Showing papers on "Leadership development published in 2001"

Exploring the relationship between learning and leadership

Abstract: This paper investigates how two important research streams, namely learning and leadership, might be related with one another. Responses on the learning tactics inventory and leadership practices inventory are compared for a managerial sample (n = 312). Results indicate that more active and versatile learners subsequently consider themselves more frequently involved and engaged in leadership behaviors. Implications for transformational learning and leadership theories are explored, as well as thoughts about how the development of leadership competencies may be enhanced and affected by various learning techniques.

Leadership development and reflection: what is the connection?

Abstract: Examines the relevance of critical reflection practices in leadership development. The article provides suggestions for incorporating critical reflective practices in a leadership development program. A constructivist approach is adopted from educational literature which advocates using critical lenses to enable students to build on previous experiences of leadership and to incorporate new learning. Reflective processes encourage multiple perspectives to be generated that challenge teachers and future leaders to excel in complex and uncertain environments. Consequently, leadership development and good teaching practices depend on reflection‐in‐action.

Leadership Development: Paths to Self-Insight and Professional Growth

Abstract: Leadership Development explores how leaders gain and use self-knowledge for continuous improvement and career development and describes how leaders help themselves and the people with whom they work, understand themselves, and become more self-determined, continuous learners, and make the most of resources, such as feedback and coaching. This book explains why leaders need support for self-insight and professional growth in today's business environment. It explores dimensions of effective leadership in light of business, technological, and economic trends. Focusing on the importance of leaders developing accurate self-understanding, the book defines self-insight, outlines the meaning of internal strength and resilience for self-regulation, and considers how leaders attain a meaningful and realistic sense of self-identity. This volume illustrates ways organizations support these psychological processes. Leadership development is viewed as a comprehensive, continuous process that includes evaluating organizational needs and individual competencies, setting goals for career development and performance improvement, offering needed training and growth experiences, providing feedback, and tracking change in behavior and performance over time. It describes how leaders react to feedback and how 360-degree feedback survey methods and executive coaching help leaders attain and apply self-insight to enhance their performance. In addition, this book considers challenges and opportunities for leadership development, including how leaders overcome career barriers and become continuous learners.

Understanding Behaviors for Effective Leadership

Abstract: PART I: BASIC LEADERSHIP CONCEPTS AND ISSUES CHAPTER 1 Leadership and Its Importance CHAPTER 2 Leadership Behavior and Processes CHAPTER 3 Contingency Models of Leadership PART II: CORE LEADERSHIP BEHAVIORS CHAPTER 4 Supportive Leadership Behavior CHAPTER 5 Directive Leadership Behavior CHAPTER 6 Participative Leadership Behavior CHAPTER 7 Leader Reward and Punishment Behaviors CHAPTER 8 Charismatic Leadership Behavior PART III: EMERGING LEADERSHIP BEHAVIORS CHAPTER 9 Boundary-Spanning and Team Leadership CHAPTER 10 Building Social Exchanges and Fairness CHAPTER 11 Followership PART IV: CURRENT LEADERSHIP ISSUES AND INTEGRATION CHAPTER 12 Leadership Ethics and Diversity CHAPTER 13 Leadership Development and Organizational Change CHAPTER 14 Integration and Conclusions

The renaissance of clinical leadership.

Abstract: The purpose of this work was to explore clinical nursing leadership. The research was based on a critical examination of the leadership themes derived from the nursing literature of the United Kingdom, the United States of America and Australia, between 1992 and 1997. The work was also influenced by the findings from semistructured interviews undertaken with five clinical leaders in nursing from the United Kingdom, and study tours to both the United States of America and Australia. The findings support a proposed leadership model as a basis for further exploration and as a framework for contemplating clinical leadership and leadership preparation. A model is presented that identifies factors which influence leadership styles, such as external environment, internal environment, experience and understanding. Four leadership styles are outlined: transactional, transformational, connective and renaissance. These leadership styles are linked to nursing care approaches. A second model provides a basis for considering power and its impact in the workplace. Based on these findings, the contents of a leadership preparation course are outlined.

Developing leadership in healthcare administration: a competency assessment tool.

Abstract: Despite the many graduate programs that specialize in health administration, healthcare leaders and practitioners have expressed concern about the quality of preparation of health administration graduates. The purpose of this study was to facilitate one part of an integrated approach to leadership development that spans academic and practitioner settings. The approach was to design a competency assessment tool for early careerists who have two to five years of postgraduate experience and who aspire to fill senior leadership positions in complex, provider-based healthcare organizations. Open-ended interviews with key informants and a comprehensive review of relevant literature were done to identify and categorize a set of competencies relevant to early careerists. Based on data from key informants, specific work experiences and academic courses were mapped to each competency, indicating where and how such competencies might be developed. A simple rating system was then added to assess each competency, which resulted in the completion of the tool. Finally, the tool was piloted in a practitioner setting at the Massachusetts General Hospital Administrative Fellowship Program and in an academic setting at the Yale University Health Management Program. The resulting tool includes 52 competencies categorized into four domains: (1) technical skills (operations, finance; information resources, human resources, and strategic planning/external affairs); (2) industry knowledge (clinical process and healthcare institutions); (3) analytic and conceptual reasoning; and (4) interpersonal and emotional intelligence. Early experience with the tool suggests that it can facilitate career planning among graduate students, early careerists, and their mentors. Further, the tool can help directors of both academic and practitioner programs identify strengths and gaps in their existing curricula or training programs. By offering specific competencies linked to work experiences and graduate courses, the tool is an initial step toward promoting collaborative efforts between academic and practitioner programs.

Leaders and values: a cross‐cultural study

Abstract: This paper examines the value orientations of executives and their linkages to leadership behaviors. The 181 executives in this study were randomly selected from the top 500 Australian companies. Value orientations of Australian executives compared with their Russian, Japanese, and Chinese counterparts reveal as many similarities as there are differences. In general, transformational leadership styles were most closely related to personal values orientations. The implications of the findings are discussed, and practical suggestions for leadership development and research are proposed.

Creating a Leadership Development Program: Nine Essential Tasks

Abstract: Empirical research supports common sense—leadership matters to an organization's effectiveness. Leadership skills can be learned; although learning on the job is too haphazard a way to ensure an or...

Leadership development in UK companies at the beginning of the twenty-first century: lessons for the NHS?

Abstract: States that the development of leadership in the NHS is currently high on the agenda of the Department of Health, the government and local health sector organisations. Reports the findings of a study of public and private sector organisations, exploring the development of their in‐house leadership skills. Outlines the findings in depth and discusses the implications for health organisations.

Development of junior faculty's self-efficacy: outcomes of a National Center of Leadership in Academic Medicine.

Abstract: Time as UCSD faculty Mean 3.7 years 2.7 years Range 1–7 years .5–7.5 years In 2000, several articles were published discussing the importance of academic medical centers’ addressing the attitudes and obstacles junior faculty have concerning their career progress and success. All agreed that formal mentoring programs, whether gender-based or work-environment–driven, would have positive effects on junior faculty’s performance, attracting and retaining those who have chosen academic medicine as their careers. In 1998, the Office of Women’s Health within the U.S. Department of Health and Human Services created four National Centers of Leadership in Academic Medicine (NCLAMs) to help faculty members of both sexes obtain mentors and thereby facilitate their career advancement. This study is the first in a series of reports of outcome data collected by the University of California, San Diego’s (UCSD’s) NCLAM in evaluating whether a formal mentoring process in an academic medical center has an impact on junior faculty’s selfefficacy, thereby leading to development of career competency. Mentoring has traditionally been viewed as a human resource strategy for enhanced leadership development, professional socialization, and competence in education and business training. Few studies have addressed the significance of formal mentoring in the development of professionals in the field of health care. Review of the literature showed that those studying the concept of mentoring have proven a strong correlation with the concept of self-efficacy. Self-efficacy is one’s personal belief or conviction in the ability to carry out a behavior that will produce a particular outcome, a sense of confidence that one can organize and complete a behavior competently. In other professional-education literature, self-efficacy has been seen as an important motivational construct. It influences both goal and goal attainment, an individual’s choice of activities and tasks, and his or her coping skills while engaged in those tasks. An effective mentorship program in academic medicine, therefore, should be able to facilitate the self-efficacy of the participant through encouragement, recognition of potential, role modeling, and promotion of opportunities. Self-efficacy is the mentoring outcome of information cognitively processed by a participant through performances needed to fit changing circumstances in his or her career.

Organizational Performance: The Future Focus of Leadership Development Programs:

Abstract: Executive Summary This article analyzes 54 studies on leadership development research from 1984 — 2000 and determines the extent to which the intended outcomes of those leadership development progr...

Blended learning working in a leadership development programme

Abstract: Blended learning is a concept that has emerged with the onset of e‐learning, or learning that is delivered across the Internet. This type of learning combines more traditional methods of teaching – such as instructor‐led classes held in a physical classroom – with Internet‐delivered content that is learner‐driven and self‐paced. This article looks briefly at the benefits of instructor‐led training and e‐learning, and describes the key elements of a learning organisation. It goes on to explain how e‐learning was effectively incorporated into a six‐month leadership development programme at a global organisation of 3,000 employees to enhance the instructor‐led content and overall programme results. Such results included an increased sense of teamwork and camaraderie, establishment of common concepts and language, and greater efficiency in “jump‐starting” group learning.

Sisters Mentoring Sisters: Africentric Leadership Development for Black Women in the Academy.

Abstract: The Sisters Mentoring Sisters (SISTERS) Project was designed to help Black women at a predominantly White Central Florida state university develop career plans and strategies for their personal growth and professional development. Focus group participants discussed topics such as the needs of Black women at all levels of the academy, strategies for developing their leadership abilities, and opportunities for their career advancement. Focus group data were used to plan group mentoring sessions that focused on empowering participants to obtain administrative and professional positions in higher education. Africentric concepts and principles provided a framework for didactic and experiential activities that emphasized three types of individual and organizational support: emotional, informational, and structural. Echoing the familiar African proverb, "It takes a village to raise a child," the Sisters Mentoring Sisters (SISTERS) Project is based on the philosophy that "It takes a village to sustain a Black woman." The SISTERS Project was designed to create a "village" of caring and supportive women of African descent with the skills, attitudes, and desire to mentor and be mentored by each other. Its threefold mission is: to foster challenging and rewarding experiences within an academic environment that is perceived by some as neglectful, antagonistic, and at times brutally threatening; to provide the SISTERS participants with a variety of effective techniques and strategies for nurturing one another; and to help these women address the realities of "glass ceiling" issues that often exist for women, particularly those women who are Black, in the academy.1 PROJECT CONTEXT The SISTERS Project was implemented in a large, predominantly White, metropolitan research university in Central Florida that serves approximately 34,000 students, 55% of whom are female and 7.5% of whom are of Black, non-Hispanic origin. Of approximately 3,000 full-time employees, 156 are Black women. Though Black women are employed at various levels throughout the university, the largest number (55) serve in clerical positions. In only a very few instances are more than one Black woman employed in the same unit, a situation that severely limits the amount of contact between and among Black women on the campus. One of the goals of the university's current administration is for the institution to become more inclusive and diverse. Central to achieving this goal are initiatives designed to enhance the recruitment, retention, and promotion of women, people of color, and members of other protected classes. In the past, opportunities for members of these targeted groups to engage in leadership development and mentoring activities at the institution typically were limited to a few Black female faculty and the small number of Black women in middle- and upper-management positions. Opportunities for Black women in career service positions to participate in such activities were essentially nonexistent. The SISTERS Project was conceived as a means of addressing this deficiency by providing all Black women employed by the university with a structured process for developing knowledge and skills that could potentially lead to their career advancement. The project was also implemented to help combat the feelings of isolation and alienation that kept Black women at the university physically divided and emotionally estranged. PROJECT FOCUS Leadership development for women is often intended to help women break through the so-called "glass ceiling"2 of invisible but formidable workplace barriers (Shaw, Champlin, Hartmann, & Spalter-Roth, 1993, p. 1). For women of African descent in the United States, however, the metaphorical ceiling blocking their career advancement may be more than mere glass-indeed, some have likened it more to concrete (Anderson, 1998). The SISTERS Project aims to help Black women in a collegiate setting penetrate and break through workplace barriers ranging from subtle racist attitudes and prejudices to blatant discriminatory practices. …

Leadership Development: A Review of Industry Best Practices

Abstract: : A review of leadership development best practices in for-profit organizations was conducted. Practices discussed in this report include formal development programs, 360-degree feedback, executive coaching, job assignments, mentoring, networks, reflection, action learning and outdoor challenges. Additionally, five organizations that are popularly recognized for their leadership development practices are highlighted in this report. Highlights include information regarding the organizational philosophy, values, and mission as well as information on how various leadership development practices are implemented and integrated. Best practice principles are drawn from this research and implications for their use within the U.S. Army are discussed.

Developing non-hierarchical leadership on campus : case studies and best practices in higher education

Abstract: Foreword by Alexander W. Astin Introduction Thinking about Non-Hierarchical Leadership Development An Interview with Helen S. Astin by Kathleen N. McMahon The Emergence of Inclusive, Process-Oriented Leadership by Shannon K. Faris and Charles L. Outcalt A Multiple-Level Approach for Understanding the Nature of Leadership Studies by Francis J. Yammarino and Fred Dansereau Developing Social Change Agents: Leadership Development for the 1990s and Beyond by Maguerite Bonous-Hammarth New Ways of Leading in a Networked World by Cynthia Cherrey and Kathleen Allen Using Postmodern Feminism to Reconceptualize "Citizenship" and "Community" by Lori E. Varlotta Putting Theory into Action: Successful Campus Programs Developing an Interdisciplinary Doctoral Program in Leadership Studies by Mark T. Green, Ph.D., Jacquelyn Alexander, Ph.D. and Ray Boryczka, M.A. Miami's Leadership Commitment by Dennis C. Roberts Spheres of Confluence: Non-Hierarchical Leadership in Action by David C. Robertson and Bryan J. Lubic The Peer-to-Peer Context by Sunshine B. Martin Common Cause: Different Routes by Cynthia Cherrey, Judi Biggs Garbuio and Rachel Isgar Learning and Leading: A Class Project Provides Context by Nancy Huber Service, Spirituality, and Social Change by Diane Bischetti Designing Experimental Training Sessions for the Social Change Model of Leadership Development by Emily A. Langdon and Nancy B. Mathias Emerging Leaders: Leadership Development from a Community College Perspective by Heather Anderson, Paul Dale, James Rubin, Cindy Shoenhair, and Shelle Witten Non-Hierarchical Leadership in Action: Creating Change on our College Campus by Tammera J. Klumpyan and Emily A. Langdon Overcoming Resistance to Change in Higher Education by May Liscinsky, Christopher S. Chambers, and Christopher R. Foley The Advent of Leadership Development in the UCLA International Student Orientation Program by Mariana Zavala-Corzo The Complex Intersections of Leadership and Identity Intercultural Leadership: A Program Model for Students in Higher Education by Daniel C. Adams and Patricia M. Aqui Transforming Communities: Students Dialoguing across Racial and Ethnic Boundaries by Wayne R. Millette and Roger Fischer The Lavender Leader: An Inqueery into Lesbian, Gay, Bisexual, and Transgender Student Leadership by Ronni Sanlo How We Define and Measure Success: Assessing Leadership Development Developing Citizenship through Assessment: A Participatory Model for Guiding Learning and Leadership by Christine M. Cress Assessing Non-Hierarchical Leadership by Tracy M. Tyree

The Reflecting Glass: Professional Coaching for Leadership Development

Abstract: Introduction PART I: THE EMERGING DISCIPLINE OF PROFESSIONAL DEVELOPMENT COACHING Development Coaching Defined The Supply and Demand Factors PART II: A FRAMEWORK FOR PROFESSIONAL COACHING FOR LEADERSHIP DEVELOPMENT Development Coaching: A Model Case Studies The Process of Professional Development Coaching The Required Competencies PART III: KEY ISSUES WITHIN PROFESSIONAL COACHING FOR LEADERSHIP DEVELOPMENT Evaluating Development Coaching Ethics and Standards in Coaching Training for Development Coaches PART IV: EMERGING TRENDS FOR PROFESSIONAL COACHING FOR LEADERSHIP DEVELOPMENT The Evolving Marketplace for Development Coaching The Internationalisation of Coaching PART V: THE FUTURE FOR PROFESSIONAL COACHING FOR LEADERSHIP DEVELOPMENT A Vision for Development Coaching The Organisational Sponsor's Perspective: Development Coaching in the BBC Development Coaching in a Consulting Context An Assessment of Professional Coaching for Leadership Development Appendices

Diversity and Leadership: The Color of Leadership

Abstract: The author focuses on racial/ethnic diversity and the role leadership plays for emerging library leaders of color. The article covers the need for minority library leadership and the differences between white and minority leadership. Additionally, the author provides her five leadership categories followed by ten leadership realities of which readers should be aware.

Charting Ourselves: Leadership Development with Black Professional Women

Abstract: and groups in a healthy and catalytic fashion has everything to do with how they themselves are first willing to create and gain access to support vehicles that seed self-revelation and promote their own knowledge of self in relation to others. An ongoing commitment to developing the self is paramount to the establishment of an identity that is centered and grounded. The use of same raced, gendered, dyadic relationships, sister circles, therapeutic interventions, and mentoring relationships is a first step. This process is the precursor to obtaining analogs to optimize self-definition and relational positioning. Attending to such personal housekeeping allows for the dissolution of toxic interactions derived from stereotypes, negative interjections, destructive projections, character assaults, delimitations of opportunity, an absence of reciprocity, silencing, or relegation to a dominant-culture-defined placement. In short, it is the processing of raced-gendered and class-related interactions that serves as the nexus to both personal liberation and the capacity to teach others the process of uplift. Over the last fifteen years we have hosted fifteen bonding retreats for African American professional women. Our collaborative blend is rooted in being African American women. Toni C. King is an African American associate professor of Black Women's Studies at Denison University who holds a joint appointment in Black Studies and Women's Studies. S. Alease Ferguson is an African American therapist and consultant who has extensive experience in organizational and community development. Each of us has attained licensure for clinical practice. In addition, we both hold Ph.D.s in organizational behavior and we began collaborating as professionals more than a decade ago while attending the same doctoral program. The field of organizational behavior is an interdisciplinary one, drawing from psychology, sociology, anthropology, philosophy, and management science. While our counseling backgrounds have provided us with paradigms to understand individual development across the life span,

Developing Library Leaders for the 21st Century

Abstract: The transformation in library and information services demands intrepid leadership Within the profession, we see excitement for boundless possibilities, mingled with apprehension about which directions to pursue There is enthusiasm for implementing new systems, residing uncomfortably close to nostalgia for the old days The library leaders we serve are eager to test their competence in managing these diverse reactions within themselves and their staff, while occasionally having their own fears about being up to the task This article presents our rationale for focusing on library leadership at this point in time, core beliefs guiding our approach to leadership development, leadership traits we try to develop in training and consulting, and the conceptual framework we use to design training experiences We also include strategies administrators can use to develop leadership within their libraries

Changing a Culture: Evaluation of a Leadership Development Program at Mellon Financial Services

Abstract: The purpose of this study was to evaluate the effectiveness of an internally developed and delivered Leadership Development program conducted at Mellon Financial Services. The 9-month program integrated action learning/action science strategies into 13 modules. Program effectiveness was measured using instruments and statistics that already existed in the organisation—employee satisfaction surveys, annual employee turnover statistics, and regional scorecard results. In addition, the training participants completed midpoint and end-of-training feedback forms. Results of the evaluation showed that the impact of the training transferred to the participants’ job performance through increased job satisfaction, decreased turnover, and improved scorecard statistics.

Going behond twentieth century leadership: a CEO develops his company’s global competitiveness

Abstract: Makes the case that companies intending to become globally competitive must recruit and develop the most talented people, men and women. Describes the experience of one company in developing women for global leadership positions. Shows how this initiative integrated organizational development, team and network building and individual leadership development.

Putting Something in the Middle: An Approach to Dialogue

Abstract: © 2001 by the Society for Organizational Learning and the Massachusetts Institute of Technology. Conversation is conducted atop layers of meaning. How we understand each other depends quite a bit on what’s underneath the conversation because the basis of what we hear and say lies in inferences, assumptions, values, feelings, and information. For example, people talking about trends in the financial markets need to have some basic understanding in common for the conversation to go anywhere. Often, that shared understanding is adequate. But if the topic is saving for retirement and the conversation is between two people, one of whom is financial adviser to the other, then something close to dialogue needs to occur. That is, the parties in the conversation need to deliberately dig down into the layers of meaning and mutually examine things like personal values, assumptions about the future, and income data. The process of digging includes the possibility that substratum meanings will be discovered or clarified in the course of the dialogue, and that something new might be created (for example, new career goals). Obviously, in this example, the technical methods of the financial adviser will help guide the conversation, but the danger in not having a dialogue is that actions will be based on fundamental misunderstandings or that a narrow set of options will be entertained. Dialogue at its best is a way of creating profound levels of shared meaning in a group so that the wisest courses of action can emerge. We view dialogue as a desirable component of leadership, especially in the face of adaptive challenges within our increasingly networked society (Heifetz, 1994). In shaping practice to needs, as sponsored by the Center for Creative Leadership, we have taken guidance from the work of David Bohm (1990), William Isaacs and Peter Senge (1994), Chris Argyris (1993), and Nancy Dixon (1996). Along with our colleagues and clients, we have experienced great rewards in taking part in dialogue in organizations, typically in service of leadership development initiatives. Yet we have found (and these authors acknowledge) that learning dialogue and practicing it effectively can be difficult. In this article, we discuss some of the reasons for this and offer an approach that we have begun to test that addresses some of the difficulties. We call this mediated dialogue. A critical aspect of dialogue is what Bohm calls suspending assumptions: “You literally suspend them in front of the group so that the entire team can understand them collectively” (Isaacs, 1994: p. 378). The term assumptions is to be taken in its broad sense as the underlying basis for what one thinks and feels—the layers of meaning underneath the conversation. For example, Chris Argyris describes these layers as a sequence, a chain of reasoning toward increasing abstraction, which he calls the ladder of inference. The ladder starts at the bottom rung with data and objective events, then on the next higher rung is selected particulars from such data, followed by ascribed meaning, more generalized assumptions, conclusions, and finally adopted beliefs. According to William Isaacs, suspending assumptions consists of three roughly sequential activities. The first he calls surfacing, or becoming aware of one’s assumptions. Another is display, lifting assumptions in front of the group, so all, including the holder, can perceive them. Inquiry is the shared exploration and reconstruction of the accumulated knowledge held in the middle of the group. Charles J. Palus Research Scientist Center for Creative Leadership palusc@leaders.ccl.org

A conceptual model for leadership development.

Abstract: Collaboration among schools of public health and national, state, and local health agencies has resulted in creation of comprehensive public health workforce education and training initiatives that offer integrated, sequential, and accessible professional development programs, including a nation-wide network of public health leadership institutes. A conceptual model for leadership development is presented. It contains seven elements considered critical for design of leadership programs in public health: capacity/competence needs; program target; area served; program content; training level; learning approach; and implementation methods. This model can be used to design leadership as well as public health workforce education and training programs.

Recruit, retain and lead: the public library workforce study

Abstract: The data from the research suggest that an effective workforce does not depend on any one factor in isolation. People are attracted to the public library service because the work is seen as having a public service ethos and providing opportunities to work with the public and communities. However the overall picture is that the negative image of the profession has some basis in reality. The research confirmed the view that there is a link between retention and training, and that success in retaining high quality staff derives from a combination of the qualities of the job itself, and a structured approach to training. The development of staff will not be achieved without the development of managers at every level. Issues of succession planning and career leadership development were seen as particularly important areas but relatively few authorities have begun to address these matters. The indications are that the public library service may not only have to identify and cultivate its future leaders but may also need to modify the organisational culture in which they operate. Individual librarians, individual library services, academic institutions and library authorities need to look beyond what is sufficient for their own organizations, and consider what is necessary for the profession and its users as a whole. In reviewing, and reflecting on the data, the research team makes a number of recommendations. This is not a simple list of skills and aptitudes. Rather their suggestions are concerned with what is required if the public library service is to recruit and retain people with the necessary potential, skills and abilities to lead the profession in the twenty-first century.

People, Competencies and Performance: Clarifying Means and Ends

Abstract: The core problem of every organization is performance. Strategic planning, quality, culture and people are the most persistent themes in the drive to enhance employee performance. The best way to align individual behavior with corporate interests is derived through competencies, the peoplebased tool with the greatest versatility and explanatory power. Performance is defined by measurement and shaped by the promise of rewards. Values, purpose, goals, rewards, competencies and leadership development all are individual parts of the performance system. At minimum, performance systems must address purpose and direction, goals, leadership behavior, assessment and measurement and rewards. This article illustrates the difference between two approaches: focus on performance and showcase competencies.

Integrity capacity as a strategic asset in achieving organizational excellence

Abstract: The authors propose that international organizational leaders can and should be held accountable for enhancing the intangible strategic asset of integrity capacity in order to advance global organisational excellence. After defining integrity capacity and framing it as part of a strategic resource model of sustainable global competitive advantage, the stakeholder costs of integrity capacity neglect are delineated. To address this neglect issue, the authors link the four dimensions of integrity capacity (process, judgment, development and system dimensions) with leadership development challenges, and recommend four management practices to better prepare leaders to be accountable for enhancing integrity capacity as a strategic organizational asset.