Showing papers on "Leadership development published in 2012"
TL;DR: Despite methodological limitations, the faculty development literature tends to support the following outcomes: high satisfaction with faculty development programs, and a change in attitudes toward organizational contexts and leadership roles.
Abstract: Background Due to the increasing complexity of medical education and practice, the preparation of healthcare professionals for leadership roles and responsibilities has become increasingly important. To date, the literature on faculty development designed to promote leadership in medical education has not been reviewed in a systematic fashion. Aim The objective of this review is to synthesize the existing evidence that addresses the following question: 'What are the effects of faculty development interventions designed to improve leadership abilities on the knowledge, attitudes, and skills of faculty members in medicine and on the institutions in which they work?' Search strategy The search, which covered the period 1980-2009, included six databases (Medline, EMBASE, CINAHL, Web of Science, ERIC, and ABI/Inform) and used the following keywords: faculty development; in-service training; doctor; medic; physician; faculty; leadership; management; administration; executive; and change agent. Hand searches were also conducted, and expert recommendations were solicited. Inclusion and exclusion criteria Articles with a focus on faculty development to improve leadership, targeting basic science and clinical faculty members, were reviewed. All study designs that included outcome data beyond participant satisfaction were examined. From an initial 687 unique records, 48 articles met the review criteria in three broad categories: (1) reports in which leadership was the primary focus of the intervention; (2) reports in which leadership was a component of a broader focus on educational development; and (3) reports in which leadership was a component of a broader focus on academic career development. Data extraction Data were extracted by three coders using the standardized Best Evidence Medical Education coding sheet adapted for our use. One reviewer coded all of the articles, and two reviewers each coded half of the dataset. Coding differences were resolved through discussion. Data synthesis Data were synthesized using Kirkpatrick's four levels of educational outcomes. Findings were grouped by intervention type and level of outcome. Results Forty-eight articles described 41 studies of 35 different interventions. The majority of the interventions targeted clinical faculty members and included workshops, short courses, fellowships, and other longitudinal programs. The majority of studies were quantitative in nature, though five studies used a qualitative design, and 12 studies used mixed methods. All quantitative studies were quasi-experimental and most employed a single group design; only two studies had a comparison group. Qualitative study designs were typically not specified. The majority of evaluation data, primarily collected post-intervention, consisted of participants' responses to questionnaires and interviews. KEY POINTS AND SUMMARY OF OUTCOMES: Despite methodological limitations, the faculty development literature tends to support the following outcomes: ▪ High satisfaction with faculty development programs. Participants consistently found programs to be useful and of both personal and professional benefit. They also valued the practical relevance and applicability of the instructional methods used. ▪ A change in attitudes toward organizational contexts and leadership roles. Participants reported positive changes in attitudes toward their own organizations as well as their leadership capabilities. Some reported an increased awareness of--and commitment to--their institution's vision and challenges, whereas others reported greater self-awareness of personal strengths and limitations, increased motivation, and confidence in their leadership roles. A greater sense of community and appreciation of the benefits of networking were also identified. ▪ Gains in knowledge and skills. Participants reported increased knowledge of leadership concepts, principles, and strategies (e.g., leadership styles and strategic planning), gains in specific leadership skills (e.g., personal effectiveness and conflict resolution), and increased awareness of leadership roles in academic settings. ▪ Changes in leadership behavior. Self-perceived changes in leadership behavior were consistently reported and included a change in leadership styles, the application of new skills to the workplace (e.g., departmental reorganization and team building), the adoption of new leadership roles and responsibilities, and the creation of new collaborations and networks. Observed changes primarily suggested new leadership positions. ▪ Limited changes in organizational practice. Although not frequently examined, changes in organizational practice included the implementation of specific educational innovations, an increased emphasis on educational scholarship, and the establishment of collegial networks. ▪ Key features of faculty development. Features contributing to positive outcomes included the use of: multiple instructional methods within single interventions; experiential learning and reflective practice; individual and group projects; peer support and the development of communities of practice; mentorship; and institutional support. ▪ Avenues for future development: Moving forward, faculty development programs should: ground their work in a theoretical framework; articulate their definition of leadership; consider the role of context; explore the value of extended programs and follow-up sessions; and promote the use of alternative practices including narrative approaches, peer coaching, and team development. METHODOLOGICAL ISSUES: More rigorous and diverse research designs are needed to capture the complexity of interventions in this area. Varied methods of assessment, utilizing multiple data sources to tap changes at the interpersonal and organizational level should be explored, as should the maintenance of change over time. Process-oriented studies, comparing different faculty development strategies and clarifying the process of change through faculty development, should also become a priority. Conclusion Participants value leadership development activities and report changes in attitudes, knowledge, skills and behavior. Moreover, despite methodological limitations, certain program characteristics seem to be associated with positive outcomes. Further research is required to explore these associations and document changes at both the individual and organizational level.
291 citations
TL;DR: Reverse mentoring as discussed by the authors is an innovative way to encourage learning and facilitate cross-generational relationships, which involves the pairing of a younger, junior employee acting as mentor to share expertise with an older, senior colleague as mentee.
Abstract: Reverse mentoring is an innovative way to encourage learning and facilitate cross-generational relationships. It involves the pairing of a younger, junior employee acting as mentor to share expertise with an older, senior colleague as mentee. The purpose is knowledge sharing, with the mentee focused on learning from the mentor's updated subject or technological expertise and generational perspective. In addition, there is an emphasis on the leadership development of the mentors. Reverse mentoring is situated in the mentoring literature as an alternative form of mentoring, with unique characteristics and support functions exchanged that distinguish it from other developmental relationships. A model is developed that focuses on key variables to consider and how reverse mentoring may benefit individuals and organizations. Generational differences are also presented, and the ways in which reverse mentoring capitalizes on millennial capabilities and preferences are highlighted throughout. Finally, theoretical and practical contributions are discussed, including essential components for creating a reverse mentoring program. © 2012 Wiley Periodicals, Inc.
261 citations
TL;DR: The case for the need to refocus residency education around the development of outstanding "frontline" clinical leaders is made and an evidence-based framework for designing formal leadership development programs for residents is provided.
Abstract: All clinicians take on leadership responsibilities when delivering care. Evidence suggests that effective clinical leadership yields superior clinical outcomes. However, few residency programs systematically teach all residents how to lead, and many clinicians are inadequately prepared to meet their
253 citations
TL;DR: In this paper, a general collectivistic approach to leadership is developed and contrasted with traditional and contemporary approaches to leadership, and an overview of five different types of collective leadership approaches are presented.
Abstract: We introduce the notion of “we” or collectivistic leadership. A general collectivistic approach to leadership is developed and contrasted with traditional and contemporary approaches to leadership. An overview of five collectivistic leadership approaches—team, network, shared, complexity, and collective leadership—is then presented. Key notions, constructs, and levels of analysis; the role of a focal leader; operationalizations and empirical results; and implications for leadership development, assessment, and practice of each approach are summarized. Common themes across, and our perspective on, the approaches and future directions for collectivistic leadership science and practice are discussed.
248 citations
TL;DR: As the use of workplace knowledge economies increases and emerging motivational state variables such as employee engagement become more widely used, current frameworks of leadership are undergoing as mentioned in this paper, and current frameworks are undergoing
Abstract: As the use of workplace knowledge economies increases and emerging motivational-state variables such as employee engagement become more widely used, current frameworks of leadership are undergoing
214 citations
TL;DR: This paper examined a complex pathway through which CEOs who exhibit relational leadership may improve the quality of strategic decisions of their top management teams (TMTs) by creating psychological conditions of trust and facilitating learning from failures in their teams.
Abstract: In this study, we examine a complex pathway through which CEOs, who exhibit relational leadership, may improve the quality of strategic decisions of their top management teams (TMTs) by creating psychological conditions of trust and facilitating learning from failures in their teams. Structural equation modeling (SEM) analyses of survey data collected from 77 TMTs indicate that (1) the relationship between CEO relational leadership and team learning from failures was mediated by trust between TMT members; (2) team learning from failures mediated the relationship between team trust and strategic decision quality. Supplemented by qualitative data from two TMTs, these findings suggest that CEOs can improve the quality of strategic decisions their TMTs make by shaping a relational context of trust and facilitating learning from failures.
193 citations
TL;DR: Findings indicate that AERs have a positive effect on leadership development, and this effect is accentuated when people are conscientious, open to experience, and emotionally stable and have a rich base of prior developmental experiences.
Abstract: We examine how structured reflection through after-event reviews (AERs) promotes experience-based leadership development and how people's prior experiences and personality attributes influence the impact of AERs on leadership development. We test our hypotheses in a time-lagged, quasi-experimental study that followed 173 research participants for 9 months and across 4 distinct developmental experiences. Findings indicate that AERs have a positive effect on leadership development, and this effect is accentuated when people are conscientious, open to experience, and emotionally stable and have a rich base of prior developmental experiences.
159 citations
TL;DR: In this paper, a framework of self-directed leadership development (SDLD) is proposed to advance conceptual understanding and practical applications for self-development approaches to development of leaders in organizations.
Abstract: This article presents and explores a framework of self-directed leadership development (SDLD) to advance conceptual understanding and practical applications for self-development approaches to development of leaders in organizations. Drawing on a diversified literature associated with experiential learning, emotion research, and social cognitive theories of change, the nature of self-development is explored. It is argued that underpinning effective self-development is the integrated operation of three metaskills—skills that are required for the development of other skills—relating to one’s ability to manage emotional reactions to feedback, to carry out effectively the practice of self-reflection, and to enact self-regulatory processes for development. The SDLD framework extends formal organization-based leadership-development practices and integrates multiple processes to aid leaders and human resource development (HRD) practitioners in the promotion and enactment of leadership self-development. The framew...
147 citations
TL;DR: In this article, the authors used data from the Multi-Institutional Study of Leadership, a national study with more than 110,000 participants from 101 institutions, to explore how mentorship aids student leadership development.
Abstract: Mentorship is empirically related to several desired outcomes in college students including academic success and career development. Yet little is known about how mentorship aids leadership development in college students. This study uses data from the Multi-Institutional Study of Leadership, a national study with more than 110,000 participants from 101 institutions, to explore this issue. Findings show that leadership capacity is influenced by the mentorship process and the type of mentor (faculty, staff, employer, or peer). By focusing on who does the mentoring and how the mentoring process unfolds, this study informs best practices in mentoring for student leadership development.
132 citations
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TL;DR: In this article, the authors provide a detailed and concrete examination of what talent really is, and how it can be developed through succession, customization, and modeling, along with suggestions for proper leadership investment.
Abstract: Leadership development, according to Ulrich and Smallwood, is not only about developing future generations of leaders. It's also about self-development. Similarly, the concept of talent is multidimensional, and not completely understood by the C-suite executives at the top of organizations. Ulrich and Smallwood provide a detailed and concrete examination of what talent really is, and how it can be developed through succession, customization, and modeling, along with suggestions for proper leadership investment. They have also synthesized their findings into the following formula: “Talent = competence × commitment × contribution.”
124 citations
TL;DR: There is evidence that a theoretical empowerment framework and strategies can empower nurse leaders, potentially resulting in staff empowerment, according to a descriptive study of nurse leaders' perspectives of the outcomes of a formal leadership programme.
Abstract: macphee m., skelton-green j., bouthillette f. & suryaprakash n. (2012) An empowerment framework for nursing leadership development: supporting evidence. Journal of Advanced Nursing68(1), 159–169.
Abstract
Aim. This article is a report on a descriptive study of nurse leaders’ perspectives of the outcomes of a formal leadership programme.
Background. Effective nurse leaders are necessary to address complex issues associated with healthcare systems reforms. Little is known about the types of leadership development programmes that most effectively prepare nurse leaders for healthcare challenges. When nurse leaders use structural and psychological empowerment strategies, the results are safer work environments and better nurse outcomes. The leadership development programme associated with this study is based on a unifying theoretical empowerment framework to empower nurse leaders and enable them to empower others.
Methods. Twenty seven front-line and mid-level nurse leaders with variable years of experience were interviewed for 1 year after participating in a formal leadership development programme. Data were gathered in 2008–2009 from four programme cohorts. Four researchers independently developed code categories and themes using qualitative content analysis.
Results. Evidence of leadership development programme empowerment included nurse leader reports of increased self-confidence with respect to carrying out their roles and responsibilities; positive changes in their leadership styles; and perceptions of staff recognition of positive stylistic changes. Regardless of years of experience, mid-level leaders had a broader appreciation of practice environment issues than front-line leaders. Time for reflection was valuable to all participants, and front-line leaders, in particular, appreciated the time to discuss nurse-specific issues with their colleagues.
Conclusion. This study provides evidence that a theoretical empowerment framework and strategies can empower nurse leaders, potentially resulting in staff empowerment.
TL;DR: In this article, a school-university partnership in a large, urban district was able to recruit, develop, and retain new and existing school leaders through a leadership for learning approach.
Abstract: Through a leadership for learning approach, a school–university partnership in a large, urban district was able to recruit, develop, and retain new and existing school leaders. Two cohorts of new leaders were trained while existing leaders enhanced their skills through professional development. Data indicated that the school–university partnership increased the overall percentage of new district leaders by over 19 percent, and met or exceeded all seven of its established targets for leadership development and sustainability.
TL;DR: In this article, the authors present a simple test to evaluate whether a manager spends more time on recruiting and managing people than any other function in a company, and the results show that most managers do not.
Loma Linda University1, College of Health Sciences, Bahrain2, State University of New York Polytechnic Institute3, University of Cincinnati4, Suffolk County Community College5, Shepherd University6, Minnesota State University, Mankato7, Texas Tech University Health Sciences Center8, Oregon Health & Science University9, Indiana University10, Ball State University11
TL;DR: An overview of a model for excellence in establishing a formal mentoring program for academic nurse educators is presented, highlighting best practices in mentoring as culled from experience and the literature.
Abstract: Mentoring is important for the recruitment and retention of qualified nurse faculty, their ongoing career development, and leadership development. However, what are current best practices of mentoring? The purpose of this paper is to provide an overview of a model for excellence in establishing a formal mentoring program for academic nurse educators. Six themes for establishing a formal mentoring program are presented, highlighting best practices in mentoring as culled from experience and the literature. Themes reflect aims to achieve appropriately matched dyads, establish clear mentorship purpose and goals, solidify the dyad relationship, advocate for and guide the protege, integrate the protege into the academic culture, and mobilize institutional resources for mentoring support. Attending to the six themes will help mentors achieve important protege outcomes, such as orientation to the educator role, integration into the academic community, development of teaching, scholarship, and service skills, as well as leadership development. The model is intended to be generalizable for faculty teaching in a variety of academic nursing institution types and sizes. Mentoring that integrates the six themes assists faculty members to better navigate the academic environment and more easily transition to new roles and responsibilities.
TL;DR: Thorpe, R., J. Cope, M. Ram, and M. Pedler as mentioned in this paper proposed the case for action learning in small-and medium-sized enterprises (SMEs).
Abstract: The small- and medium-sized enterprise (SME) sector is crucial to regional and national economies [Thorpe, R., J. Cope, M. Ram, and M. Pedler. 2009. Leadership development in small-and medium-sized enterprises: The case for action learning. Action Learning: Research and Practice 6, no. 3: 201–8; Jones, O., A. Macpherson, and R. Thorpe. 2010. Learning in owner-managed small firms: Mediating artefacts and strategic space. Entrepreneurship and Regional Development 22, no. 7/8: 649–73]. In recognition of this, Higher Education Institutions (HEIs) have been supported through government policy to provide training programmes for SMEs aimed at developing a higher level of skills that will support growth [Lambert Review of Business-University Collaboration. 2003. Final Report, KM Treasury, London. http://www.hm-treasury.gov.uk; HM Treasury. 2006. The Leitch Review of Skills: Prosperity for all in the global economy – World class skills. London: HM Treasury; DIUS (Department for Business Innovation Universities and...
TL;DR: In this paper, the authors review the current literature on the concept of emotional intelligence and make recommendations for incorporating emotional intelligence into leadership development programs, making recommendations for how to incorporate emotional intelligence in a leadership development program.
Abstract: This paper reviews the current literature on the concept of emotional intelligence and makes recommendations for incorporating emotional intelligence into leadership development programs. The paper...
TL;DR: In this paper, the authors explored how leadership development practices may contribute to social capital development in a large multi-branched company and found that social capital differs regarding its intensity and develops through stages characterized by contact, assimilation, and identification experiences.
Abstract: The organizational impact of leadership development practices is still not fully understood. Research confirms that in some cases effects can be found and in others not. Most of these attempts search for contribution to a company's human capital. A contribution to social capital development remains an unexplored source of variance in understanding how leadership development impacts organizational performance. This paper therefore explores—from a strategic management perspective—how leadership development practices may contribute to social capital development. We chose the strategic context of a large multibusiness firm in which social capital across business units play an important role for competitive advantage. The exploratory case study reveals that: 1) Social capital differs regarding its intensity and develops through stages characterized by contact, assimilation, and identification experiences. 2) Leadership development practices differ in their potential contribution to social capital development stages and should therefore be designed accordingly.
TL;DR: In this paper, an integrated service learning program that involves sending participants in teams to developing countries to work in cross-sector partnerships with NGOs and social entrepreneurs, supporting them in their fight against pressing global problems is described.
Abstract: In this article we discuss how the human resource development (HRD) function can support corporate sustainability strategy by designing and implementing leadership development programs incorporating international service learning assignments. We describe "Project Ulysses", an integrated service learning program that involves sending participants in teams to developing countries to work in cross-sector partnerships with NGOs and social entrepreneurs, supporting them in their fight against pressing global problems. We present the findings of a narrative analysis of learning stories produced by Ulysses participants. Understanding how participants make sense of, and learn from, their experiences abroad provides us with insights into how service learning programs can help managers to develop the knowledge, skills and mindset that will enable them to successfully support a company's global sustainability and CSR efforts. We conclude by discussing the implications for leadership development, specifically how organizations can incorporate a responsibility and sustainability focus in their management development programs.
TL;DR: Based on an extensive review of the 1986-2010 literature, and applying a combination of qualitative and quantitative techniques, this article developed a model of leadership potential consisting of four quadrants: Analytical skills (containing the factors Intellectual curiosity, Strategic insight, Decision making, and Problem solving); Learning agility, containing the factors Willingness to learn, Emotional intelligence, and Adaptability); Drive (containing those factors Results orientation, Perseverance, and Dedication); and Emergent leadership, containing those factors Motivation to lead, Self-promotion, and Stakeholder sensitivity
Abstract: Building on two studies, the current article responds to urgent calls in the literature for more empirical research on how to identify leadership potential. Based on an extensive review of the 1986–2010 literature, and applying a combination of qualitative and quantitative techniques, we developed a model of leadership potential consisting of four quadrants: Analytical skills (containing the factors Intellectual curiosity, Strategic insight, Decision making, and Problem solving); Learning agility (containing the factors Willingness to learn, Emotional intelligence, and Adaptability); Drive (containing the factors Results orientation, Perseverance, and Dedication); and Emergent leadership (containing the factors Motivation to lead, Self-promotion, and Stakeholder sensitivity). Notably, the developed model steers clear from some of the typical issues that tend to hinder valid assessments of leadership potential (i.e., the confound between performance and potential, as well as that between leadership potential and successful, mature leadership). Furthermore, high consensus was found between top managers, line managers, and HR managers about the practical relevance of the proposed model. The article concludes with some specific future avenues for research and practice. © 2012 Wiley Periodicals, Inc.
TL;DR: In this article, the authors examine principal succession planning and management by analyzing current practices of handling school leader succession in four Georgia school systems and find that there is a difference in the sense of urgency for the planning of the succession of principals.
Abstract: Purpose – The purpose of this study is to examine principal succession planning and management by analyzing current practices of handling school leader succession in four Georgia school systems.Design/methodology/approach – Looking through the lens of organizational leadership succession theory, the practices of school systems as they experienced changes in school leadership were examined. Participants included superintendents, assistant superintendents, other central office leaders, and principals. A multiple‐case approach was selected with semi‐structured interviews providing the major source of data.Findings – Findings suggest the following: there is a difference in the sense of urgency for the planning and management of the succession of principals; the development of aspiring leaders was identified as a critical component of planning and management of succession; mentoring was an essential practice through the succession process; and reliance on collaborative partnerships with outside organizations w...
TL;DR: In this article, the authors argue the importance of succession planning within academic libraries backed up by original research documenting current succession planning practices and show that the age demographics of library leaders clearly show a need to prepare future leaders.
Abstract: Purpose – The purpose of this paper is to argue the importance of succession planning within academic libraries backed up by original research documenting current succession planning practices.Design/methodology/approach – A survey was completed by 34 ARL institutions, which included 25 questions regarding the ages of library leaders, hiring practices, and opinions about the importance and practice of specific succession planning principles. These results are compared with an extensive literature review.Findings – The survey results show that there is a gap between the perceived importance of various principles of succession planning and how well the principles are practiced. In addition, the age demographics of library leaders clearly show a need to prepare future leaders.Practical implications – From this research it was found that many libraries are not prepared to fill the vacancies of library leadership positions.Originality/value – This original research provides data that may be lacking within the ...
TL;DR: For example, this article analyzed Wabash National Study (WNS) data from 2,931 first-year students at 19 institutions to examine the effect of work on leadership skill development.
Abstract: A substantial proportion of college students have always worked while pursuing their college degree. However, despite decades of research on working college students, very little consensus has emerged about the effect of work on college student development. This study analyzes Wabash National Study (WNS) data from 2,931 first-year students at 19 institutions to examine the effect of work on leadership skill development. Findings show that, after accounting for the effect of precollege characteristics and college engagement experiences, work can have a substantial positive effect on leadership development. Off-campus employment proved to be particularly influential even though extensive off-campus work simultaneously undercut the effect of peer interaction and cocurricular involvement on leadership.
A substantial proportion of college students have always worked while pursuing their college degree. However, despite decades of research on working college students, very little consensus has emerged about the effect of work on college student development. This study analyzes Wabash National Study (WNS) data from 2,931 first-year students at 19 institutions to examine the effect of work on leadership skill development. Findings show that, after accounting for the effect of pre-college characteristics and college engagement experiences, work can have a substantial positive effect on leadership development. Off-campus employment proved to be particularly influential even though extensive off-campus work simultaneously undercut the effect of peer interaction and cocurricular involvement on leadership.
TL;DR: There are real challenges involved in achieving success in developing individuals into effective leaders as discussed by the authors, and this seems to be particularly true for those of us interested in promoting leader developme......
Abstract: There are real challenges involved in achieving success in developing individuals into effective leaders. This seems to be particularly true for those of us interested in promoting leader developme...
TL;DR: A six-step process to build the leadership capacity of environmental champions was developed during research involving champions in Australian water agencies, including the hypothesis that the process should be transferable to other work environments under certain circumstances.
TL;DR: The paper discusses whether hybridity needs re-theorizing to adequately account for clinician leadership, and is the first to examine the concept of hybridity in the context of Clinician leadership.
Abstract: Purpose – In many countries leadership theories and leadership development programs in healthcare have been dominated by individualistic and heroic approaches that focus on developing the skills and competencies of health professionals. Alternative approaches have been proffered but mainly in the form of post‐heroic and distributed forms of leadership. The notion of “hybridity” has emerged to challenge the assumptions of distributed leadership. The paper seeks to explore how the concept of hybridity can be used to re‐theorize leadership in healthcare as it relates to clinician managers (or hybrid‐professional managers).Design/methodology/approach – The theoretical developments are explored and empirical material is presented from research in Australian public hospitals to support the case for the existence of hybridized forms of leadership in healthcare. The paper discusses whether hybridity needs re‐theorizing to adequately account for clinician leadership. It contributes to debates surrounding the role ...
TL;DR: In this paper, a study of 81 exemplary secondary school teachers across the United States provides a portrait of how these teachers have become leaders whose influence and partnerships extend well beyond their classrooms and schools, driven by a deep personal desire to learn and a commitment to help students learn.
Abstract: Data from a study of 81 exemplary secondary school teachers across the United States provide a portrait of how these teachers have become leaders whose influence and partnerships extend well beyond their classrooms and schools. Propelled by a deep personal desire to learn and a commitment to help students learn, the teachers are learners first, leaders second: their leadership occurs as a by-product of their learning. As teachers, they become pedagogical innovators in their quest to learn what helps students learn. They develop deep knowledge of students, curricula and pedagogy, in part by changing grade levels and schools, observing and learning from students, and consulting with parents. They seek specific professional development, internal and external colleagues and partnerships, professional organisations, and opportunities to team teach and observe peers. As they learn, they refine who they are as a person. Over time, the teachers find, accept or create ways to help colleagues by sharing innovations...
TL;DR: Men continue to be underrepresented in senior academic and general staff positions in universities internationally, and New Zealand universities are no different as discussed by the authors, and women continue to suffer from gender discrimination.
Abstract: The Problem.Women continue to be underrepresented in senior academic and general staff positions in universities internationally, and New Zealand universities are no different. In addition, there i...
TL;DR: In this paper, the effects of peer feedback on MBA students' self-ratings of leadership competence over time were investigated based on Mezirow's transformative learning theory (Mezirow, 1991).
Abstract: Based on transformative learning theory (Mezirow, 1991), our study investigates the effects of peer feedback on MBA students' self-ratings of leadership competence over time. A total of 221 individ...
TL;DR: In this paper, a dynamic relational perspective is proposed to understand leadership development in terms of the creation of social capital, relational capacity and collaboration, and demonstrate three different sociality movements, which are labelled kindling, stretching and spanning.
Abstract: In this article we offer a dynamic relational perspective in which frames and framing work together in the practice of leadership development. Mead’s (1932) notion of sociality is introduced as a way of engaging with movements within and between frames, where it is these framing movements that we argue hold the potentiality of emergent practice. The article responds to a growing interest in the delineation, conceptualization and practice of leadership as opposed to leader development, where we understand leadership development in terms of the creation of social capital, relational capacity and collaboration. However, there is little, if any, research into how these dimensions may be developed intentionally in practice. Using online forum data from an 18-month-long leadership development programme, we demonstrate three different sociality movements, which we have labelled kindling, stretching and spanning. Our analysis positions sociality at the core of leadership development interventions, and practice mo...
TL;DR: In this paper, a more complex examination of the influences of race on socially responsible leadership development is presented, showing evidence of the additive value of including measures of collective racial esteem (CRE) above and beyond simple indicators of racial group membership.
Abstract: The purpose of this research was to contribute to the college student leadership literature through a more complex examination of the influences of race on socially responsible leadership development. Data represented 8,510 participants from 101 colleges and universities in the United States. Results provided evidence of the additive value of including measures of collective racial esteem (CRE) above and beyond simple indicators of racial group membership. CRE examines an individual’s selfconcept related to membership in a broader racial group and may be used as a correlate of racial identity in assessing the impact of race in quantitative research. Analyses also revealed different predictors of leadership development by racial group, as well as unique influences from subdimensions of CRE, demonstrating the importance of disaggregating data to provide a more complex picture of the influences of race on leadership development. Results offer implications informing educators’ abilities to better target leadership interventions to meet a diverse range of developmental needs.