophy for centuries. Explores these themes using stories that have come from philosophical teachings and then relates them to the central points of leadership. Uses a summary figure to portray the integration of previous leadership concepts around leadership wisdom in practice. Makes a number of suggestions that are implemented in leadership development which contribute to the development of leadership wisdom.

Identifying and Developing Leadership Opportunities for African American Men.

Abstract: This chapter describes the benefits of leadership development opportunities and how to make them available to more African American men. The discussion focuses on leadership in black fraternities but also looks at positional leadership roles in other types of organizations.

Impact of Training On Leadership Development: Lessons From a Leadership Training Program

Abstract: The study examined the impact of a 19-year-old leadership training program on the participants Both qualitative (interviews, document analyses, and direct observations) and quantitative (preworkshop, end-of-session, postworkshop, andfollow-up questionnaires) research techniques were combined in the study. Data were collected from four groups of stakeholders—namely, the participants, the sponsoring organizations, the instructors or facilitators, and the administrators of the program. In all, 234 respondents were involved in the study. The increase and/or changes in participants' leadership knowledge, skills, and attitudes constituted the criteria used for determining the impact of the program. The participants perceived that, because of the training, their knowledge and skills increased and their attitudes changed from preworkshop to postwork shop. Significant differences m mean response values were found in the leadership behavior of the participants on the job after the training. Implications of the find...

Leadership Development for Engineering Managers

Abstract: Many recent reports from business and industry list leadership as one of the areas that must be shaped by engineering curricula to meet the needs of a modern industrial society. Also, a recurring theme from American business and industry is that leadership must emerge at all levels if we are to maintain our competitive edge. Because of the changing nature of modern engineering, young technical or staff engineers must grow into leadership roles faster than their predecessors. Thus, some type of formal leader development process must be incorporated into engineering education programs along with on-the-job training to respond to the changing nature of the engineering profession. This paper presents a framework for defining those key leadership qualities that are relevant to engineers. This framework can be used by engineers to assess and refine their skills as part of the leadership development process. Recommendations are presented that engineers can use throughout their professional careers to improve the...

Effective Orientation Advisors are Also Leaders

Abstract: This study investigated the leadership behaviors of Orientation Advisors (OAs) to determine whether certain practices made any difference in the effectiveness of OAs or in the value of the orientation programs to the new students. Relationships between the leadership practices of OAs and effectiveness assessments provided by both themselves and new students in their groups revealed significant and consistent relationships between leadership behaviors and perceived effectiveness and satisfaction. Implications and suggestions for structuring leadership development for student leaders are discussed.

Tomorrow's HR management : 48 thought leaders call for change

Abstract: Partial table of contents: MANAGE HUMAN RESOURCES LIKE A BUSINESS. The Business of Human Resources (K. Alvares). Frameworks for Human Resource Professionals Participating in Business Relationships (D. Lake). PLAY NEW ROLES. What Human Resource Practitioners Need to Know for the Twenty--First Century (W. Burke). RESPECT HISTORY, CREATE A FUTURE. The Future of Human Resources: Forging Ahead or Falling Behind? (R. Anderson). Leadership Development in the Future: The Impact of New Technology (M. Goldsmith). BUILD AN INFRASTRUCTURE. Human Resource Leadership in Knowledge--Based Entities: Shaping the Context of Work (H. Bahrami & S. Evans). REMEMBER THE "HUMAN" IN HUMAN RESOURCE. Is the Human Resource Function Neglecting the Employees? (B. Ellig). GO GLOBAL. The Human Resource Challenge in China: The Importance of Guanxi (A. Tsui). About the Authors. Index.

Problem-based Leadership Development: Preparing Educational Leaders for Changing Times

Abstract: This article presents a scenario for the future of school leadership and the role of problem-based leadership development. This scenario fosters several assumptions concerning the capacities that will be needed by future school leaders: a) ability to adapt to a rapidly changing environment, b) attitudes and skills in life-long learning, c) more varied leadership roles, d) higher levels of collaboration with professionals and parents. We define and describe problem-based leadership development and compare it with traditional forms of instruction. We do not advocate PBL as a replacement for administrative preparation; rather, we offer the rationale for using PBL as a complementary approach to leadership development.

Leadership and organizational skills in academic medicine

Abstract: Background and objectives The complex and unique challenge of academic medicine requires that faculty possess both organizational and leadership skills. This article presents a framework of leadership and organizational skills in family medicine. Methods We conducted a focused review of the literature, of presentations at national primary care meetings, and of the curricula of several national faculty development fellowship programs to identify the current emphases, strategies, and outcomes regarding organizational and leadership development activities for academic physicians. Results We identified three types of organizational and leadership development strategies and programs, including isolated faculty development workshops at national meetings, longitudinal faculty development fellowship programs, and organizational change efforts within an academic department or residency training program. Indicators that these efforts are successful have primarily been reported in the context of career satisfaction, retention in academic medicine, and attainment of administrative roles or higher academic rank among faculty who have participated. Conclusions Organizational and leadership development is occurring in the context of both individual and organizational initiatives. We propose a cycle-of-learning framework that provides one model for development of these essential skills.

The Mediator's Handbook

Abstract: Poverty, illbeing and wellbeing The development environment Stakeholders in community development The principles of community development The features and outcome of community development The community as main actor in community development The place and role of community development workers Community development workers and their organisations Participatory decision-making, problem-solving and management Communication skills Group facilitation and leadership development Conflict resolution, mediation and negotiation Mobilisation and motivation Operational writing Meetings Public speaking Contact-making Participatory research methodology The start of a project Planning and implementation Evaluation and control The training dialogue Planning and presenting a training workshop.

Preparation Factors Common in Outstanding Community College Presidents.

Abstract: A study was conducted to determine the relationship between selected preparation factors and the existence of outstanding leadership skills among community college presidents. Surveys were sent to all 147 presidents of public, two-year institutions in the Upper Midwest United States, with 85% (n.125) responding. A peer rating method was used to divide the respondents into an outstanding/leading group and a normative group, while the questionnaire determined respondents' characteristics with respect to the following nine preparation factors: (1) possession of a terminal degree; (2) the specific study of community college leadership as an academic major; (3) an active personal research and publication agenda; (4) specific preparation as a change agent; (5) identification as a community college insider; (6) participation as a protegee in a ':-Iele/mentor relationship; (7) involvement in a peer network; (8) leadership development activities outside of graduate program; and (9) knowledge of technology. The peer selection process identified 17 of the 125 respondents as leading presidents, while an analysis of responses indicated that this group displayed higher rates of having earned a terminal degree, having majored in higher education with an emphasis on community college leadership, publishing and presenting scholarly work, involvement with both peer networks and mentors, and having had non-traditional paths to their presidencies. Includes recommendations and questions for further research. Contains 25 references. (TGI) ******************************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * ******************************************************************************** O Preparation Factors Common in Outstanding Community College Presidents Charles H. McFarlin Larry H. Ebbers Iowa State University

Impact of leadership development on competencies.

Abstract: Managed care has changed role expectations for front-line nurses. Roles now include outcome management, team coordination, and guardianship of patient's continuity along the continuum. Organizations are investing in leadership development training for non-management nurses in hopes that such competencies will enhance their value-added competitive edge, but data are needed to validate the value of such training to the organization. Authors report the self-perceived competencies in leadership understanding and ability (in a study of 87 participants) before and after leadership development training that focused on: planned change, communication, conflict, group dynamics, systems theory, and oppressed group behavior. Significant increases were reported in both understanding and ability to perform stated competencies both immediately after and 3 months after 3 days of training. Self-perceptions of both leadership understanding and ability before leadership training were higher for those with advanced degrees and/or those in management positions. However, some of these differences became insignificant after training.

The long-term impacts of leadership development: An assessment of a statewide program

Abstract: Leadership programs take many forms and their effectiveness merits evaluation. This study assessed long-term impacts of a statewide community leadership program by examining six elements essential to program longevity. Findings revealed that program participants remained active in community leadership projects three years and more after initial program participation. Furthermore, there was substantive involvement in community leadership projects among persons who were not formally trained in the leadership program but utilized curriculum and/or methodology obtained from those who received formal preparation. Overall program impact extended beyond persons who participated in formal program training, thus illustrating compelling evidence of a multiplier effect.

Learning Leadership: Assessing Students at the Community College of Denver:

Abstract: In response to a heightened demand for leaders, there has been a proliferation of leadership development programs throughout the United States Today, there are nearly 600 campuses providing leadership education This article examines leadership development by asking the question: Can leadership be taught? To answer this question, the authors assessed both curricular and co-curricular leadership programs at the Community College of Denver The article illustrates the results of this study in hopes of providing a better understanding of leadership training in higher education

Leadership development needs of today’s organizational managers

Abstract: Reveals that the need to develop leadership capacity among organizational managers has been on the increase since the early 1990s. Two of the major factors generating this need are the advent of the quality movement with its dependence on teams, and the widespread incidence of organizational flattening that has eliminated many middle management positions. Today’s organizational managers need leadership skills to develop high performing teams and to cover the wider spans of control left in the wake of downsizing. Presents the experience of one quality‐conscious, downsized, team‐based organization as a case study on leadership development needs among today’s beleaguered managers. Notes that there are two primary outputs: first, presents the process by which the case study organization identified its leadership development needs. Second, provides the findings from the identification process within the case study organization. These findings, while not universally applicable, present an initial list of potential leadership development needs among today’s organizational managers.

The Emergence of Leadership Studies: Linking the Traditional Outcomes of Liberal Education with Leadership Development

Abstract: Traditional liberal education essentially involves a "just-in-case" learning approach, exposing students to content they might need in the future. The authors argue that while liberal arts education is indeed a needed preparation for leadership education, the traditional approach to liberal learning is insufficient. To foster the learning outcomes intended by leadership educators, students must encounter a liberal learning "dynamic" in which they are active participants in situations that actually engage the content of liberal and leadership education. The Leadership Studies Program at Fort Hays State University is outlined and presented as an example of program design based on this conceptual foundation.

Leadership development curriculum for family and consumer sciences undergraduates

Abstract: The objectives of this study were to design a leadership curriculum for family and consumer sciences female undergraduate students to be implemented as a course or infused into existing courses, and to conduct a formative evaluation of the curriculum. Curriculum content was based on recommendations of theorists of "transformational leadership" Bennis and Nanus (1985), Kouzes & Posner (1987), and Tichy and Devanna, (1986); leadership experts, and students. A draft curricu­ lum was developed and pilot tested with seven undergraduate and two graduate students. The curriculum was revised and again pilot tested using a pretestposttest, experimental-standard treatment design. Fifty-nine female students en­ rolled in a required one-credit, 15 contact-hour senior seminar constituted the ex­ perimental group for curriculum implementation; 48 female students enrolled in another section of the seminar served as the standard group and received the tradi­ tional curriculum for the seminar. The Leadership Practices Inventory (LPI), a selfreport measure of perceived leadership practices developed by Kouzes and Posner (1993), and a questionnaire developed by the researcher containing structured and open-ended questions were used to assess curriculum impact. No significant posttest differences were found for any of the five LPI scale scores or total LPI scores between the experimental and standard groups beyond those explained by the covariates; i.e., pretest scores for each of the five scales and the total instrument respectively. However, a total of 12 (25.53%) students in the experimental group compared to only 3 (7.14%) in the standard group declared that

East meets West: leadership development for construction project management

Abstract: Much existing literature was written entirely from a Western perspective without any reference to practices in the East. In the booming east Asian market, project managers from the West would need to pay special attention to eastern beliefs, cultures and philosophies. Attempts to put together the managerial grid framework from the West with an ancient Chinese strategic treatise written by Zhuge Liang 1,600 years ago. Suggests that there are many similarities between the managerial grid and Zhuge Liang’s Art of Management when used for leadership development in construction project management.

Developing physician leaders in academic medical centers.

Abstract: While physicians have historically held positions of leadership in academic medical centers, there is an increasing trend that physicians will not only guide the clinical, curriculum and scientific direction of the institution, but its business direction as well. Physicians are assuming a greater role in business decision making and are found at the negotiating table with leaders from business, insurance and other integrated health care delivery systems. Physicians who lead "strategic business units" within the academic medical center are expected to acquire and demonstrate enhanced business acumen. There is an increasing demand for formal and informal training programs for physicians in academic medical centers in order to better prepare them for their evolving roles and responsibilities. These may include the pursuit of a second degree in business or health care management; intramurally conducted courses in leadership skill development, management, business and finance; or involvement in extramurally prepared and delivered training programs specifically geared toward physicians as conducted at major universities, often in their schools of business or public health. While part one of this series, which appeared in Volume 43, No. 6 of Medical Group Management Journal addressed, "The changing role of physician leaders at academic medical centers," part 2 will examine as a case study the faculty leadership development program at the University of Texas M.D. Anderson Cancer Center. These two articles were prepared by the author from his research into, and the presentation of a thesis entitled. "The importance of leadership training and development for physicians in academic medical centers in an increasingly complex health care environment," prepared for the Credentials Committee of the American College of Healthcare Executives in partial fulfillment of the requirements for Fellowship in this College.*

Outdoor management development: use and evaluation

Abstract: Reviews the use of and evaluations of OMD by a number of large employers and suggests a framework for the evaluation of outdoor management development (OMD). In a questionnaire survey of large organizations it was found that current users of OMD feel that it is an effective part of their management development programmes and that these firm beliefs in the benefits for personal, team and leadership development are used as justification to continue to use the outdoors as a medium for enhancing their management development programmes. What was not clear was how such conclusions were arrived at other than through anecdote and intuition. Argues that more detailed systematic research using a range of techniques is required in order to investigate the claims of current users and the views of non‐users.

Community practice : models in action

Abstract: Community Practice: Models in Action stresses the value of using research to examine, develop, and update community practice models. By raising questions about traditional models and identifying contextual and environmental issues that are vital to the study of community practice, this book helps you understand the relationship between theory and action. Your understanding, in turn, will lead to improvements in your practice in the areas of leadership, creativity, and the ability to affect change. Focused strongly on community organization and community development, Community Practice: Models in Action provides you with research-based examinations of emerging issues grounded in the realities of contemporary contexts and challenges. It illustrates actual practice with major models and helps you by: documenting the core concepts that are critical to understanding and engaging in work with any community change process presenting diverse ways that coalitions--an ever-expanding arena in community practice--are formed and maintained combining a focus on issues of leadership development and the use of creative processes to promote engagement in leadership development providing up-to-date exemplars of community practice that embody central practice approaches Community Practice: Models in Action is a companion to the recently published Community Practice: Conceptual Models, which presents the theory behind the models. Together, these books provide the only up-to-date exploration of theory, knowledge, and research necessary to give students an understanding of conceptual models and theories and the emerging ways that these models play out in current practice. Community Practice: Models in Action is for practitioners, faculty, and students in the fields of social work, city and regional planning, and community-oriented public health.

The corporate leadership crisis: break out this way

Abstract: Discusses a “crisis in leadership” and sets out to address the reasons for the lack of leaders, caused largely by a lack of systematic leadership development. Proposes that a derivation of action learning, entitled “leadership action‐driven learning”, or LADL, can be used to address leadership development. Sets out the framework of a development initiative using the LADL methodology. Concludes with recommendations for those charged with developing existing and future leaders.

Lead by Example and Precept: Introducing, Developing, and Recognizing Leadership Mastery at the Collegiate Level:

Abstract: Colleges and universities are establishing courses and programs to promote leadership development. In fact, there is evidence that the college experience is associated with increases in leadership skills. Furthermore, there is evidence that being a member of a social fraternity or sorority develops your leadership skills more than a nonmember. Accordingly, a social fraternity is launching a new, comprehensive leadership development program for its members and leaders -- called Lead by Example And Precept (LEAP) - to introduce, develop, and recognize lifelong leadership competencies in undergraduate members to prepare these students to be leaders for the world in which they will live.

Building tomorrow's leaders today

Abstract: “If the study revealed any universal truths in leadership development today, it is that the process should be transparent. Only by sharing the ‘rules of the game’ can an organization unleash the leadership potential of its employees.”

The Business of Leadership: Adding Lasting Value to Your Organization

Abstract: First published in 1997, this volume special feature is its combination of practical and psychological behavioural aspects of leadership, presented in an easy readable style, which is designed for practising managers and for business schools. It proposes a new concept of ‘the learning leader’ and considers: How effective leadership adds real value to organizations The Skills of foresight and vision The impact of leadership on individuals and teams Leadership competencies A blueprint for the Future – Continuous Leadership Development The authors combine academic knowledge with practical experience. Alan Hooper was a senior military officer with the Royal Marines and is now Director of the Centre for Leadership Studies at Exeter University, which runs the only MA/Postgraduate Diploma in Europe. John Potter is a behavioural scientist operating as an independent management consultant.

Leadership: Realizing Concepts Through Creative Process

Abstract: Summary The paper presents a brief history, context, and theory for community organizing, and provides discussion of major concepts of culture, community, and power. It concludes with a presentation of an interactive training process to tap into the creativity of participants. It illustrates a leadership development exercise that confirms experience and provides affirmation and inspiration for continued organizing work. The process validates participatory leadership, verbally and visually illustrates strengths of participants, and liberates energy for the work.