Showing papers on "Leadership development published in 2017"
TL;DR: Results suggest that leadership training is substantially more effective than previously thought, leading to improvements in reactions, learning, transfer, and results, and the strength of these effects differs based on various design, delivery, and implementation characteristics.
Abstract: Recent estimates suggest that although a majority of funds in organizational training budgets tend to be allocated to leadership training (Ho, 2016; O'Leonard, 2014), only a small minority of organizations believe their leadership training programs are highly effective (Schwartz, Bersin, & Pelster, 2014), calling into question the effectiveness of current leadership development initiatives. To help address this issue, this meta-analysis estimates the extent to which leadership training is effective and identifies the conditions under which these programs are most effective. In doing so, we estimate the effectiveness of leadership training across four criteria (reactions, learning, transfer, and results; Kirkpatrick, 1959) using only employee data and we examine 15 moderators of training design and delivery to determine which elements are associated with the most effective leadership training interventions. Data from 335 independent samples suggest that leadership training is substantially more effective than previously thought, leading to improvements in reactions (δ = .63), learning (δ = .73), transfer (δ = .82), and results (δ = .72), the strength of these effects differs based on various design, delivery, and implementation characteristics. Moderator analyses support the use of needs analysis, feedback, multiple delivery methods (especially practice), spaced training sessions, a location that is on-site, and face-to-face delivery that is not self-administered. Results also suggest that the content of training, attendance policy, and duration influence the effectiveness of the training program. Practical implications for training development and theoretical implications for leadership and training literatures are discussed. (PsycINFO Database Record
264 citations
TL;DR: A growing body of leadership literature focuses on leader and follower identity dynamics, levels, processes of development and outcomes Despite the importance of the phenomena, there has been surprisingly little effort to systematically review the widely dispersed literature.
Abstract: A growing body of leadership literature focuses on leader and follower identity dynamics, levels, processes of development and outcomes Despite the importance of the phenomena, there has been surprisingly little effort to systematically review the widely dispersed literature on leader and follower identity In this review we map existing studies on a multilevel framework that integrates levels-of-the self (individual, relational and collective) with the levels-of-analysis (intrapersonal, interpersonal and group) on which leader or follower identity work takes place We also synthesize work from multiple research paradigms, such as social psychology experimental studies, narrative accounts of leaders' identity work and field studies on antecedents, outcomes, mediating mechanisms and boundary conditions Finally, we outline implications for leadership development and call attention to key themes we see ripe for future research
204 citations
TL;DR: In this article, a critical review of theory, empirical research, and practical applications regarding generational differences in leadership phenomena is presented, and a formal call for a moratorium to be placed upon the application of the ideas of generations and generational differences to leadership theory, research and practice is made.
Abstract: We present a critical review of theory, empirical research, and practical applications regarding generational differences in leadership phenomena. First, we consider the concept of generations both historically and through contemporary arguments related to leadership. Second, we outline and refute various myths surrounding the idea of generational differences in general, and critique leadership theories that have been influenced by these myths. Third, we describe the results of a literature review of primary empirical studies that have invoked the notion of generational differences to understand leadership phenomena. Finally, we argue that the lifespan developmental perspective represents a useful alternative to generational representations, as it better captures age-related dynamics that are relevant to leadership, followership, and leadership development. Ultimately, our work serves as a formal call for a moratorium to be placed upon the application of the ideas of generations and generational differences to leadership theory, research, and practice.
99 citations
TL;DR: This article investigated the processes and pathways of leadership development of teachers in different career stages as they participated in a professional development program and used a multiple case study approach with conceptual frameworks of teacher leadership practice and identity.
88 citations
TL;DR: LOCI has been developed to be a feasible and effective approach for organizations to create a positive climate and fertile context for EBP implementation and seeks to cultivate and sustain both effective general and implementation leadership as well as organizational strategies and support that will remain after the study has ended.
Abstract: Evidence-based practice (EBP) implementation represents a strategic change in organizations that requires effective leadership and alignment of leadership and organizational support across organizational levels. As such, there is a need for combining leadership development with organizational strategies to support organizational climate conducive to EBP implementation. The leadership and organizational change for implementation (LOCI) intervention includes leadership training for workgroup leaders, ongoing implementation leadership coaching, 360° assessment, and strategic planning with top and middle management regarding how they can support workgroup leaders in developing a positive EBP implementation climate. This test of the LOCI intervention will take place in conjunction with the implementation of motivational interviewing (MI) in 60 substance use disorder treatment programs in California, USA. Participants will include agency executives, 60 program leaders, and approximately 360 treatment staff. LOCI will be tested using a multiple cohort, cluster randomized trial that randomizes workgroups (i.e., programs) within agency to either LOCI or a webinar leadership training control condition in three consecutive cohorts. The LOCI intervention is 12 months, and the webinar control intervention takes place in months 1, 5, and 8, for each cohort. Web-based surveys of staff and supervisors will be used to collect data on leadership, implementation climate, provider attitudes, and citizenship. Audio recordings of counseling sessions will be coded for MI fidelity. The unit of analysis will be the workgroup, randomized by site within agency and with care taken that co-located workgroups are assigned to the same condition to avoid contamination. Hierarchical linear modeling (HLM) will be used to analyze the data to account for the nested data structure. LOCI has been developed to be a feasible and effective approach for organizations to create a positive climate and fertile context for EBP implementation. The approach seeks to cultivate and sustain both effective general and implementation leadership as well as organizational strategies and support that will remain after the study has ended. Development of a positive implementation climate for MI should result in more positive service provider attitudes and behaviors related to the use of MI and, ultimately, higher fidelity in the use of MI. This study is registered with Clinicaltrials.gov (
NCT03042832
), 2 February 2017, retrospectively registered.
87 citations
TL;DR: The 5R leadership development program as mentioned in this paper addresses the issue of managing group identities in the workplace by taking leaders through a five-stage process of preparing: explaining the importance of social identity processes for leadership; reflecting on important workplace social identities; representing goals and aspirations associated with different subgroup identities; realizing superordinate goals and developing strategies to achieve both them and subgroup goals; and reporting progress toward goals.
Abstract: . Social identity research shows that leadership is a process of group identity development but has not examined how leaders can manage group identities in the workplace. The 5R leadership development program addresses this issue. This takes leaders through a five-stage process of (1) Readying: explaining the importance of social identity processes for leadership; (2) Reflecting: identifying important workplace social identities; (3) Representing: clarifying goals and aspirations associated with different subgroup identities; (4) Realizing: identifying superordinate goals and developing strategies to achieve both them and subgroup goals; and (5) Reporting: assessing progress toward goals. Results of a longitudinal study indicate that 5R is a useful framework for leadership development that translates insights from social identity theorizing into structured intervention.
83 citations
TL;DR: In this article, a review of the leadership development literature and the results of a survey of 282 practitioners to assess the extent to which these approaches have been examined in research and implemented in practice is presented.
Abstract: Multilevel and relational views of leadership are expanding the focus of leadership development beyond individuals' knowledge, skills, and abilities to include the networked patterns of social relationships linking members of dyads and larger collectives. In this review, we present a conceptual model explaining how three distinct approaches for network-enhancing leadership development can improve the leadership capacity of individuals and collectives. We then present a review of the leadership development literature and the results of a survey of 282 practitioners to assess the extent to which these approaches have been examined in research and implemented in practice. Our review revealed that leadership research and leadership development practice are outpacing leadership development research in terms of incorporating networks. We aim to spur future research by clarifying the targets, objectives, and underlying mechanisms of each network enhancing leadership development approach in our conceptual model. Further, we identify additional literature, not traditionally considered within the realm of leadership development that may help advance empirical examinations of these approaches.
80 citations
TL;DR: In this paper, a 43-item competency framework for hotel general managers is proposed, including cognitive competencies (knowledge), functional competencies, skills, attitudes and behaviours, and meta-competencies (motives and traits).
Abstract: Purpose
It is crucial for hospitality organisations to develop sustainable leadership by regularly re-evaluating the competencies and skills required by their senior managers and leaders. In the context of this strategic talent management imperative, this paper aims to identify and map competencies required for the pivotal position of a hotel general manager to develop a holistic and relevant leadership competency framework.
Design/methodology/approach
Through secondary research, this study undertakes a detailed literature review of competency and leadership studies in the context of the hospitality industry to distil the essential competencies and skills required by a general manager.
Findings
This study proposes a leadership competency model for hospitality organisations in the form of a 43-item competency framework for hotel general managers categorised into four broad dimensions – cognitive competencies (knowledge), functional competencies (skills), social competencies (attitudes and behaviours) and meta competencies (motives and traits).
Practical implications
The proposed competency model, once empirically tested for robustness, could serve as a blueprint for hospitality organisations to develop their own organisation-specific competency framework for senior leadership that could prove to be a keystone for integrated talent management practices. Further, educationists and trainers could use the findings of this study as inputs in designing curricula and pedagogical interventions to meet the industry’s future needs and expectations with regards to competencies of senior managers.
Originality/value
By aggregating competencies from earlier studies and synthesising and categorising them in accordance with a contemporary, hospitality industry-relevant typology, a comprehensive competency model specific for hotel general managers has been proposed.
76 citations
TL;DR: In this paper, the authors validate the measurement of entrepreneurial leadership (EL) in the context of innovation management and strategic entrepreneurship, and examine the relationship between EL and the innovation process (IP).
Abstract: This paper aims to validate the measurement of entrepreneurial leadership (EL) in the context of innovation management and strategic entrepreneurship, and to examine the relationship between EL and the innovation process (IP). It proposes the measurement of EL and outlines the reason and the importance of EL in the IP. The study further examines whether the IP would have direct impact on innovation performance.,The paper opted for an explanatory and confirmatory study using a quantitative approach employing an online survey/questionnaire distributed to two groups of employees representing middle and senior management having mixed background such as finance, marketing, operations and management. The first group consists of 222 respondents spread across multiple industries, and the second group consists of 60 respondents mainly from the financial services industry to validate the measurement of the EL construct.,The paper provides empirical insights into the validation of EL measurement through two samples, and on the impact of EL in fostering all elements in the IP (i.e. idea generation, idea selection and development or idea conversion and idea diffusion). The paper also confirms some of the literature views on the difficulty of identifying a significant relationship between the IP and innovation performance. It suggests counterintuitively that the IP may not necessarily have a positive relationship with innovation performance.,Most of the respondents were those from the financial services industry, which may have an impact on the overall model but less on the validation of the EL measurement. The research affirms the theoretical concept of the dimensions of EL and validates its measurement. The research also shows intriguing findings on the missing link between the IP and innovation performance. Therefore, researchers are encouraged to identify variables or factors that should link the influence of the IP on innovation performance so that the contribution of innovation management to competitiveness can be clearly identified.,The research validates the measurement of the EL construct, which could be used as a screening tool in measuring the EL capacity at all levels within an organization as part of its leadership development in fostering its IP.,This paper fulfills an identified need to have a validated measurement of EL and its relationship with the IP.
72 citations
TL;DR: In this article, the authors explore the intriguing question of the most pragmatic leadership style and its potential impact on employees' motivation and propose the preference for democratic and laissez-faire leadership style in the face of deleterious bureaucratic environment.
Abstract: Leadership deficit has been Pakistan’s most pressing issue for decades, and this problem is even more pervasive in public organizations than private sector. Tackling the leadership crisis is now increasingly a question of what constitutes an appropriate leadership style to augment motivation of employees. Thus the purpose of the study is to explore the intriguing question of the most pragmatic leadership style and its potential impact on employees’ motivation. For this purpose, autocratic, democratic, and laissez-faire styles are considered as independent variables, while employees’ motivation is the dependent variable. Data is collected via survey questionnaire, based on closed-ended Multifactor Leadership Questionnaire (MLQ), from a sample of 110 senior level and middle level managers working at WAPDA, an autonomous organization of Pakistan working under the administrative control of federal government for the development of energy resources. Descriptive statistics, reliability statistics, multiple regression model and analysis of variance are deployed to test hypotheses of the study and derive practical implications. Autocratic leadership style is found to be more dominant and exhibits significant negative relationship with employees’ motivation, whereas democratic and laissez-faire leadership styles are shown to positively predict motivation of employees. However, the positive relationship between democratic leadership and employees’ motivation comes out to be insignificant, which depicts the bureaucratic and decentralized nature of the organization. The research findings are in line with the theoretical assumptions for autocratic and laissez-faire style, but inconsistent with democratic leadership style. The paper proposes the preference for democratic and laissez-faire leadership style in the face of deleterious bureaucratic environment. Though few researchers investigated the relationship between leadership styles and employees’ performance, there is hardly any study that focuses on bureaucratic environment of an emerging economy. The study offers broader policy implications to strengthen institutions by establishing democratic leadership style. In a context marked by bureaucracy and sluggishness, top management needs to focus on leadership development programs and pursuance of democratic leadership style.
70 citations
TL;DR: This paper proposed that performance feedback can be a power retention mechanism that puts women at a relative disadvantage and contributes to the lack of women in leadership positions, and developed a theoretical model concerning how power retention conditions (e.g., when giving feedback advances the source's personal status goals) lead to power retention mechanisms in the feedback process, such as patronizing feedback, particularly for female recipients.
Abstract: We propose that performance feedback can be a power retention mechanism that puts women at a relative disadvantage and contributes to the lack of women in leadership positions. Feedback is an evaluative process, with the (typically higher-power) source often having considerable discretion and means to deliver feedback and the feedback recipient often being at the mercy of the will of the source. The feedback process, therefore, has a built-in power component that preserves and amplifies existing power differences in organizations (e.g., differences in organizational authority and rank) and disproportionately harms women's leadership development. We develop a theoretical model concerning how power retention conditions (e.g., when giving feedback advances the source's personal status goals) lead to power retention mechanisms in the feedback process, such as patronizing feedback, particularly for female recipients. We discuss how gender moderates feedback delivery and reactions to feedback, which influence the persistent gender gap in leadership, subsequently reinforcing the power retention conditions. We conclude by discussing areas for future research, potential power equalization forces, and practical suggestions for how organizations can change this cycle.
TL;DR: In this paper, the authors propose that leaders learn more from their challenging leadership experiences when they are in learning mode, defined as intentionally framing and pursuing each element of the experiential learning process with more of a growth than a fixed mindset.
Abstract: In comparison to the vast literature on leadership theories, concepts, and behaviors, relatively less is known about why leaders often learn little from their leadership experiences, as well as how to support them in doing so. We propose that leaders learn more from their challenging leadership experiences when they are in learning mode, defined as intentionally framing and pursuing each element of the experiential learning process with more of a growth than a fixed mindset. We describe how the extent to which leaders are in learning mode stems from salient mindset cues and guides whether they work through the experiential learning process with a predominantly self-improvement or self-enhancement motive. We theorize about several other likely mediators and moderators of when being in learning mode will manifest in experiential leadership development. Practical implications at the micro, meso, and macro levels, as well as within management education are outlined.
TL;DR: Faculty LDPs were common, with some programs describing elements informed by the leadership literature, however, nationally programs can improve by basing content on a leadership competency model, incorporating multiple approaches to teaching, and implementing more rigorous program evaluation.
Abstract: PurposeTo identify the prevalence and characteristics of faculty leadership development programs (LDPs) offered by North American academic health centers (AHCs) and to uncover gaps in leadership training.MethodFaculty development/affairs deans of the 161 Association of American Medical Colleges memb
TL;DR: In this paper, the authors examined the variance of students' self-reported leadership skills as explained by their precollege characteristics and experiences, university experiences, and undergraduate engineering program contexts, and found that curricular emphases on core engineering thinking, professional skills, and broad and systems perspectives explain the greatest amount of variance.
Abstract: Background
Multiple reports call for undergraduate programs to develop engineers who have leadership abilities. Such preparation requires understanding how the undergraduate experience relates to student leadership abilities. Limited research has shown disagreement among faculty members and administrators about effective approaches for engineering leadership development.
Purpose/Hypothesis
The purpose of this research was to understand what precollege characteristics and experiences, university experiences, and undergraduate engineering program contexts relate to undergraduate engineers' self-reported leadership skills.
Design/Methods
Using hierarchical linear modeling, this quantitative study examined the variance of students' self-reported leadership skills as explained by their precollege characteristics and undergraduate experiences. The study drew from a nationally representative survey-based dataset of 5,076 undergraduate engineers from 150 undergraduate engineering programs from 31 colleges and universities.
Results
Although multiple facets of the undergraduate experience significantly relate to students' self-reported leadership skills, curricular emphases on core engineering thinking, professional skills, and broad and systems perspectives explain the greatest amount of variance. The lack of significant relationships at the program level suggests a lack of formal leadership development within the undergraduate curriculum at large.
Conclusions
Results indicate that entrusting the leadership development of undergraduate engineering students to the co-curriculum is an inefficient method of developing leadership skills for undergraduate engineers. The curriculum more strongly relates to engineering students' leadership skills. Identifying ways for faculty members to enhance this curricular focus could further development of technologically adept engineering leaders.
TL;DR: In this paper, the authors explored feedback-seeking and reflection as informal, proactive learning behaviors in the transfer of formal training in the context of global leadership development programs and investigated their predictive and mutually reinforcing effect on transfer of training.
Abstract: An important area for human resource development (HRD) research is the interrelated nature of different types of workplace learning. In our research, we studied feedback-seeking and reflection as informal, proactive learning behaviors in the transfer of formal training in the context of global leadership development programs. Thus, we add to our knowledge about how learners can transfer and extend formal training into informal workplace learning. In a partially mixed-method field investigation, we first explored triggers and characteristics, as well as the outcomes of feedback-seeking and reflection. Second, we investigated their predictive and mutually reinforcing effect on transfer of training. Integrated results from a qualitative interview study (Study 1, n = 15) and a quantitative survey study (Study 2, n = 60, comprising n = 15 participants from Study 1 and n = 45 additional participants) support the hypotheses that feedback-seeking and reflection are both relevant facilitators of transfer of training. In addition, Study 2 reveals that transfer of training was highest when both feedback-seeking and reflection were high, supporting our interaction hypothesis. This research extends the understanding of the importance of informal learning activities following formal training. Based on our results, we advocate that learners in their posttraining phase be engaged in both feedback-seeking and reflection to enhance their transfer of training. Further implications for human resource development research and practice are discussed.
TL;DR: In this article, the authors take a multi-disciplinary approach and examine the research on leadership development with both student and employee samples, framing the review in authentic and servant leadership theories, integrated with best practices in learning and training.
Abstract: Developing undergraduate student leaders who are authentic in their leadership and who have a drive to serve and support those around them is not only good for the students and their host schools, but arguably good for students’ future employers and even the future of our society. Our goal is to determine how such student leaders could be developed within higher education programs or courses. We take a multi-disciplinary approach and examine the research on leadership development with both student and employee samples, framing the review in authentic and servant leadership theories, integrated with best practices in learning and training. We then build from our review of the literatures to provide concrete recommendations for student leadership development founded in authentic and servant leadership principles and utilizing experiential learning.
TL;DR: In this paper, the authors explore the roles of leadership style and employee engagement as drivers of service orientation (SO) and suggest that organizations need to develop systems and processes that focus on the employee and EE for definitive service outcomes.
Abstract: The purpose of this paper is to explore the roles of leadership style and employee engagement (EE) as drivers of service orientation (SO). The competing models approach used in this study examines three models of influence on SO. The first model evaluates the influence of leadership on SO, the second focuses on the influence of EE on SO and the third explores the influence of leadership on SO through EE. The study provides evidence to support that the relationship between leadership styles and SO is impacted by EE. The results suggest that organizations need to develop systems and processes that focus on the employee and EE for definitive service outcomes. At a theoretical level, the paper provides a direction for further exploration of an integrated theory of leadership and engagement to drive SO in organizations.,This empirical study uses a cross-sectional descriptive design. Hierarchical regression and mediation analysis were applied to process the data that were collected from more than 400 front-line employees from five service sector organizations in the Delhi-National Capital Region (Delhi-NCR) of India using validated instruments.,The results from this study reveal both direct and indirect relationships among the variables. EE emerged as a critical variable that influences SO of employees. EE partially mediates the transformational leadership style-SO relationship and also the passive-avoidant-SO relationship and it fully mediates the transactional leadership-SO relationship. While all relationships of leadership-engagement, leadership-SO and engagement-SO are significant, the mediating effects accentuate the importance of EE in organizations.,Leadership style on its own has a direct bearing on EE and SO of employees, the three associations are significantly impacted under the mediating influence of EE. With EE emerging as a critical factor, organizations need to ensure engaging behaviors are measured and enhanced throughout the employee-life-cycle including hiring, training, rewarding and managing performance. The results of the study suggest that an integrated approach of developing and inculcating leadership styles that drive EE could be the basis for leadership development programs especially in the service sector organizations.,The originality of the paper is derived from the three variables studied in the context of the sample characteristics (front-line employees, young), industry sector (across service sector) and geographical location (Delhi-NCR-India). Not many empirical studies on these variables are available from the region. The empirical evidence on the influence of EE adds weight to the growing strategic importance of EE in organizations. The research also highlights leadership and EE together influence specific employee attitudes and behavior (SO).
TL;DR: In this article, the authors present a framework that integrates problem-based learning (PBL) and action learning (AL) design features to facilitate research into these similar interventions for management and leadership development.
Abstract: Experiential learning methods for leadership development have grown in popularity, but empirical research to support design, implementation, and ongoing evaluation has not kept pace with the demand for these programs. Problem-based learning (PBL) and action learning (AL) are two examples of these interventions used for developing agile practitioners while solving challenges found in the workplace. Addressing the complexity of these approaches, this article presents a framework that integrates PBL and AL design features to facilitate research into these similar interventions for management and leadership development. The PBL and AL literatures are compared to reveal analogous characteristics and to highlight gaps in research. The integrative framework is applied to make recommendations for human resource development practitioners conducting program evaluations.
TL;DR: The Chemical and Sustainability (CS) course as discussed by the authors is a course for upper level undergraduates and graduates, which includes a conceptual-analytical tool for identifying future-safe technologies called the Technology-Sustainability Compass (TSC), and an ethical code developed to provide students with a theoretical foundation for sustainability path-finding.
TL;DR: There is an ongoing debate between the proponents and skeptics of emotional intelligence (EI) with regard to its contribution to leadership effectiveness in organizational settings as mentioned in this paper. But they are not aiming to a...
Abstract: There is an ongoing debate between the proponents and skeptics of emotional intelligence (EI) with regard to its contribution to leadership effectiveness in organizational settings. Not aiming to a...
TL;DR: High-quality athlete leadership is positively related to team effectiveness, and the need for well-designed empirically-based leadership development programs is highlighted.
29 Mar 2017
TL;DR: The Ottawa Model of Implementation Leadership provides a theoretical basis for developing implementation leadership, and the ILS is a compatible tool for measuring leadership based on the O-MILe, providing an evidence- and theory-based approach for developing and measuring leadership for implementing evidence-based practices in health care.
Abstract: Purpose Leadership in health care is instrumental to creating a supportive organizational environment and positive staff attitudes for implementing evidence-based practices to improve patient care and outcomes. The purpose of this study is to demonstrate the alignment of the Ottawa Model of Implementation Leadership (O-MILe), a theoretical model for developing implementation leadership, with the Implementation Leadership Scale (ILS), an empirically validated tool for measuring implementation leadership. A secondary objective is to describe the methodological process for aligning concepts of a theoretical model with an independently established measurement tool for evaluating theory-based interventions. Methods Modified template analysis was conducted to deductively map items of the ILS onto concepts of the O-MILe. An iterative process was used in which the model and scale developers (n=5) appraised the relevance, conceptual clarity, and fit of each ILS items with the O-MILe concepts through individual feedback and group discussions until consensus was reached. Results All 12 items of the ILS correspond to at least one O-MILe concept, demonstrating compatibility of the ILS as a measurement tool for the O-MILe theoretical constructs. Conclusion The O-MILe provides a theoretical basis for developing implementation leadership, and the ILS is a compatible tool for measuring leadership based on the O-MILe. Used together, the O-MILe and ILS provide an evidence- and theory-based approach for developing and measuring leadership for implementing evidence-based practices in health care. Template analysis offers a convenient approach for determining the compatibility of independently developed evaluation tools to test theoretical models.
TL;DR: In this article, a sample of second-, third-and fourth-year campus principals working in a large urban school district in the south-west region of the US who had participated in their district's leadership development programme were administered the Principal Effectiveness Survey and participated in semi-structured interviews.
Abstract: Considering that some university-based principal preparation programmes may not be properly training principals for leadership roles, “grow your own” leadership development programmes have become more popular across the US. This study provides a contribution to previous research in terms of the specific components a district leadership development programme may incorporate into its curriculum in order to positively influence school principals’ effectiveness as school leaders. A purposeful sample of second-, third- and fourth-year campus principals working in a large urban school district in the south-west region of the US who had participated in their district’s leadership development programme were administered the Principal Effectiveness Survey and participated in semi-structured interviews to examine the influence of the programme on the participants’ effectiveness as leaders. Survey results indicated that principals consider training activities related to human capital, executive leadership, s...
TL;DR: Nurse managers should be well informed of the predictors of transformational leadership in order to pursue continuing education and development opportunities related to those predictors, and the need for emotional intelligence continuing education, leadership development and leader assessment programmes.
Abstract: Aim
The aim of this study was to examine the relationships among education, leadership experience, emotional intelligence and transformational leadership of nurse managers.
Background
Nursing leadership research provides limited evidence of predictors of transformational leadership style in nurse managers.
Methods
A predictive correlational design was used with a sample of nurse managers (n = 148) working in varied health care settings. Data were collected using the Genos Emotional Intelligence Inventory, the Multi-factor Leadership Questionnaire and a demographic questionnaire. Simple linear and multiple regression analyses were used to examine relationships.
Results
A statistically significant relationship was found between emotional intelligence and transformational leadership (r = 0.59, P < 0.001) explaining 34% variance in transformational leadership.
Conclusions
Nurse managers should be well informed of the predictors of transformational leadership in order to pursue continuing education and development opportunities related to those predictors.
Implications for nursing management
The results of this study emphasise the need for emotional intelligence continuing education, leadership development and leader assessment programmes.
TL;DR: In this article, an inductive study of international teams in a global leadership programme, the authors reveal how difference is discursively produced and reproduced in team members' talk, and argue that resistance through difference is an important form of dissent that could well become more prevalent as globalized business processes expand.
Abstract: This article argues that discursive constructions of difference can shape practices of organizational resistance. Drawing on an inductive study of international teams in a global leadership programme, the paper reveals how difference is discursively produced and reproduced in team members’ talk. In conditions of normalizing control, the majority of teams engage in individuating practices that reinforce internal differences, preclude group cohesion and marginalize certain members. One team, however, explicitly resists programme stipulations in ways that express members’ heterogeneity and simultaneously reinforce group solidarity. Referring to these oppositional practices as ‘resistance through difference’, the article describes how dissent challenges the hierarchies and disciplinary practices embedded in the leadership programme, and theorizes the co-constitution of inclusion and resistance. By examining the construction of difference not as ‘a problem’, but as a productive resource, the paper also addresses the generative outcomes of this managerial resistance. We argue that ‘resistance through difference’ is an important form of dissent that could well become more prevalent as globalized business processes expand.
TL;DR: The realist review of 77 publications answered questions such as "what works, for whom, and in which circumstances" highlighting: the effectiveness and acceptance of transformational and collaborative approaches; professionalism, expertise, and good task delegation within operational teams; distributed leadership, relationships, and social responsibility at a systemic level.
Abstract: Being largely considered a human right, healthcare needs leaders who are able to make choices and to set directions. Following the recommendations expressed by Gilmartin and D'Aunno's review and roadmap compiled in 2008, today, it is important to acknowledge researchers' contributions to outline this landscape. The realist review of 77 publications answered questions such as "what works, for whom, and in which circumstances" highlighting: the effectiveness and acceptance of transformational and collaborative approaches; professionalism, expertise, and good task delegation within operational teams; distributed leadership, relationships, and social responsibility at a systemic level. The relevancy and need of leadership development programs, framed within a wider strategy, emerged. Nonetheless, gaps still exist and require further investigation: particular needs in public vs. private contexts; professionals' and women's differentiating characters; generational gaps; associations between leadership and recruitment HR practices research; how (and if) leaders (should) influence the organizational culture and values; and developing countries specific challenges. Also, a greater proportion of relevant findings should be drawn by empirical and more rigorous studies. Finally, a major attention could be paid to interactions happening at the team, organizational, and systemic level among different leaders and among leaders, followers and external actors.
TL;DR: In this paper, an integrative model of entrepreneurial resilience that serves as a building block for entrepreneurial resilience theory building was proposed, and the newly proposed model will not only contribute to the much-needed entrepreneurial resilient theory building but also serve as a useful guide for human resource professionals and trainers in designing leadership development interventions.
Abstract: Purpose
Leadership development has attracted much research attention within the human resource development (HRD) community. However, little scholarly effort has been made to study a special group of leaders – entrepreneurs. This paper aims to fill in this knowledge gap by taking a close look at entrepreneurial resilience, a key ability of entrepreneurs to overcome challenges and adapt to uncertainties.
Design/methodology/approach
This paper conducted an extensive literature review using conceptual analysis as the primary method. Enablers and inhibitors affecting entrepreneurial resilience development were identified from the selected empirical studies.
Findings
From the analysis of empirical studies, a set of enablers and inhibitors was identified, and the effects on entrepreneur resilience were explored. Based on identified enablers and inhibitors, an integrative model of entrepreneurial resilience that serves as a building block for entrepreneurial resilience theory building was proposed.
Originality/value
Findings from this research and the newly proposed model will not only contribute to the much-needed entrepreneurial resilience theory building but also serve as a useful guide for human resource professionals and trainers in designing leadership development interventions.
TL;DR: In this article, the authors focus on identifying the major trends and strategies concerning talent management programs and development of digital skills for employees and managers and reveal that in an open talent economy, employer brand is very important in recruiting and retention of high potential employees and must be focused on learning & leadership development, mobility, rewards, and competency systems.
Abstract: In the digital age, organizations need to reinvent themselves at a structural level and to become agiler. Digital maturity of human resources management implies a shift from traditional paradigm on workplace towards engagement, learning and development of employees and search for talent. This paper focuses on identifying the major trends and strategies concerning talent management programs and development of digital skills for employees and managers. The study reveals that in an open talent economy, employer brand is very important in recruiting and retention of high potential employees and must be focused on learning & leadership development, mobility, rewards, and competency systems. At present, in order to obtain a business value, one of the major challenges that HR needs to face is the development of digital skills for managers and employees.
TL;DR: This paper used autoethnography as a research methodology to provide critical insight into effective women's leadership programming and evaluation and found that relationship-building should be a central learning outcome and facilitated through program curricula, pedagogical methods, and evaluation.
Abstract: As recent graduates of a women’s-only leadership development program in higher education in the United States, we used autoethnography as a research methodology to provide critical insight into effective women’s leadership programming and evaluation. The potential of this methodology as both a learning process and product helped elucidate two key findings: (1) to effectively develop women leaders, work must be done at the personal, interpersonal, and organizational levels, as these levels are interrelated and interdependent; and (2) women’s multiple identities must be engaged. Therefore, relationship-building should be a central learning outcome and facilitated through program curricula, pedagogical methods, and evaluation. Including autoethnography as a program evaluation methodology fills a gap in the literature on leadership development, and supports our goal of making meaning of our personal experiences in order to enhance women’s leadership development.
TL;DR: Featuring the three leadership modes brings librarians’ attention to the crucial differences among them; and hence directs future discussion to a more focused approach that addresses each leadership mode specifically.
Abstract: Purpose
The purpose of this paper is to highlight academic librarians’ understanding of leadership and leadership development, with the aim to shed light on further research that can inform and improve practices.
Design/methodology/approach
A literature review on academic library leadership was conducted. Particular attention was placed on the three common leadership modes in academic libraries: emergent leadership, team leadership and headship. The review covers librarians’ conception of leadership, desirable leadership capabilities and existing leadership development.
Findings
Librarians view leadership as a process of influence, and understand that leadership does not only come from formal leaders. Lacking is a more structured knowledge of what constitute effect leadership. In the literature, team and emergent leadership have not been adequately explored; most leadership research in the field takes on a headship approach.
Research limitations/implications
The publications reviewed were selective; not all papers on the topic were included.
Practical implications
Featuring the three leadership modes brings librarians’ attention to the crucial differences among them; and hence directs future discussion to a more focused approach that addresses each leadership mode specifically.
Originality/value
This paper differs from previous literature reviews on library leadership; it is the first one comparing and contrasting publications using the three leadership modes.