Showing papers on "Leadership development published in 2008"

Direction, alignment, commitment: Toward a more integrative ontology of leadership

Abstract: This article argues that the current, widely accepted leadership ontology — leaders, followers, and shared goals — is becoming less useful for understanding leadership in contexts that are increasingly peer-like and collaborative. The further development of leadership theory calls for a corresponding development at the level of leadership ontology. Thus, an alternative leadership ontology is proposed: direction, alignment, and commitment. A theoretical framework based on such an ontology is sketched out. It is argued that such a framework can integrate emerging leadership research and ultimately stimulate the development of new leadership theory and practice.

An Integrative Approach to Leader Development: Connecting Adult Development, Identity, and Expertise

Abstract: Part 1. Overview and Purpose. 1. Introduction. Part 2. Perspectives from Adult Development Literature. 2. Accelerating Leader Development. 3. Leader Development as Adult Development. 4. Understanding Personal Trajectories of Development. Part 3. Fundamental Aspects of Adult Development. 5. Identity Development. 6. Moral Development. 7. Epistemic Cognition, Reflective Judgment, and Critical Reasoning. Part 4. Learning-based Approaches to Leadership. 8. Mental Models: Leadership as a Set of Cognitive Frames. 9. Expertise - Leadership as a Set of Skills. 10. Leader Development Through Learning from Experience. 11. Leadership Development and Teams. Part 5. Integrative Theory of Leader Development. 12. General Overview of Developing the Expert Leader. 13. Identity Processes in Leader Development. 14. Adult Development Processes in Leader Development. Part 6. Future Directions. 15. Research Needs and Practical Implications. References. Appendix A: Glossary of Terms. Appendix B: Measurement Tools.

The emotional and social intelligences of effective leadership: An emotional and social skill approach

Abstract: Purpose – The purpose of this paper is to describe a framework for conceptualizing the role of emotional and social skills in effective leadership and management and provides preliminary suggestions for research and for the development of leader emotional and social skills.Design/methodology/approach – The paper generalizes a dyadic communications framework in order to describe the process of emotional and social exchanges between leaders and their followers.Findings – The paper shows how emotional skills and complementary social skills are essential for effective leadership through a literature review and discussion of ongoing research and a research agenda.Practical implications – Suggestions for the measurement and development of emotional and social skills for leaders and managers are offered.Originality/value – The work provides a framework for emotional and social skills in order to illustrate their role in leadership and their relationship to emotional and social intelligences. It outlines a resear...

Leadership and Management Development in Education

Abstract: Leadership is critical to educational development and specific preparation is vital if leaders are to maximise their effectiveness. In this major new text, Tony Bush draws on his extensive international experience and research to examine the case for leadership development and assess the different modes of preparation used in Europe, including the U.K., North America, Asia Pacific, Australia, New Zealand and Africa. He also examines research on how leadership impacts on school and student outcomes and considers future directions for leadership and management development in education. This text is essential reading for students of educational leadership and management as well as for policy-makers, headteachers and principals.

Evaluating leadership coaching: A review and integrated framework

Abstract: Leadership coaching reflects an evolving dynamic between the client and coach that is qualitatively different from most approaches to leadership development and therefore holds particular challenges for evaluation. Based on reviews of academic and practitioner literatures, this paper presents an integrated framework of coaching evaluation that includes formative evaluations of the client, coach, client–coach relationship, and coaching process, as well as summative evaluations based on coaching outcomes. The paper also includes a quantitative synthesis examining evaluation methodologies in 49 leadership coaching studies. The results revealed that self-reported changes in clients' leadership behaviors are the most frequently assessed coaching outcome, followed by clients' perceptions of the effectiveness of coaching. Recommendations to advance coaching evaluation research include the creation of collaborative partnerships between the evaluation stakeholders (client, coach, client's organization, and coaching organization) to facilitate systematic formative evaluations, the collection of multi-source and multi-level data, and the inclusion of distal outcomes in evaluation plans.

International handbook on the preparation and development of school leaders

Abstract: The Handbook focuses on global scholarship on educational leadership preparation and development at the primary and secondary education levels. This includes empirical studies, conceptual analyses, and critical interpretations of trends, challenges, and opportunities across the globe in the field of educational leadership development. The purpose is to provide an extensive review of the state of the art of leadership development in the primary and secondary educational contexts drawing on the work of leading scholars. The Handbook provides both a critical description of the current debates and issues in this area and an assessment of where the discipline of leadership development is headed. An international perspective is highly informative to the field given the global awareness of the importance of leadership in education and the increasing globalization of education in which borrowing of leadership development strategies and perspectives across national and regional borders is occurring. The handbook includes authors from a variety of national, cultural, and ideological perspectives to describe these issues and trends in educational leadership development. The collaboration of three major international professional associations facilitated extensive perspectives.

The High Impact Leader: Moments Matter in Accelerating Authentic Leadership Development

Abstract: During times of dramatic change, most people look to their leaders for comfort and direction. It is at these times that strong leaders are most needed. "High Impact Leadership" shows readers how they can accelerate leadership development. Luthans and Avolio show anyone in a leadership capacity how they can determine what they can do really well and what they don't do really well, and how to capitalise on both. They show how authentic leadership can unleash the talents of individuals and translate them into collective strength.

A Grounded Theory of High-Quality Leadership Programs Perspectives From Student Leadership Development Programs in Higher Education

Abstract: Drawing on the experiences and perspectives of multiple stakeholders closely associated with diverse types of successful student leadership programs, the purpose of this study was to identify the a...

Leadership development from a complexity perspective

Abstract: To stimulate sustained leadership development, a holistic model is described that incorporates emotional and neuroendocrine aspects of learning, as well as behavioral change. Intentional change theory, developed over 20 years utilizing longitudinal studies of competency development and complexity theory, can expand our impact on leadership development.

Executive coaching: It works!

Abstract: Outcomes of this empirical study demonstrated that executive coaching is an effective method of leadership development. One hundred fourteen executives and 42 coaches were surveyed using instruments designed to gather both quantitative and qualitative data. Results indicated that executive change occurred in 5 areas: people management, relationships with managers, goal setting and prioritization, engagement and productivity, and dialogue and communication. This study also highlights the importance of coach selection, executive commitment to behavioral change, and the role of good program and environmental support. The success of this coaching program also suggests that investment in well-designed and implemented programs can contribute to leadership development and the retention of talent.

A leadership self-efficacy taxonomy and its relation to effective leadership ☆

Abstract: This research involved the development of a taxonomic structure of leadership self-efficacy (LSE) and an examination of its relations with leadership effectiveness. In Phase 1, 88 key leadership behaviors were derived from interviews with 44 senior executives and served as the basis for creating measures of LSE and leadership effectiveness, respectively. In Phase 2, a principal components analysis based on managers’ self-efficacy ratings of the 88 behaviors ( N = 227) yielded 18 LSE dimensions. Also in Phase 2, a principal components analysis based on multi-source effectiveness ratings (2070 raters rated 251 managers) of the 88 leader behaviors yielded nine leadership effectiveness dimensions. In Phase 3, canonical analyses ( N = 227) yielded significant and highly interpretable relations between the taxonomic structures of LSE and leadership effectiveness. These results indicated distinct taxonomic structures of LSE and leadership effectiveness, and underscored the potential utility of LSE as a means to predict, understand, and develop effective leadership.

Leadership development: The current state and future expectations.

Abstract: This article discusses the common themes in this special issue of Consulting Psychology Journal on “Leadership Development” and summarizes some of the current issues in leadership development. A particular focus is on using an integrated model or framework to guide leadership development efforts. Em

Development of outstanding leadership: A life narrative approach

Abstract: Developmental events of a sample of outstanding leaders experienced in early life were examined. Relevant sections of 120 biographies of outstanding leaders in the 20th Century were content coded using a life narrative framework. The results indicated that individuals evidencing a particular leadership type (charismatic, ideological, or pragmatic) and orientation (socialized or personalized) were linked to certain types of developmental events. Similarly, event content was found to vary between the leader styles. Specific kinds of experiences were also related to various indices of leader performance. Practical and theoretical implications of these findings are discussed.

Women's leadership development strategic practices for women and organizations.

Abstract: This article presents a comprehensive perspective of leadership development that addresses the unique needs of women in organizations. The authors propose 7 categories of leadership development practice and examine the opportunities and obstacles in each of these practices for women. The authors offer recommendations for consulting psychologists and human resources professionals targeted to female clients and to organizational practices in order to advance women’s leadership development. Finally, the authors discuss the overarching themes emanating from their research and implications for women and leadership development.

Defaulting to Management: Leadership Defined By What It Is Not

Abstract: The dynamics between identity (who I am) and anti-identity (who am I not) are drawn on to explore the identity work of senior and middle managers who have elected to embark on formal, sustained and intensive leadership development work. We construct the concept of a default identity, not primarily as an oppositional or negative identity, but as a baseline identity that, because it is securely held, has a major role to play in the understanding, acquisition and performance of more emergent identity constructions. In exploring the dynamics between management (default identity) and leadership (emergent and desirable identity) for instance, it becomes clear that each is shaped by the other in subtle and overt ways. We conclude that the recognition of the dynamics and relationships between them holds some promise for new thinking and innovation in terms of individual organizational identity work, leadership development and organizational change.

From Mammy to Superwoman: Images That Hinder Black Women's Career Development

Abstract: Black women, like other women of color, find themselves at the intersection of both racism and sexism in the workplace. Due to their unique dual status as racial and gender minorities, they encounter unique and unexplored barriers that inhibit their career as well as leadership development. The goal of this article is to highlight the emerging literature on how images of professional Black women align with their workplace experiences, and to highlight how these experiences may derail their ability to fully reach their potential. The authors also hope to motivate researchers and practitioners to investigate areas of practice that may better support these women's career development.

Exploring Leadership Competencies in Established and Aspiring Physician Leaders: An Interview-based Study

Abstract: Background and Objectives Academic health care institutions have become interested in understanding and supporting current leaders and preparing leaders for the future. We designed this exploratory study to better understand specific perceived leadership needs of physicians from the perspective of “aspiring” and “established” leaders within our institution.

Emerging practices in leadership development: An introduction

Abstract: The problem and the solution .This article reviews recent novel contributions to leadership development theory and practice. It provides definitions and a brief overview of leadership and leadership development, and a summary of a number of seminal and contemporary leadership theories that serve as a foundation for leadership development practice today. In addition, the article discusses emerging new directions and approaches in leadership development. Last, this introduction provides a brief overview of each of the articles in this issue of emerging practices in leadership development.

Winning the Race for Talent in Emerging Markets

Abstract: Even established global companies are encountering fierce competition for talent in developing economies, where the familiar concepts of brand, opportunity, purpose, and culture have new implications. It's vital to keep the promises you make.

Developing Future Leaders: The Role of Reflection in the Classroom

Abstract: Leadership development continues to be a topic of conversation, education, and research. Reflection has been named as one of the key competencies needed for effective leaders particularly as the workplace grows more complex and multicultural. But how does one develop reflective skill in college students, the leaders of the future? This paper reviews the concept of the “reflective leader,” the importance of reflection as a key component in the development of future leaders, and suggests strategies for incorporating reflection in leadership education as well as mechanisms for its assessment.

Emotions in Leadership Development: A Critique of Emotional Intelligence

Abstract: The problem and the solution. In this conceptual article, emotional intelligence (EI) is critiqued, particularly as a resource for leadership development. Ultimately, this article seeks to answer the question: What should human resource development (HRD) professionals know and reflect on as they consider the use of EI instruments and interventions in leadership development? The transmutation of emotions in organizations from negative and irrational to a positive attribute of successful leaders is traced, demonstrating how emotions have traditionally been mobilized in organizations to achieve instrumental goals. The following questions are explored: Is there one accepted model of EI? What are the instruments and measures for EI? Is there a definitive association between EI and leadership effectiveness? What issues are raised by generalizing EI abilities and competencies across cultures or in multicultural contexts? How might EI training enable leaders to abuse power more skillfully to achieve personal or o...

Evidence‐based leadership development: the 4L framework

Abstract: Purpose – This paper aims to use the results of three research initiatives to present the life‐long learning leader (4L) framework, a model for leadership development intended for use by designers and providers of leadership development programming.Design/methodology/approach – The 4L model is a conceptual framework that emerged from the analysis of one study conducted in Canada and two others conducted in international settings.Findings – The 4L framework contains eight dimensions that leadership development programming should address: career stage, career aspirations, visionary capacity, boundary breaking entrepreneurialism, professional skills, instructional design and assessment literacy, crisis management, and approaches to leadership development.Research limitations/implications – As with all research, findings are subject to researcher biases and limitations.Practical implications – The 4L framework can be used as the basis for graduate programs in leadership, small‐ and large‐scale leadership deve...

Impact of clinical leadership development on the clinical leader, nursing team and care-giving process: a case study.

Abstract: Aim This study explored the dynamics related to a leadership development programme and their impact on the clinical leader, the nursing team and the care-giving process Background While there is a growing conviction about the need to invest in transformational leadership in nursing, further insight into the true complexity of leadership development and, more specifically, how leadership can make a difference in nursing and patient outcomes is essential Method A single instrumental case study was conducted in a unit of a large academic hospital where a Clinical Leadership development Project (CLP) was implemented successfully We used mixed methods with multiple sources of data to capture the complexity of leadership development Data were collected through individual interviews, focus groups and observation of participants A purposive sample of 17 participants representing a wide variety of team members has permitted data saturation The data were categorized and conceptualized and finally organized into a framework describing leadership development on the unit and its impact on the leader, the nursing team and the care-giving process Results Leadership development is an ongoing, interactive process between the clinical leader and the co-workers The head nurse became more effective in areas of self-awareness, communication skills, performance and vision The nursing team benefited because more effective leadership promoted effective communication, greater responsibility, empowerment and job clarity Improved clinical leadership seemed also to influence patient-centred communication, continuity of care and interdisciplinary collaboration Conclusions The results of the study give more insight into the processes underlying the leader’s progress towards attaining a transformational leadership style and its impact on the team members The impact of leadership on the care-giving process, however, remains difficult to describe Implications for nursing management The interactive nature of leadership development makes CLP a challenge for the leader as well for the team members Through its impact on the leader and the nursing team, CLP is a valuable instrument for improving work environments of nurses, contributing positively to patient-centred care

We the Leaders: In Order to Form a Leaderful Organization

Abstract: This article endeavors to develop an emerging paradigm of leadership for our organizations known as "leaderful practice." Leaderful practice constitutes a direct challenge to the conventional view of leadership as "being out in front." It is submitted that in the 21st Century organization, everyone will need to share the experience of serving as a leader, not sequentially, but concurrently and collectively. In other words, leaders co-exist at the same time and all together. In addition, each member of an organization will be encouraged to make a unique contribution to its growth, both independently and interdependently with others. In this sense, organizational members will aspire to become fervently collaborative, which in turn is derived from their compassion toward other human beings. Their well-developed sense of self permits them to develop a deep consideration of others. Thus, the article makes the case that the only possible way to lead ourselves out of trouble in management is to become mutual and to share leadership.

Organizational Leadership and Its Impact On Social Workers' Job Satisfaction: A National Study

Abstract: This article reports the results of a national study focusing on leader behavior and job satisfaction of BSW and MSW social workers employed in social service agencies. A stratified, systematic, randomly selected sample of 2,500 social workers who are members of NASW in the United States was surveyed through the use of a mailed questionnaire. The final sample was composed of 833 practicing MSW and BSW social workers. A key finding is that organizational leadership impacts job satisfaction. Academic programs need to expand their curricula to address leadership development and offer separate courses on leadership to prepare students for organizational leadership roles.

Using leadership development programs to improve quality and efficiency in healthcare.

Abstract: With heightened emphasis on the imperatives to improve the quality and efficiency of healthcare delivered in U.S. hospitals and health systems, healthcare managers are challenged to consider innovative approaches to address these issues. Leadership development programs are increasingly common offerings within healthcare organizations, but linking such initiatives to quality and efficiency improvement programs remains rare. This article uses data from three qualitative studies of leadership development in healthcare to answer the question, "What opportunities might exist to use leadership development programs to improve quality and efficiency?" Interviews from 200 individuals were conducted between September 2003 and December 2007 with hospital and health system managers and executives, academic experts, consultants, individuals representing associations and vendors of leadership development programs, and program participants. Analyses of these data showed that leadership development programs provide four important opportunities to improve quality and efficiency in healthcare: (1) by increasing the caliber of the workforce, (2) by enhancing efficiency in the organization's education and development activities, (3) by reducing turnover and related expenses, and (4) by focusing organizational attention on specific strategic priorities. Several concrete examples of how to leverage leadership development in these ways are provided to help managers consider how to apply these research findings. Healthcare managers can use the results reported from these studies to extend the reach of current leadership development programs or to inform the design of new initiatives that focus specifically on quality and efficiency improvement. Although quantitative metrics are required to measure definitive improvements in quality and efficiency in healthcare, these qualitative data highlight opportunities through which leadership development initiatives can contribute to improvement efforts.

Growing transformational leaders: exploring the role of personality hardiness

Abstract: Purpose – The purpose of this paper is to evaluate the role of personality hardiness in facilitating change or growth in transformational leadership of Norwegian Navy cadets following a stressful military training exerciseDesign/methodology/approach – Leadership styles were measured in cadets before and after an intensive leadership training exercise, and again six months later Hardiness was measured near the end of the first academic year Leader performance was measured with first year leader development gradesFindings – Repeated measures ANOVAS showed a sustained increase in transformational and transactional leadership following the exercise, and a decrease in the passive‐avoidant style (management by exception – passive and laissez‐faire)Research limitations/implications – This research was conducted with a relatively small group and findings may not generalize readily to other populationsPractical implications – These results suggest high hardy individuals have a greater readiness to make use o

Mental models and transformative learning: The key to leadership development?

Abstract: What separates successful leaders from unsuccessful ones is their mental models or meaning structures, not their knowledge, information, training, or experience per se. Thus the development of leaders should focus on acquisition of new mental models, models that offer more valid and useful ways for effectively dealing with the complex challenges of leadership. This article describes a process, based on transformative learning, that seems to be the key to assisting leaders in acquiring more useful mental models and in turn becoming more effective leaders.

Leadership and Adolescent Girls: A Qualitative Study of Leadership Development

Abstract: This research investigated youth leadership experiences of adolescent girls who participated in a comprehensive feminist-based leadership program. This qualitative study utilized a grounded theory approach to understand changes that occurred in 10 female adolescent participants. The words of the participants revealed that initially they viewed leadership in traditional terms and were hesitant to identify themselves as leaders or to see themselves included within their concepts of leadership. Following the program their view of leadership expanded and diversified in a manner that allowed for inclusion of themselves within it. They spoke with greater strength and confidence and felt better positioned and inspired to act as leaders. Participants identified having examples of women leaders, adopting multiple concepts of leadership, and participating in an environment of mutual respect and trust as factors that contributed to their expanded conceptualization.