Showing papers on "Leadership development published in 2014"
TL;DR: The development of effective leaders and leadership behavior is a prominent concern in organizations of all types as discussed by the authors, and the theoretical and empirical literature on leader and leadership development published over the past 25 years, primarily focusing on research published in The Leadership Quarterly.
Abstract: The development of effective leaders and leadership behavior is a prominent concern in organizations of all types. We review the theoretical and empirical literature on leader and leadership development published over the past 25 years, primarily focusing on research published in The Leadership Quarterly . Compared to the relatively long history of leadership research and theory, the systematic study of leadership development (broadly defined to also include leader development) has a moderately short history. We examine intrapersonal and interpersonal issues related to the phenomena that develop during the pursuit of effective leadership, describe how development emerges with an emphasis on multi-source or 360-degree feedback processes, review longitudinal studies of leadership development, and investigate methodological and analytical issues in leader and leadership development research. Future research directions to motivate and guide the study of leader and leadership development are also discussed.
836 citations
TL;DR: This article explored the antecedents of servant leadership and found that the longer a leader is in a leadership role, the more frequent the servant leader behaviors; leaders who volunteer at least 1 hour per week demonstrate higher servant leader behaviours; and servant leaders influence others through building trusting relationships.
Abstract: This mixed methods study explored the antecedents of servant leadership. The sequential explanatory research design consisted of two distinct phases: quantitative followed by qualitative. The Phase 1 quantitative survey collected data from 499 leaders from community leadership programs and 630 raters using the Servant Leadership Questionnaire. During Phase 2, 12 selected leaders from Phase 1 were interviewed to explain the Phase 1 results in more depth. Four key findings emerged from the data: (a) the longer a leader is in a leadership role, the more frequent the servant leader behaviors; (b) leaders who volunteer at least 1 hour per week demonstrate higher servant leader behaviors; (c) servant leaders influence others through building trusting relationships; and (d) servant leaders demonstrate an altruistic mindset.
143 citations
TL;DR: In this article, a survey of 1167 pipefitters and plumbers found that idealized attributes and behaviors accounted for the most variance in each of the safety outcomes, whereas individualized consideration and active management-by-exception frequently resulted in the least amount of variance.
142 citations
TL;DR: In this paper, a comparison of the life and career trajectories of thirty male and thirty female CEOs of large organizations is presented, which offers insights into the genesis of gender disparity in corporate leadership positions, discusses the implications for leadership development, and puts forward a model explaining the disparity in CEO roles.
Abstract: Through a comparison of the life and career trajectories of thirty male and thirty female CEOs of large organizations, this study offers insights into the genesis of gender disparity in corporate leadership positions, discusses the implications for leadership development, and puts forward a model explaining the disparity in CEO roles We found gendered patterns in the accumulation of career relevant experiences stretching back to birth into working lives that created significant and cumulative limitations upon the ability of women to access CEO roles and the types of CEO appointments available to them Limited access to career relevant experiences in childhood, adolescence and in organizations lead to on-going limitations in capital accumulation throughout women's careers Implications of our findings for both theory and practice are discussed
130 citations
TL;DR: In this paper, a focus group study combined with a review of theory resulted in hypotheses linking coaching to increased leader role-efficacy and leader's trust in subordinates (LTS).
Abstract: In this study, we used a two-phase exploratory sequential design consisting of qualitative and quantitative research methods to assess leadership coaching as a leadership development tool. A focus group study combined with a review of theory resulted in hypotheses linking coaching to increased leader role-efficacy (LRE) and leader's trust in subordinates (LTS). Using data from leaders participating in a six month coaching program and a control group, the results showed that LRE and LTS increased in the coaching group, but not in the control group. We also hypothesized that increased trust in subordinates would be related to subordinates' psychological empowerment and turnover intentions. A significant relationship between increased LTS and reduced turnover intentions was found. Finally, we found that the degree of facilitative behavior from the coach positively affected the changes in both leader role-efficacy and trust in subordinates. While the results should be interpreted with caution as the sample is small, our findings support claims that coaching represents a promising leadership development tool. Furthermore, the results regarding trust in subordinates represent contributions to the development of a relational perspective on leadership development.
117 citations
TL;DR: In this paper, the regulatory practices that constitute an idealized leader self in two separate global LDPs are examined, and the tension and paradoxes created by these practices are examined.
Abstract: Organization studies scholars have examined leadership development processes on only a handful of occasions. This paper argues that an organizational lens, rather than individualized and decontextualized research, can significantly advance this under-theorized field. A critical organizational framing, in particular, assists not only in problematizing the ‘leader’ identities produced within contemporary leadership development programmes (LDPs), but also in surfacing the ways in which power, context and identity can be inextricably linked within specific practices. The article contributes to critical leadership and organization studies in three main ways. First, it theorizes through a critical identity lens the regulatory practices that constitute an idealized leader self in two separate global LDPs, and which create tensions and paradoxes rarely examined in studies of LDPs and organizations more generally. Second, it examines participants’ considerable resistance to the prevailing models of global leader p...
111 citations
TL;DR: How and why the Leadership Development Programme ‘works’ when it is introduced into a district health system in Ghana, and whether or not it supports systems thinking in district teams are addressed.
Abstract: Background: Although there is widespread agreement that strong district manager decision-making improves health systems, understanding about how the design and implementation of capacity-strengthening interventions work is limited. The Ghana Health Service has adopted the Leadership Development Programme (LDP) as one intervention to support the development of management and leadership within district teams. This paper seeks to address how and why the LDP ‘works’ when it is introduced into a district health system in Ghana, and whether or not it supports systems thinking in district teams. Methods: We undertook a realist evaluation to investigate the outcomes, contexts, and mechanisms of the intervention. Building on two working hypotheses developed from our earlier work, we developed an explanatory case study of one rural district in the Greater Accra Region of Ghana. Data collection included participant observation, document review, and semi-structured interviews with district managers prior to, during, and after the intervention. Working backwards from an in-depth analysis of the context and observed short- and medium-term outcomes, we drew a causal loop diagram to explain interactions between contexts, outcomes, and mechanisms. Results: The LDP was a valuable experience for district managers and teams were able to attain short-term outcomes because the novel approach supported teamwork, initiative-building, and improved prioritisation. However, the LDP was not institutionalised in district teams and did not lead to increased systems thinking. This was related to the context of high uncertainty within the district, and hierarchical authority of the system, which triggered the LDP’s underlying goal of organisational control. Conclusions: Consideration of organisational context is important when trying to sustain complex interventions, as it seems to influence the gap between short- and medium-term outcomes. More explicit focus on systems thinking principles that enable district managers to better cope with their contexts may strengthen the institutionalisation of the LDP in the future.
98 citations
TL;DR: Teacher leadership is increasingly recognized as a resource for instructional improvement as discussed by the authors, and teacher leader initiatives have expanded rapidly despite limited knowledge about how to prep teachers for instruction improvement, which is a challenge for teachers.
Abstract: Teacher leadership is increasingly recognized as a resource for instructional improvement. Consequently, teacher leader initiatives have expanded rapidly despite limited knowledge about how to prep...
91 citations
TL;DR: In this paper, the authors investigated the effectiveness of a strength-based coaching methodology in enhancing elements of the full range leadership model, especially transformational leadership, and found that participants experienced highly statistically significant increases in their transformational behavior after coaching and this difference was perceived at all levels within the organization but not by the participants themselves.
Abstract: This study attempts to investigate the effectiveness of a strength-based coaching methodology in enhancing elements of the full range leadership model, especially transformational leadership. Transformational leadership is the process whereby leaders engage and influence their followers toward attaining a shared vision through their capacity to inspire, innovate and personalize their attention. A between-subjects nonequivalent control group design was used to explore the impact of strength-based coaching on transformational and transactional leadership behaviors measured in a 360-degree feedback process. Thirty-seven executives and senior managers from a large not-for-profit organization were nonrandomly assigned to either a coaching or waitlist cohort. The coaching cohort received six sessions of leadership coaching involving feedback on leadership and strengths, goal setting, and strengths development. The coaching protocol was manualized to ensure some methodological consistency between the 11 executive coaches providing the intervention. This involved providing a written manual to each coach and coachee that outlined the required coaching process for each session. After six sessions of coaching over 3 months, cohorts then switched roles. The results showed that participants experienced highly statistically significant increases in their transformational leadership behavior after coaching and this difference was perceived at all levels within the organization but not by the participants themselves. Adherence to the strength-based protocol was also a significant predictor of ultimate degree of change in transformational leadership behavior. The results suggest that strength-based coaching may be effective in the development of transformational leaders.
89 citations
TL;DR: In this article, the study of students' entrepreneurship activity and how this affected by various barriers and success factors was conducted among 169 students of University of Thessaly that attended entrepreneurship education program.
88 citations
01 Jan 2014
TL;DR: The authors developed a conceptual framework that helps organize and synthesize key insights from the literature on leadership development, called PREPARE, which calls attention to the strategic purpose and desired results of leadership development in organizations.
Abstract: This chapter develops a conceptual framework that helps organize and synthesize key insights from the literature on leadership development. In this framework, called PREPARE, the authors call attention to the strategic purpose and desired results of leadership development in organizations. They emphasize how organizations can deliberately and systematically leverage a range of developmental experiences for enhancing the leadership capabilities of individuals, relationships, and collectives. Finally, they highlight how individuals and organizations vary in their approach to and support for leadership development, and how these differences explain variation in leadership development processes and outcomes. As an organizing mechanism for the existing literature, the PREPARE framework advances our understanding of what individuals and organizations can do to develop leadership talent, and highlights important questions for future research.
TL;DR: In this paper, an attachment-based typology for variations in authentic leader-follower relationships, with emphasis on relationships that include an insecurely attached party, is presented. But the authors do not consider the role of attachment in the development of authentic leadership/followership.
Abstract: Authentic leadership theory posits that the authenticity of leaders and followers is influenced by their personal histories. Attachment theory states that individuals have internal working models that are influenced by both early developmental experiences and relationships later in life. These models guide how people interact with close others and tend toward three styles of attachment: secure, insecure-ambivalent, and insecure-avoidant. We argue that securely attached persons are most likely to exhibit authentic leadership/followership. We review empirical work which suggests that secure attachment is positively related to each of the four components of authentic leadership/followership (self-awareness, relational transparency, balanced processing, and internalized moral perspective). We then develop an attachment-based typology for variations in authentic leader–follower relationships, with emphasis on relationships that include an insecurely attached party. Finally, we draw from the attachment and authentic leadership literatures to suggest interventions to foster the development of authentic leadership/followership, thereby enhancing authentic leader–follower relationships.
TL;DR: The authors investigated relationships among leaders' personal wisdom, defined as the integration of advanced cognitive, reflective, and affective personality characteristics (Ardelt, Hum Dev 47:257-285, 2004) and transformational leadership behaviors, and leader-member exchange quality.
Abstract: Business scholars have recently proposed that the virtue of personal wisdom may predict leadership behaviors and the quality of leader-follower relationships. This study investigated relationships among leaders' personal wisdom-defined as the integration of advanced cognitive, reflective, and affective personality characteristics (Ardelt, Hum Dev 47:257-285, 2004)-transformational leadership behaviors, and leader-member exchange (LMX) quality. It was hypothesized that leaders' personal wisdom positively predicts LMX quality and that intellectual stimulation and individualized consideration, two dimensions of transformational leadership, mediate this relationship. Data came from 75 religious leaders and 1-3 employees of each leader (N = 158). Results showed that leaders' personal wisdom had a positive indirect effect on follower ratings of LMX quality through individualized consideration, even after controlling for Big Five personality traits, emotional intelligence, and narcissism. In contrast, intellectual stimulation and the other two dimensions of transformational leadership (idealized influence and inspirational motivation) did not mediate the positive relationship between leaders' personal wisdom and LMX quality. Implications for future research on personal wisdom and leadership are discussed, and some tentative suggestions for leadership development are outlined.
TL;DR: Identifying LSE as a moderator of the negative effects of developmental challenge, identifying antecedents of transformational and laissez-faire leadership behaviors, and investigating demands and stress in leadership roles are added.
Abstract: Leadership development research has largely drawn on experiential and enactive learning theories to explore the positive effects of developmental challenge on leaders. In contrast, we examined potential positive and negative effects of developmental challenge (i.e., challenging job assignments) on leader behavior through an alternative theoretical lens--transactional stress theory. We predicted, on one hand, that developmental challenge may be associated with higher leader engagement and transformational leadership behavior; however, developmental challenge also has the potential to be associated with higher leader emotional exhaustion and laissez-faire leadership behavior. We further proposed that leadership self-efficacy (LSE) moderates these potential effects of developmental challenge and helps explain why leaders react either positively or negatively to developmental challenge. We tested our hypotheses in a sample of 153 leaders and 631 direct reports at a Fortune 500 company. Findings supported positive relationships among developmental challenge, leader engagement, and transformational leadership. However, we also found support for significant relationships among developmental challenge, emotional exhaustion, and laissez-faire leadership. Additionally, leaders lower in LSE were more likely to encounter the negative effects of developmental challenge by experiencing increased emotional exhaustion and displaying laissez-faire leadership behaviors. Our study contributes to theory and practice by elucidating a "dark side" of developmental challenge, identifying LSE as a moderator of the negative effects of developmental challenge, identifying antecedents of transformational and laissez-faire leadership behaviors, and investigating demands and stress in leadership roles.
TL;DR: This article explored the influence of a formal mentoring program on the leader identity development of participants and how they developed their leader identity during their participation in a non-degree leadership development certification program.
Abstract: This study explored the influence of a formal mentoring program on the leader identity development of participants and how they developed their leader identity during their participation in a non-degree leadership development certification program. The central research question of this study was: How does a participant's identity as a leader develop over time and what influence does a formal mentoring program have on the formation of a leader identity? A qualitative case-study approach with in-depth semi-structured interviews was used to gather the perspectives of participants and mentors. The study included 25 research participants including 11 mentor dyads. Three themes emerged from the data: (a) the mentor partnership-leader identity discovery; (b) leader identity development through critical learning moments; and (c) leader identity development through self-knowledge. Findings of this research suggest that adult learning principles are instrumental components to the leader identity development process. The participants believed that their formal mentoring experience was pivotal to the discovery and development of their leader identity. Additionally, critical reflection on the critical learning moments was another of the key factors that led to their development of their identity as a leader. Suggestions for future research include: (a) the effects of adult learning approaches on leader identity development; and (b) the effect mentoring may have on the different stages of identity development.
TL;DR: The authors explored how 14 academic and administrative leaders of color working in faith-based higher education have experienced personal and professional mentoring, and how mentoring experiences have influenced their leadership development.
Abstract: In this collaborative autoethnography, we explored how 14 academic and administrative leaders of color working in faith-based higher education have experienced personal and professional mentoring, and how mentoring experiences have influenced their leadership development. All participants identified a wide array of developmental relationships that had contributed to their leadership development, although not all of the relationships were labeled as mentoring. Whereas female participants (11 in total) relied on these relationships primarily for psychosocial support, three male participants had more actively sought out mentoring relationships to develop career skills and expand their professional network. Particularly, for the female participants, mentoring took place mostly outside their professional settings. We argue that personal and institutional factors contributed to the participants’ limited access to professional mentoring within their higher education contexts. This collaborative autoethnography p...
TL;DR: In this article, the authors examined the challenges faced by participants in seven different countries (China/Hong Kong, Egypt, India, Singapore, Spain, United Kingdom, and the United States) and evaluated how important they perceive certain leadership competencies are to success in their respective organizations.
Abstract: As leadership development becomes prevalent around the world, it is critical to understand the expectations and needs of participants attending leadership development programs and whether cross-country differences exist in those needs. This study examines the leadership challenges faced by 763 participants of leadership development programs from seven different countries (China/Hong Kong, Egypt, India, Singapore, Spain, the United Kingdom, and the United States) and evaluates how important they perceive certain leadership competencies are to success in their respective organization. Qualitative data reveal that the challenges leaders face are relatively similar across countries, although small variations exist. Developing Managerial Effectiveness, Inspiring Others, Developing Employees, Leading a Team, Guiding Change, and Managing Internal Stakeholders and Politics were challenges that ranked consistently among the top challenges in each country. Quantitative data from the same sample showed that the lead...
TL;DR: Both programme attendance and leader-empowering behaviours were found to act as independent catalysts for staff empowerment, with structural empowerment partially mediating the effects of leader empowering behaviours on organisational commitment.
Abstract: Aim
To determine if a leadership development programme based on an empowerment framework significantly increased leaders' use of empowering behaviours.
Background
Leadership programmes are effective ways to prepare nurse leaders for their complex roles. Relational competencies, such as leader empowering behaviours, are associated with improved leader, staff and practice environment outcomes.
Methods
A quasi-experimental, pre-test–post-test design was used to compare perceptions and self-reported behaviours of leaders who participated in a year-long leadership programme with those of similar leaders who did not attend the programme. Multiple regression analyses were used to evaluate a conceptual framework of leader empowerment.
Results
The leadership programme was directly associated with leaders' perceptions of using more empowering behaviours. Leader empowering behaviours were also associated with feelings of being structurally empowered, mediated through feelings of being psychologically empowered, although the source of empowerment needs further investigation.
Conclusions
Leaders' use of empowering behaviours can be increased through focused training and through a workplace empowerment process.
Implications for nurse management
Leader empowering behaviours have been shown to be associated with more engaged staff and healthier work environments. Based on study results, we suggest that these behaviours are teachable, and they should be emphasized in leadership development programmes.
TL;DR: The authors explored the interdependencies of power, resistance, and struggle in a leadership development environment, using extensive online interactions collected from an 18-month, cross-sector programme with emergent leaders.
Abstract: That leadership development is a contested terrain, like any organizational terrain, can scarcely be considered a new idea, yet research into the intricacies of resistance in this context is very much in its infancy This article takes recent critical scholarship on resistance as its starting point to explore the interdependencies of power, resistance and struggle in a leadership development environment Drawing on extensive online interactions collected from an 18-month, cross-sector programme with emergent leaders, this article asks whether the different stakeholders in leadership development could benefit from a more open exploration of power and resistance Such dynamics offer new insights into the relationship between participants and facilitators and raise a series of alternative questions, challenges and strategies for leadership development
TL;DR: In this article, the authors proposed a theoretical model identifying the extent to which performing leadership development and its enablers in terms of developing training programs, possessing social capital skills, possessing human capital skills and setting goals, and deploying unique experiences enable knowledge management capability put into effect in the Jordanian public shareholding firms, and its impact on firm performance.
Abstract: Since Knowledge Management (KM) is increasingly becoming an integral business function for lots of firms, as the latter recognize that competitiveness depends upon the effective management of intellectual resources, this paper aims to propose a theoretical model identifying the extent to which performing leadership development and its enablers in terms of developing training programs, possessing social capital skills, possessing human capital skills, settings goals, and deploying unique experiences; that are believed to enable knowledge management capability put into effect in the Jordanian public shareholding firms, and its impact on firm performance.
TL;DR: In this article, the impact of transformational leadership as idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration on teachers' commitment towards organization, teaching profession, and students' learning was investigated.
Abstract: This study investigates the impact of transformational leadership as idealized influence, inspirational motivation, intellectual stimulation, and individualized consideration on teachers’ commitment towards organization, teaching profession, and students’ learning. A quantitative survey method was applied, and four broadly hypothesized relationships were tested with a sample of 1,014 trained non-graduate and graduate teachers serving in twenty-seven secondary schools in Sarawak, Malaysia. The results indicate a moderate level of teachers’ commitment and a low level of transformational leadership qualities among the respondents. This study found that inspirational motivation, individualized consideration, and intellectual stimulation were the factors contributing towards teachers’ commitment to teaching profession, and there was no dominant factor influencing commitment to students’ learning. Moreover, it was discovered that inspirational motivation was a factor to teachers’ efficacy and teaching experience. Besides, teachers’ efficacy and teaching experience were predictors to teachers’ commitment to organization, teaching profession, and students’ learning, respectively. These findings revealed that there was a significant relationship between transformational leadership and teachers’ commitment to organization and teaching profession, but not students’ learning. The results of this study indicate the necessity for leadership development of school leaders so that they could systematically acquire and internalize the effective transformational leadership qualities that are crucial in changing teachers’ attitude and improving their commitment towards their profession.
TL;DR: This paper explored the notion of leadership identity construction as it happens through a leadership development programme and found that categories of identity (gender, race and social class) interacted simultaneously with the contexts and backgrounds of participants to shape and influence the outcome of the leadership development program.
Abstract: This article explores the notion of leadership identity construction as it happens through a leadership development programme. Influenced by a conception that leadership development is essentially about facilitating an identity transition, it uses an intersectional approach to explore school leaders’ identity construction as it was shaped and influenced by experiences on the leadership development programme. The article draws data from a mixed-methods study that evaluated the impact of the leadership training programme offered to practising school leaders in South Africa. In order to examine the process of leadership identity construction, the article draws from data where identity work was visible. It argues that categories of identity – gender, race and social class – interacted simultaneously with the contexts and backgrounds of participants to shape and influence the outcome of the leadership development programme. This complex intersection enabled unexpected outcomes where women appeared to benefit m...
TL;DR: Most respondents felt confident in their role but, somewhat paradoxically, expressed a need for further development in their areas of greatest confidence, which may well reflect the increasing complexity of the role of the middle leaders in schools.
Abstract: The importance of middle leaders in bringing about improvement in schools is well recognized in the UK, as in many other countries, with the ever-present demand for raising standards and achievement. This article outlines some initial findings and discussion points emerging from the first stage of a project exploring how middle leaders in secondary schools in the United Kingdom perceive their leadership development needs, having recently completed a major middle leadership programme. An online questionnaire and semi-structured interviews were used to uncover the perspectives of middle leaders about aspects of their role in which they feel confident, their immediate development needs and what they perceive would help them to meet these needs. Most respondents felt confident in their role but, somewhat paradoxically, expressed a need for further development in their areas of greatest confidence, which may well reflect the increasing complexity of the role of the middle leaders in schools.
TL;DR: A clinical leadership course for second year internal medicine residents designed by colleagues, and utilizing case studies about clinical medicine, resulted in significant self-reported improvements in clinical leadership competencies.
Abstract: Effective clinical leadership is associated with better patient care. We implemented and evaluated a pilot clinical leadership course for second year internal medicine residents at a large United States Academic Medical Center that is part of a multi-hospital health system. The course met weekly for two to three hours during July, 2013. Sessions included large group discussions and small group reflection meetings. Topics included leadership styles, emotional intelligence, and leading clinical teams. Course materials were designed internally and featured “business school style” case studies about everyday clinical medicine which explore how leadership skills impact care delivery. Participants evaluated the course’s impact and quality using a post-course survey. Questions were structured in five point likert scale and free text format. Likert scale responses were converted to a 1-5 scale (1 = strongly disagree; 3 = neither agree nor disagree; 5 = strongly agree), and means were compared to the value 3 using one-way T-tests. Responses to free text questions were analyzed using the constant comparative method. All sixteen pilot course participants completed the survey. Participants overwhelmingly agreed that the course provided content and skills relevant to their clinical responsibilities and leadership roles. Most participants also acknowledged that taking the course improved their understanding of their strengths and weaknesses as leaders, different leadership styles, and how to manage interpersonal conflict on clinical teams. 88% also reported that the course increased their interest in pursuing additional leadership training. A clinical leadership course for internal medicine residents designed by colleagues, and utilizing case studies about clinical medicine, resulted in significant self-reported improvements in clinical leadership competencies.
TL;DR: In this paper, a model is proposed which suggests where attention should be focused to strengthen resilience in school leaders' emotional resilience, making recommendations affecting headteachers, school governors, authors of leadership development materials and government policy-makers.
Abstract: Driven by the country's need to compete in a global economy, the UK government is imposing rapid and relentless educational change on schools. School leaders face the challenge of managing the impact of externally driven change and supporting others' resilience while frequently paying scant attention to their own. Six semi-structured interviews with headteachers and a review of the literature provide an insight into complex relationships which underpin school leaders' emotional resilience. A model is proposed which suggests where attention should be focused to strengthen resilience. Recommendations are made affecting headteachers, school governors, authors of leadership development materials and government policy-makers.
TL;DR: In this paper, a study of 165 undergraduate students enrolled in an introductory leadership theory course explores the degree to which students report changes in these three areas of leadership from the beginning to the end of the course.
Abstract: The development of effective leadership capacity involves multiple factors including increasing students’ leadership self-efficacy, motivation to lead, and leadership skills. This study of 165 undergraduate students enrolled in an introductory leadership theory course explores the degree to which students report changes in these three areas of leadership from the beginning to the end of the course. Our analysis showed two important findings. First, students report significant gains in leadership self-efficacy, transformational and transactional leadership skill, and each measured form of motivation to lead at the conclusion of the course. Second, a closer examination shows that student learning is not across-the-board but, rather, differentiated. Students experience significantly different outcomes depending on their levels of self-efficacy and motivation to lead when they enter the course. These findings not only have broad implications for the way colleges and universities structure curricula around leadership development, but they also inform theoretical model-building regarding the process of student leadership development. DOI: 1012806/V13/I3/R1 Journal of Leadership Education Summer 2014
TL;DR: In this article, the authors present a conceptual model that will help us to understand the critical dimensions associated with self-leadership and the interrelatedness of these dimensions, and provide a comprehensive overview of selfleadership that extends Neck and Manz's conceptual model.
Abstract: Purpose – The goal of the leadership development process is to enable the individual to learn how to become a self-leader and for any organization to develop leaders. Self-leadership represents an individual's ability to exercise control (self-efficacy) over his or her choice of situations in which to participate in and to provide intrinsic rewards that are usually associated with achieving goals. The paper aims to discuss these issues. Design/methodology/approach – This study presents and describes a conceptual model that will help us to understand the critical dimensions (e.g. self-esteem) associated with self-leadership and the interrelatedness of these dimensions. Findings – The conceptual model that the author describes in this paper provides a comprehensive overview of self-leadership that extends Neck and Manz's (2010) conceptual model. It does so by identifying all the critical super ordinate mediators referred to by Deci et al. (1981) as internal states (referred to in this study as “dimensions”)...
TL;DR: This paper examined relationships between social perspective-taking (SPT) and individual, group, and societal domains of socially responsible leadership and found that SPT is a higher-order cognitive skill linked to moral development and social coordination, but never empirically connected to leadership development.
Abstract: This study examined relationships between social perspective-taking (SPT) and the individual, group, and societal domains of socially responsible leadership. SPT is a higher-order cognitive skill linked to moral development and social coordination, but never empirically connected to leadership development. Analyses determined SPT has a strong direct effect on group-level leadership values and an indirect effect on societallevel leadership values. Results offer critical new insights into directionality in the social change model.
TL;DR: A comprehensive program such as the one described is also needed for succession planning and retaining high-potential individuals in an era of shortage of surgeons.