Showing papers on "Leadership development published in 2007"

Discovering your authentic leadership.

Abstract: The ongoing problems in business leadership over the past five years have underscored the need for a new kind of leader in the twenty-first century: the authentic leader. Author Bill George, a Harvard Business School professor and the former chairman and CEO of Medtronic, and his colleagues, conducted the largest leadership development study ever undertaken. They interviewed 125 business leaders from different racial, religious, national, and socioeconomic backgrounds to understand how leaders become and remain authentic. Their interviews showed that you do not have to be born with any particular characteristics or traits to lead. You also do not have to be at the top of your organization. Anyone can learn to be an authentic leader. The journey begins with leaders understanding their life stories. Authentic leaders frame their stories in ways that allow them to see themselves not as passive observers but as individuals who learn from their experiences. These leaders make time to examine their experiences and to reflect on them, and in doing so they grow as individuals and as leaders. Authentic leaders also work hard at developing self-awareness through persistent and often courageous self-exploration. Denial can be the greatest hurdle that leaders face in becoming self-aware, but authentic leaders ask for, and listen to, honest feedback. They also use formal and informal support networks to help them stay grounded and lead integrated lives. The authors argue that achieving business results over a sustained period of time is the ultimate mark of authentic leadership. It may be possible to drive short-term outcomes without being authentic, but authentic leadership is the only way to create long-term results.

Integrating leadership development and succession planning best practices

Abstract: Purpose – Organizations often fail to utilize managerial personnel effectively for leadership development and succession planning systems, and many execute these critical practices through separate human resource functions that shift the responsibility for leadership development away from line managers The purpose of this article is to present a best practices model for optimal development of the leadership pipeline and a series of practical recommendations for organizationsDesign/methodology/approach – A group of 30 CEOs and human resource executives across 15 best practice organizations were asked via semi‐structured interviews to describe the content and delivery of their respective organizations' leadership development and succession planning practicesFindings – Analysis of interview data indicated that best practice organizations effectively integrate leadership development and succession planning systems by fully utilizing managerial personnel in developing the organization's mentor network, iden

Managerial Leadership for Nurses' Use of Research Evidence: An Integrative Review of the Literature

Abstract: Background Integration of research evidence into clinical nursing practice is essential for the delivery of high-quality nursing care. Leadership behaviours of nurse managers and administrators have been identified as important to support research use and evidence-based practice. Yet minimal evidence exists indicating what constitutes effective nursing leadership for this purpose, or what kinds of interventions help leaders to successfully influence research-based care. Aims (1) To describe leadership activities of nurse managers that influence nurses' use of research evidence; and (2) to identify interventions aimed at supporting nurse managers to influence research use in clinical nursing practice. Methods A search of electronic databases was conducted for studies on behaviours or activities of nurse managers/administrators and the use of research evidence by nurses. Sifting, screening, and quality assessments were done by two reviewers. Results were synthesized by study type (quantitative and qualitative) and reported. Results Twelve studies met inclusion criteria (eight quantitative, four qualitative). Three activities were found in quantitative studies that influenced nurses' use of research: managerial support, policy revisions, and auditing. Qualitative studies showed organizational issues as barriers to managers' abilities to affect research use, while role modeling and valuing research facilitated research use. Four studies, one of which was experimental, included an intervention to support managers, but all had insufficient information about leadership development. Conclusions To date, important descriptive work highlights the strategic role managers have in research transfer. Both facilitative and regulatory activities appear to be necessary for managers to influence research use. These findings have important implications for evolving theoretical models describing factors that affect the process of research utilization. It is time to move the science forward and test a hypothesis linking leadership to outcomes. Qualitative methods are essential for understanding the process of leadership for research transfer.

How leaders create and use networks.

Abstract: Most people acknowledge that networking-creating a fabric of personal contacts to provide support, feedback, insight, and resources--is an essential activity for an ambitious manager. Indeed, it's a requirement even for those focused simply on doing their current jobs well. For some, this is a distasteful reality. Working through networks, they believe,means relying on "who you know" rather than "what you know"--a hypocritical, possibly unethical, way to get things done. But even people who understand that networking is a legitimate and necessary part of their jobs can be discouraged by the payoff--because they are doing it in too limited a fashion. On the basis of a close study of 30 emerging leaders, the authors outline three distinct forms of networking. Operational networking is geared toward doing one's assigned tasks more effectively. It involves cultivating stronger relationships with colleagues whose membership in the network is clear; their roles define them as stakeholders. Personal networking engages kindred spirits from outside an organization in an individual's efforts to learn and find opportunities for personal advancement. Strategic networking puts the tools of networking in the service of business goals. At this level, a manager creates the kind of network that will help uncover and capitalize on new opportunities for the company. The ability to move to this level of networking turns out to be a key test of leadership. Companies often recognize that networks are valuable, andthey create explicit programs to support them. But typically these programs facilitate only operational networking. Likewise, industry associations provide formal contexts for personal networking. The unfortunate effect is to give managers the impression that they know how to network and are doing so sufficiently. A sidebar notes the implication for companies' leadership development initiatives: that teaching strategic networking skills will serve their aspiring leaders and their business goals well.

Developmental and genetic determinants of leadership role occupancy among women.

Abstract: The genetic and developmental influences on leadership role occupancy were investigated using a sample of 178 fraternal and 214 identical female twins. Two general developmental factors were identified, one involving formal work experiences and the other a family experiences factor hypothesized to influence whether women move into positions of leadership in organizations. Results indicated that 32% of the variance in leadership role occupancy was associated with heritability. The 2 developmental factors also showed significant correlations with leadership role occupancy. However, after genetic factors were partialed out, only the work experience factor was significantly related to leadership role occupancy. Results are discussed in terms of prior life events and experiences that may trigger leadership development and the limitations of this study.

Leadership development: learning from best practices

Abstract: Purpose – The main purpose of this paper is to conduct a systematic review of the literature on best practices and propose a series of steps or practices that practitioners can use in developing and assessing their leadership development strategies and programs.Design/methodology/approach – This is a review paper. An extensive literature review was conducted (by searching texts and business databases, such as ABIInform/Proquest, for “leadership development best practices”). Once an organization was identified, several criteria were used to decide whether it would be included in this study: independent analysts classified the practice as “best” in the leadership development area; leaders were “made” through integrated, multi‐mode programs that included top management support, systematic training, etc.Findings – Six key factors were found to be vital for effective leadership development: a thorough needs assessment, the selection of a suitable audience, the design of an appropriate infrastructure to support...

Leadership development training transfer: a case study of post‐training determinants

Abstract: Purpose – The purpose of this paper is to understand what contributes to transfer of soft‐skill, leadership training.Design/methodology/approach – The paper presents a literature review resulted in five broad factors that may influence transfer of leadership training. These were used to guide a qualitative, exploratory study. Interviews were conducted with 18 participants of an extensive, soft skill oriented leadership development program, along with peer observers. Where possible, quantitative analyses are used to test and confirm qualitative findings.Findings – The results showed substantial transfer of training and suggest that actual utilization of newly learned skills is influenced differently than judgments about the value of the training. The greatest inhibitor to transfer appeared to be fear of breaking cultural norms and the most important remedy, the number of other managers who receive the training. In particular, having one's boss take the same training was strongly associated with post‐traini...

Relationships between leadership style and vision content: The moderating role of need for social approval, self-monitoring, and need for social power

Abstract: This study examines the relationship between leaders' personal attributes, leadership style and vision content. One hundred eighty three corporate managers from six industries, who completed a 14-week leadership development course, provided self-reports of their need for social approval, self-monitoring, and need for social power by the second week of the course. Eight hundred and nine subordinates provided ratings of their manager's leadership style by the third week of the course. Upon completion of the course, the managers wrote vision statements which were coded using Berson, Shamir, Avolio, & Popper's [Berson, Y., Shamir, B., Avolio, B. J., & Popper, M. (2001). The relationship between vision strength, leadership style, and content. The Leadership Quarterly, 12, 53–73] vision theme categories. Charismatic leadership was most positively associated with inspirational vision themes, whereas contingent reward leadership was most positively associated with instrumental vision themes. Leaders' need for social approval, self-monitoring, and need for social power moderated these relationships.

A strategic contingency approach to expatriate assignment management

Abstract: This exploratory study examines how expatriate management practices differ with respect to three international management strategies (local, centralised or global) in 27 mature multinational corporations. In particular, this study examines the categories of expatriate assignments, the strategic integration of expatriate assignments into leadership development and the types of human resource practices that firms utilise to manage expatriates. Results indicate that organisations differentially assign expatriates based on the firm's respective international management strategy. Firms with a global management strategy made greater use of developmental expatriates, had a greater number of senior managers with expatriate experience and had a stronger focus on leadership development through expatriation. Firms did not differ with respect to their use of expatriate management practices based on their international management strategy.

Leading and managing continuing professional development

Abstract: Introduction PART ONE: PROFESSIONAL DEVELOPMENT FOR SCHOOL IMPROVEMENT Learning People - Learning Schools Leading and Managing CPD Identifying Training and Development Needs Meeting CPD Needs Monitoring and Evaluation: The Impact of CPD Collaboration and Enquiry: Sharing Practice PART TWO: LEADING AND MANAGING THE CPD OF SPECIFIC GROUPS Support Staff Initial Teacher Training Newly Qualified Teachers and Their Induction Supply and Overseas-Trained Teachers Early Professional Development Emergent Leaders and Middle Managers Leadership Development for Heads and Deputies Governors' Training and Development

The Handbook of Leadership Development Evaluation.

Abstract: Foreword by Laura C. Leviton. Preface. Acknowledgments. The Authors. Introduction (Jennifer W. Martineau, Kelly M. Hannum, and Claire Reinelt). PART ONE: DESIGNING LEADERSHIP DEVELOPMENT EVALUATION. 1 Experimental and Quasi-Experimental Evaluations (S. Bartholomew Craig and Kelly M. Hannum). 2 Leading with Theory: Using a Theory of Change Approach for Leadership Development Evaluations (Manuel Gutierrez and Tania Tasse). 3 EvaluLEAD: An Open-Systems Perspective on Evaluating Leadership Development (John T. Grove, Barry M. Kibel, and Taylor Haas). 4 Making Evaluation Work for the Greater Good: Supporting Provocative Possibility and Responsive Praxis in Leadership Development (Hazel Symonette). 5 Measuring Return on Investment in Leadership Development (Jack J. Phillips and Patti Phillips). PART TWO: LEADERSHIP DEVELOPMENT EVALUATION IN CONTEXT. 6 Building Leadership Development, Social Justice, and Social Change in Evaluation Through a Pipeline Program (Prisca M. Collins and Rodney K. Hopson). 7 From the Inside Out: Evaluating Personal Transformation Leadership Efforts (Sally Leiderman). 8 Evaluating Leadership Development and Organizational Performance (Nancy Vollmer LeMay and Alison Ellis). 9 The Importance of Local Context in Leadership Development and Evaluation (Larry Peters and John Baum). 10 Evaluating Community Leadership Programs (Teresa R. Behrens and Maenette K. P. Benham). 11 Evaluating Leadership as a Strategy to Transform Complex Systems (Kimberly Jinnett and Todd Kern). 12 Evaluating Leadership Development for Social Change (Kim Ammann Howard and Claire Reinelt). 13 Evaluating Youth Leadership Development Through Civic Activism (Hanh Cao Yu, Heather K. Lewis-Charp, and Michelle Alberti Gambone). 14 Evaluating Leadership Efforts for Neighborhood Transformation (Nilofer Ahsan). PART THREE: INCREASING IMPACT THROUGH EVALUATION USE. 15 Strategic Uses of Evaluation (E. Jane Davidson and Jennifer W. Martineau). 16 Evaluation for Planning and Improving Leadership Development Programs: A Framework Based on the Baldrige Education Criteria for Performance Excellence (Karl E. Umble). 17 Communication in Evaluation: A Systems Approach (Darlene F. Russ-Eft). 18 Accelerating Learning About Leadership Development: A Learning Community Approach (Deborah Meehan and Claire Reinelt). 19 Continuous Learning (Rosalie T. Torres). Afterword: Future Directions for Leadership Development Evaluation (Kelly M. Hannum, Jennifer W. Martineau, and Claire Reinelt). Name Index. Subject Index. About the Center for Creative Leadership.

Multisource feedback: Lessons learned and implications for practice

Abstract: Organizations around the world are using multisource, or 360-degree, feed-back. Although many HR practitioners embrace it as an important mecha-nism for leadership development, organizations must attend to and address several issues in order to maximize the utility of multisource feedback (MSF). We discuss current research findings and highlight issues for managers to consider both before starting a multisource feedback process and after the feedback is given, plus we review potential outcomes of the process. We also describe lessons learned from an intensive three-year investigation of an MSF implementation in two organizations. © 2007 Wiley Periodicals, Inc.

Service Learning: Bringing Real-World Education Into the B-School Classroom

Abstract: Service-learning pedagogy that supports community involvement values and promotes leadership development offers more effectiveness and efficiency for management educators interested in incorporating real-world learning into their courses than traditional internships and cooperative education (P. C. Godfrey & E. T. Grasso, 2000). In this article, the authors argue for service learning as means of integrating real-world learning into curricula. They describe 2 longitudinal examples in an economics course and a management course from 2001 to 2004. Beyond qualitative data from student reflective journals, essays, and anonymous comments, the authors present quantitative evidence of significant differences that support arguments in favor of service learning.

Building a leadership brand.

Abstract: How do some firms produce a pipeline of consistently excellent managers? Instead of concentrating merely on strengthening the skills of individuals, these companies focus on building a broad organizational leadership capability. It's what Ulrich and Smallwood--cofounders of the RBL Group, a leadership development consultancy--call a leadership brand. Organizations with leadership brands take an "outside-in" approach to executive development. They begin with a clear statement of what they want to be known for by customers and then link it with a required set of management skills. The Lexus division of Toyota, for instance, translates its tagline--"The pursuit of perfection"--into an expectation that its leaders excel at managing quality processes. The slogan of Bon Secours Health System is "Good help to those in need." It demands that its managers balance business skills with compassion and caring. The outside-in approach helps firms build a reputation for high-quality leaders whom customers trust to deliver on the company's promises. In examining 150 companies with strong leadership capabilities, the authors found that the organizations follow five strategies. First, make sure managers master the basics of leadership--for example, setting strategy and grooming talent. Second, ensure that leaders internalize customers' high expectations. Third, incorporate customer feedback into evaluations of executives. Fourth, invest in programs that help managers hone the right skills, by tapping customers to participate in such programs. Finally, track the success of efforts to build leadership bench strength over the long-term. The result is outstanding management that persists even when individual executives leave. In fact, companies with the strongest leadership brands often become "leader feeders"--firms that regularly graduate leaders who go on to head other companies.

Leadership Development: An Examination of Individual and Programmatic Growth

Abstract: This study focuses on two girls' experiences in one youth leadership organization during a period of 3 years. Relying on an embedded case study design, the authors examine the links between leaders...

The Organizational Story as Leadership

Abstract: Leaders are often noted for providing a compelling vision that inspires followers to act to fulfill the vision, often by telling stories. Here, we begin a separation of the notion of `leader as person' from the notion of leadership as the discourse that represents such a vision. We transcend the notion that leaders tell stories, to the proposition that stories themselves operate like leaders. We suggest that people follow the story as much as they follow the storyteller or author, hence the story becomes the leader. In discussing the characteristics that stories share with leadership, we generate two propositions. First, within the context of organizational development, leadership development can move from `people' development to the development of the narratives that resonate within organizations. Second, we decouple leader as person or position, from leadership as process in order to illustrate stories as leaders. We conclude with specific messages that individuals can take away.

Mentoring for experienced school principals: professional learning in a safe place

Abstract: Mentoring has become increasingly popular during recent years and particularly so in the provision of leadership development, including the mentoring of school principals. In New Zealand, many of these mentoring programmes are developed and funded by central government and are mostly designed to meet the needs of those in their initial years of principalship. Mentoring for experienced principals has not typically been resourced in this manner and tends to be less prevalent and more ad hoc in nature. This article reports on an evaluation of one peer‐mentoring group of experienced primary (elementary) school principals in Auckland, New Zealand. While the principals identified a number of components of the mentoring process as being valuable, issues related to status, learning and safety were particularly highlighted. The results informed the development of a model of peer mentoring processes for experienced principals based on the notion of communities of practice.

Cases in Leadership

Abstract: Preface Acknowledgments 1. Leadership: What Is It? Food Terminal (A) Dickinson College: Inspiration for a Leadership Story (In the Vision of a Founding Father) Great Leadership is Good Leadership 2. Leadership Trait Approach LG Group: Developing Tomorrow's Global Leaders Vista-Sci Healthcare, Inc. The Character of Leadership 3. Leadership Skills Approach Coaching for Exceptional Performance Workshop Consulting for George Lancia Train Dogs, Develop Leaders 4 . Leader Style Approach Technosoft Russia Consultancy Development Organization Navigating Through Leadership Transitions: Making It Past The Twists and Turns 5. The Situational Approach to Leadership Brookfield Properties: Crisis Leadership Following September 11, 2001 Elite, Inc. (A) Making Difficult Decisions in Turbulent Times 6. The Contingency Theory of Leadership A Difficult Hiring Decision at Central Bank Christina Gold Leading Change at Western Union What Engages Employees the Most, or The Ten Cs Of Employee Engagement 7. The Path-Goal Theory of Leadership General Electric: From Jack Welch to Jeffrey Immelt Blinds to Go: Staffing a Retail Expansion Learning Goals or Performance Goals: Is it the Journey or the Destination? 8. The Leader-Member Exchange Theory of Leadership Carnegie Industrial: The Leadership Development Centre Moez Kassam: Consulting Intern On Leadership: Leadership and Loyalty 9. Transformational Leadership Mayor Rudolph Guiliani, Knight of the British Empire Spar Applied Systems: Anna's Challenge Drucker's Challenge: Communication and the Emotional Glass Ceiling 10. Authentic Leadership Goedehoop: When Social Issues Become Strategic Compelling Visions: Content, Context, Credibility and Collaboration 11. Team Leadership The 1996 Everest Tragedy Chuck Mackinnon X-Teams: New Ways of Leading In a New World 12. Strategic Leadership Strategic Leadership at Coca-Cola: The Real Thing Compassion Canada You're an Entrepreneur: But do You Exercise Strategic Leadership? 13. Women and Leadership Anita Jairam at Metropole Services Marimekko Leveraging Diversity to Maximum Advantage: The Business Case for Appointing More Women to Boards 14. Culture and Leadership Intel in China Grupo Financiero Inverlat Global Fatalities: When International Executives Derail 15. Ethical Leadership Lee and Li, Attorneys at Law, and the Embezzlement of NT$3 Billion by Eddie Liu (A) Pembina Pipeline Corporation Principled Leadership: Taking the Hard Right About the Editors

Student Leadership: Necessary Research:

Abstract: Interest in student leadership or leadership by young people has always existed in school and community settings and while there are many programs devoted to leadership development and training, we believe that there is a need for focused research into what young people conceive leadership to be and in what circumstances they would see it being important. This article is speculative in nature. We ask and discuss questions about why there seems to be an upsurge in interest in student leadership and what some of the available literature is saying about student leadership before putting forward suggestions for the kind of research we feel is necessary if our understanding of student leadership, particularly in secondary schools, is to be enhanced.

Effects of Structured Self-reflection on the Development of Authentic Leadership Practices among Queensland Primary School Principals:

Abstract: This article reports on research that explored the concept of authentic leadership with seven principals of Catholic primary schools in Brisbane, Australia. Recent developments in leadership theory have promoted the concept of authentic leadership for addressing the leadership demands associated with our seemingly ever-changing and unpredictable, if not chaotic, world. In particular, authentic leaders are said to act in accordance with their personal values and convictions thereby building essential credibility, respect and trust. This suggests that the development of authentic leadership is contingent upon the leader having explicit knowledge of their values so that they can readily act in accordance with these values. Hence, this research sought to determine whether or not it is possible to develop authentic leadership practices by increasing the leader's explicit knowledge of their personal values. A deeply structured process of self-reflection was used as the means for increasing this explicit self-kn...