Showing papers on "Leadership development published in 2020"

Leadership in medicine

Abstract: LEADERSHIP IN MEDICINE A NEED AND A VOID In a recent series of focus groups, the Canadian Medical Association (CMA) asked its members for their views on leadership, and whether there was a need to develop leaders in medicine. The results were clear. Canadian physicians told us there is both a need and a void. They told us that while they recognize a need for physicians to assume leadership roles, they do not feel particularly well-equipped to provide the kind of leadership needed in today's increasingly complex health care environment. They told us that they recognize a need for skills not acquired during their medical training. The kind of leadership and management skills they want to acquire are ones that are relevant and effective in a wide variety of contexts their practices, their communities, their professional associations as well as in ways that can influence public policy. A tall order to fill and one that arises in part from the nature of the medical profession itself. Save for a handful of specialties such as public health and epidemiology, medicine focuses on decisionmaking at the individual physician-patient level. Leadership necessarily involves stepping away from the individual physician-patient relationship and examining problems at a systems level, requiring the ability to view issues broadly and systemically; the ability to maintain what Heifetz called a balcony perspective (2). The balcony perspective is far removed from the cellular perspective, and new medical school graduates are not always familiar with working in this realm. Physicians also talked to the CMA about how they have typically become involved in leadership roles some through aspiration, some through inspiration, and many from a desire for new challenges but most talked about it in terms of happenstance rather than a deliberate choice. Many physicians truly can be considered "accidental leaders." Given such a context, and given the CMA's commitment to providing meaningful opportunities for leadership development, what kind of support can we, as a professional association, provide to doctors who want to develop these non-clinical aspects of their careers?

Association of Burnout, Professional Fulfillment, and Self-care Practices of Physician Leaders With Their Independently Rated Leadership Effectiveness.

Abstract: Importance Although leadership behavior of physician supervisors is associated with the occupational well-being of the physicians they supervise, the factors associated with leadership behaviors are poorly understood. Objective To evaluate the associations between burnout, professional fulfillment, and self-care practices of physician leaders and their independently assessed leadership behavior scores. Design, Setting, and Participants This survey study of physicians and physician leaders at Stanford University School of Medicine as conducted from April 1 to May 13, 2019. The survey included assessments of professional fulfillment, self-valuation, sleep-related impairment, and burnout. Physicians also rated the leadership behaviors of their immediate physician supervisors using a standardized assessment. Leaders’ personal well-being metrics were paired with their leadership behavior scores as rated by the physicians they supervised. All assessment scores were converted to a standardized scale (range, 0-10). Data were analyzed from October 20, 2019, to March 10, 2020. Main Outcomes and Measures Association between leaders’ own well-being scores and their independently assessed leadership behavior. Results Of 2656 clinical faculty and affiliated physicians invited to participate, 1487 (60.0%) returned surveys, including 1285 of the 1924 faculty physicians (66.8%). Among faculty respondents, 651 (50.7%) were women and 729 (56.7%) were 40 years or older. Among the 117 leaders, 57 (48.7%) both had their leadership behaviors evaluated by at least 5 physicians (median, 11 [interquartile range, 9-15]) they supervised and completed their own wellness survey. Overall, 9.8% of the variation in leaders’ aggregate leadership behavior scores was associated with their own degree of burnout. In models adjusted for age and sex, each 1-point increase in burnout score of the leaders was associated with a 0.19-point decrement in leadership behavior score (β = −0.19; 95% CI, −0.35 to −0.03;P = .02), whereas each 1-point increase in their professional fulfillment and self-valuation scores was associated with a 0.13-point (β = 0.13; 95% CI, 0.01-0.26;P = .03) and 0.15-point (β = 0.15; 95% CI, 0.02-0.29;P = .03) increase in leadership behavior score, respectively. Each 1-point increase in leaders’ sleep-related impairment was associated with a 0.15-point increment in sleep-related impairment among those they supervised (β = 0.15; 95% CI, 0.02-0.29;P = .03). The associations between leaders’ well-being scores in other dimensions and the corresponding well-being measures of those they supervised were not significant. Conclusions and Relevance In this survey study, burnout, professional fulfillment, and self-care practices of physician leaders were associated with their independently assessed leadership effectiveness. Training, skill building, and support to improve leader well-being should be considered a dimension of leadership development rather than simply a dimension of self-care.

Academic Leadership: Gatekeeping or Groundskeeping?

Abstract: Common approaches to academic leadership include serving as assessors of the progress of individuals towards organizationallydetermined milestones and markers of success. Likewise, leadership development often focuses on leadership skills and tactics, rather than on cultivation and enactment of leadership philosophies and progressive vision. Here, I discuss the importance of cultivating leadership for progressive faculty and academic staff development through strategically tending the cultures and systems that one leads, in addition to tactical supervision of people. I describe this as systems-engaged leadership manifested as groundskeeping, or as attending to the individuals in an organization while simultaneously actively tending the ecosystems in which the work of the organization occurs. Groundskeeping contrasts with more traditional approaches of leading, which function as gatekeeping, or primarily via guarding who gains access and who advances based on conceptualizations and assumptions about who can function and thrive. Introduction Common Leadership Practices in Higher Education Academic leadership encompasses a range of different higher education roles, including distinct positions and titles. It often varies from tactical management, which centers on specific objectives, to administration, which is positioned as relational and mission-driven, to leadership, which is vision-driven and potentially transformational (Cheruvelil & Montgomery, 2019, p. 240). Academic leaders can pursue a range of different leadership paths. Many academic leaders enter department-level leadership positions and beyond via a faculty route (Figure 1). Progression in the faculty ranks, both in the tenure system or for non-tenured faculty, can position individuals for consideration for leadership roles. However, progression on the tenure track from assistant to associate, with the checkpoint of internal and external review for tenure, as well as to full professor, with a second review period for promotion, can be required for advancement into particular leadership roles for which tenure or promotion is considered a prerequisite. Given the recognized disproportionate underrepresentation for marginalized and minoritized groups and barriers to advancement in the ranks of higher education tenure-track or tenured faculty (Montgomery, 2020a), these “checkpoints” can result in limited or disrupted opportunities for equitable progression into leadership roles for many individuals in academia. When considering individuals’ preparation for academic leadership roles, we generally measure success at each of the prior levels of faculty rank or academic leadership as evidence that individuals will continue to demonstrate success at the next (Figure 1). While a strong case has been constructed for this model of advancement across levels within a disciplinary faculty ladder, we also often make decisions about who can and should lead primarily based on an individual’s success as a faculty member, rather than based on their aptitude or demonstrated abilities for a role as an effective academic leader. We use such a selection paradigm frequently, although it is BERONDA L. MONTGOMERY EAST LANSING, MICHIGAN readily recognized that “the role of the academic leader (department chair and/or dean) is very different from that of regular faculty members even though faculty members often are asked to serve in these capacities” (Rowley & Sherman, 2003, p. 1059). In their roles, academic leaders provide administration (e.g., operational efforts) and leadership towards academic goals (Rowley & Sherman, 2003). However, in many cases the formal training and selection processes for these individuals center primarily on their academic training and success in disciplinary roles and distinct leadership positions, with little to no formal training in or assessment of demonstrated administrative or leadership functions for a particular academic position under consideration, nor necessarily any evidence of prior practical experiences (Baker et al., 2019; Bisbee, 2007; Gmelch, 2013; Rowley & Sherman, 2003). Additionally, those who transition into leadership roles in academia often do so without a full understanding of, or preparation for, the complexities associated with these positions (Gmelch, 2013). Apart from deficits in training or demonstrated experience, many academic leaders also have no expressed aspirations for leadership (Rowley & Sherman, 2003). Once in leadership roles, “good” academic leadership is often judged based on leadership traits or capabilities, such as planning, organizational skills, listening, communication, stakeholder engagement, decision-making styles, humility, and courage (Mrig & Sanaghan, 2017; Rowley & Sherman, 2003). While these are all critical functions, much more is needed for progressive leadership, especially in dynamic current times. Less frequently do we select or advance academic leaders on the grounds of having assessed their formal leadership preparation, evidence of active cultivation of leadership philosophy, expressed or demonstrated leadership values, or development and enactment of a leadership vision. A focus on values in the development, cultivation, or advancement of leaders can be rare (Smikle, 2019). In regard to vision, while developing a vision is sometimes recognized as important, an ability on the part of an academic leader to execute a vision is even more critical (Mathews, 2018; Mrig & Sanaghan, 2017). Given that we have not always insisted on academic leaders even having an espoused or highly developed vision, a widespread requirement for demonstrated vision and a plan for execution would represent a major leap forward. Effectively incorporating such a requirement into academic practices would require that we revisit the means by which we prepare, select, and socialize academic leaders. Figure 1: Progression into Academic Leadership Roles. Academic leaders often emerge from faculty ranks (tenure system or non-tenured), for instance progressing from assistant to associate to full professor. Departmental leaders such as department chairs are often drawn from the senior-level faculty, and in a situation that is almost entirely unique to academia, these individuals may return to serve as faculty peers at the end of a leadership term. College-level and executive-level leaders or administrators are far less likely to return to the faculty peer level than departmental leaders.

Developing the theory and practice of leadership development: A relational view

Abstract: Organizations are demanding leadership development that is more sensitive to context and supportive of organizational transformation, and critics of current leadership development practices claim they are too narrowly construed to yield meaningful results. Relational views of leadership may be the disruptive idea that helps reconstruct leadership development in ways that meets these concerns. To better understand how these relational views can impact the practice of leadership development, we examined the use a specific relational framework in one leadership development organization. We found that leadership development professionals used the framework to convey a relational point of view on leadership to their participants, to facilitate collective identification and action on leadership issues, to develop leadership by focusing on leadership culture, and to enable the democratization of leadership development. We use these findings to advance a constructive-developmental perspective on the development of leadership development.

Women's leadership in academic medicine: a systematic review of extent, condition and interventions.

Abstract: Objectives Because culture reflects leadership, the making of diverse and inclusive medical schools begins with diversity among leaders. The inclusion of women leaders remains elusive, warranting a systematic exploration of scholarship in this area. We ask: (1) What is the extent of women’s leadership in academic medicine? (2) What factors influence women’s leadership? (3) What is the impact of leadership development programmes? Design Systematic review. Data sources A systematic search of six online databases (OvidMEDLINE, EMBASE, CINAHL, PsycINFO, the Cochrane Library and ERIC) from the earliest date available to April 2018 was conducted. Bridging searches were conducted from April 2018 until October 2019. Eligibility criteria (1) Peer-reviewed; (2) English; (3) Quantitative studies (prospective and retrospective cohort, cross-sectional and preintervention/postintervention); evaluating (4) The extent of women’s leadership at departmental, college and graduate programme levels; (5) Factors influencing women’s leadership; (6) Leadership development programmes. Quantitative studies that explored women’s leadership in journal editorial boards and professional societies and qualitative study designs were excluded. Data extraction and synthesis Two reviewers screened retrieved data of abstracts and full-texts for eligibility, assessment and extracted study-level data independently. The included studies were objectively appraised using the Medical Education Research Quality Study Instrument with an inter-rater reliability of (κ=0.93). Results Of 4024 records retrieved, 40 studies met the inclusion criteria. The extent of women’s leadership was determined through gender distribution of leadership positions. Women’s leadership emergence was hindered by institutional requirements such as research productivity and educational credentials, while women’s enactment of leadership was hindered by lack of policy implementation. Leadership development programmes had a positive influence on women’s individual enactment of leadership and on medical schools’ cultures. Conclusions Scholarship on women’s leadership inadvertently produced institute-centric rather than women-centric research. More robust contextualised scholarship is needed to provide practical-recommendations; drawing on existing conceptual frameworks and using more rigorous research methods.

Positive Leadership: Relationships with Employee Inclusion, Discrimination, and Well-Being

Abstract: The diverse nature of 21st‐century organizations has compelled leaders to minimize discrimination and bring about inclusion amongst their employees. One of the ways this can be achieved is through authentic, respectful, and inclusive leadership. The aim of the present paper was to (1) explore whether the three leadership styles can promote inclusion and curtail discrimination in the South African context and (2) ascertain whether this relationship has any bearing on well‐being across Dutch, German, Icelandic, Indonesian, and South African contexts. To reach these aims, two cross‐sectional studies have been conducted. In Study 1, 569 employees were surveyed, and results indicated that all three leadership styles loaded on a common latent factor (positive leadership) that was positively associated with both inclusion and discrimination. In Study 2, 1,926 employees were surveyed across the five countries. Results indicated that once again, the latent, positive leadership factor was positively associated with both inclusion and discrimination. Furthermore, inclusion, when compared to discrimination seemed to be a stronger mediator in the relationship between positive leadership and well‐being. We propose leadership development that will cultivate positive leadership behaviors for the benefit of employee well‐being and collaboration in increasingly diverse teams.

Sources of teachers’ self-efficacy for technology integration from formal, informal, and independent professional learning

Abstract: Teachers do not consistently maximize the potential of classroom technologies for enhancing student learning. As their self-efficacy is positively associated with technology integration, developing teachers’ self-efficacy could increase high-quality integration. We investigate how a holistic system of professional learning about technology integration including formal, informal, and independent professional learning might allow for access to and prompt reflection on self-efficacy source information. We interviewed six middle school math and science teachers from two schools where leadership teams participated in a leadership development program aiming to ultimately support teachers’ technology integration. To gather the teachers’ perspectives, we asked them to reflect on and explain visual displays of their reported confidence in technologies and frequency of professional learning. Through core assertions, we suggest a holistic system of learning supports teachers’ access to three sources of self-efficacy information (verbal persuasion, vicarious experiences, and mastery experiences) and prompts teachers’ reflection on source information such that it can impact their self-efficacy. We make recommendations for leaders to operate on these findings, as leaders are responsible for fostering the conditions necessary for teachers’ effective technology integration, as well as recommendations for future research to increase the generalizability and depth of understanding.

The Virtues Project: An Approach to Developing Good Leaders

Abstract: Virtue words, such as justice, fairness, care, and integrity, frequently feature in organizational codes of conduct and theories of ethical leadership. And yet our modern organizations remain blemished by examples lacking virtue. The philosophy of virtue ethics and numerous extant theories of leadership cite virtues as essential to good leadership. But we seem to lack understanding of how to develop or embed these virtues and notions of good leadership in practice. In 2012, virtue ethicist Julia Annas pointed to a training program which she touted as a practical application of virtue ethics. The program Annas (Ethical Theory: An Anthology, Wiley, New York, 2012) identified is called The Virtues Project, and while promising, she warned that in its current state, it lacked theorizing. We address this by aligning its practical strategies to extant theory and evidence to understand what virtues it might develop and how it might facilitate good leadership. Doing so makes two key contributions. First, it lends credence to The Virtues Project’s potential as a leadership development program. Second, it provides a means of applying theories of good leadership in practice. Our overarching objective is to advance The Virtues Project as a means of incorporating virtues into workplace dynamics and embedding virtues in the practice of organizational leadership.

Barriers to leadership development: Why is it so difficult to abandon the hero?:

Abstract: Critical consensus holds that leader-centred leadership theories reproduce romanticism by exaggerating the impact of individual leaders In contrast, a processual perspective views leadership as an

Leadership Pathways in Academic Family Medicine: Focus on Underrepresented Minorities and Women.

Abstract: BACKGROUND AND OBJECTIVES Leadership positions in academic medicine lack racial and gender diversity. In 2016, the Council of Academic Family Medicine (CAFM) established a Leadership Development Task Force to specifically address the lack of diversity among leadership in academic family medicine, particularly for underrepresented minorities and women. APPROACH The task force was formed in August 2016 with members from each of the CAFM organizations representing diversity of race, gender, and academic position. The group met from August 2016 to December 2017. The task force reviewed available leadership development programming, and through consensus identified common pathways toward key leadership positions in academic family medicine-department chairs, program directors, medical student education directors, and research directors. consensus development: The task force developed a model that describes possible pathways to several leadership positions within academic family medicine. Additionally, we identified the intentional use of a multidimensional mentoring team as critically important for successfully navigating the path to leadership. CONCLUSIONS There are ample opportunities available for leadership development both within family medicine organizations and outside. That said, individuals may require assistance in identifying and accessing appropriate opportunities. The path to leadership is not linear and leaders will likely hold more than one position in each of the domains of family medicine. Development as a leader is greatly enhanced by forming a multidimensional team of mentors.

Clinical Nurses' Perceptions of Authentic Nurse Leadership and Healthy Work Environment.

Abstract: Objective The aim of this study was to determine the relationship between clinical nurses' perception of the authentic nurse leadership of their manager and their perception of the work environment on their unit. Background Authentic leadership (AL) and healthy work environments contribute to staff engagement and improved patient outcomes. There is limited research linking these 2 variables. Methods Two hundred fifty-four clinical nurses at a national conference participated in a cross-sectional, correlational, descriptive study using the Authentic Nurse Leadership Questionnaire and the Critical Elements of a Healthy Work Environment Survey. Results Overall, nurses rated the authentic nurse leadership of their manager as present most of the time and agreed their work environment was healthy. There was a moderate correlation between AL and healthy work environment. Background variables were not significantly related to nurses' perceptions of the authentic nurse leadership of their manager or their work environment. Conclusions This is the 1st study using these authentic nurse leadership and healthy work environment frameworks. In this novel nursing model of AL, caring is an attribute that was valued by frontline nurses. This is a call to action for leadership development at every level using AL principles and for the improvement of lagging domains in nursing work environments, both critically needed during challenging healthcare times and for the ultimate purpose of improving patient and workforce outcomes.

Leadership development trends and challenges in the twenty-first century: rethinking the priorities

Abstract: The purpose of this paper is to understand challenges facing organizations in the twenty-first century and address these challenges through suggesting future leadership development based on relevant leadership theories, which would motivate and guide future research directions in a streamlined manner.,The present study adopted the exploratory literature review, using the integrative method, to review the theoretical and empirical literature on leadership development published since the 2000s, primarily focusing on research published in the Journal of Management Development.,The findings of the current review confirmed that leadership theories are the base for leadership development theories, particularly if the purpose is to address and overcome the current challenges facing organizations. The authors suggest that leadership theories and leadership development theories do not exist in isolation from one another, nor do they exist in isolation from challenges facing organizations.,This review does not cover all studies before the 2000s nor other journals in the field of leadership.,Given that most organizations are suffering from one or more of the following issues: sexual scandals, unethical behaviors, individualism, crises and a low level of performance or productivity, the development of particular leadership skills has become a priority. This study is one of few studies guiding both future leadership development research directions and leadership development initiatives.

The Emergence of Spiritual Leader and Leadership in Religion-Based Organizations

Abstract: In the present research, we qualitatively document the process by which spiritual leader and leadership emerge in religion-based organizations. Data from 26 participants in three religion-based organizations revealed three cardinal themes that depict (1) the development of spiritual leader (e.g., embodiment of a spiritual leaderspiritual lifestyle; inspiration) and spiritual leadership (e.g., follower-based leadership), (2) the process of developing a spiritual leader (e.g., interest/calling, personal experiences) and spiritual leadership (e.g., appointment; training), and (3) outcomes of spiritual leader and leadership development (i.e., personal, follower and organizational growth). Based on the results, we propose a model that depicts the phases involved in the development of spiritual leader/leadership in the religion-based workplace. These phases are proposed to impact the outcomes for the leader, followers, and the organization. The implications of our results are discussed.

Six ways of understanding leadership development : An exploration of increasing complexity

Abstract: Leadership development is a multifaceted phenomenon with a multitude of definitions and meanings requiring closer exploration. The aim of this study was to identify and investigate qualitatively di...

This Time from Africa: Developing a Relational Approach to Values-Driven Leadership

Abstract: The importance of relationality in ethical leadership has been the focus of recent attention in business ethics scholarship. However, this relational component has not been sufficiently theorized from different philosophical perspectives, allowing specific Western philosophical conceptions to dominate the leadership development literature. This paper offers a theoretical analysis of the relational ontology that informs various conceptualizations of selfhood from both African and Western philosophical traditions and unpacks its implications for values-driven leadership. We aim to broaden Western conceptions of leadership development by drawing on twentieth century European philosophy’s insights on relationality, but more importantly, to show how African philosophical traditions precede this literature in its insistence on a relational ontology of the self. To illustrate our theoretical argument, we reflect on an executive education course called values-driven leadership into action, which ran in South Africa, Kenya, and Egypt in 2016, 2017, and 2018. We highlight an African-inspired employment of relationality through its use of the ME-WE-WORLD framework, articulating its theoretical assumptions with embodied experiential learning.

A framework for developing and supporting student leadership in higher education

Abstract: Developing leadership in students is part of the remit of higher education institutions. In recent decades, student leadership development programs have proliferated at universities worldwi...

The Importance of Leadership Development in Medical Curricula: A UK Perspective (Stars are Aligning)

Abstract: "Medical leadership and management" describes the engagement of doctors in the leadership and management of both individual patient care and of the departments, organizations and systems within which they work. Around the world, doctors are generally accepted as the leaders of clinical teams, holding ultimate accountability for individual patient care. However, the role of doctors as organizational and system leaders within healthcare, despite evidence of benefit, shows considerable variation. In this article, we briefly explore the history of leadership development for doctors, and then, taking a UK perspective on recent developments in undergraduate education and postgraduate training, consider the opportunities and challenges for medical schools, educators and doctors in implementing these. The future of medical leadership and management development is promising although there is still a lack of evidence on the longer-term outcomes and impact on patients of current interventions. It is clear, however, that faculty need to be skilled in holding effective developmental conversations and structuring formative experiences for those they educate, and that leadership development must be integrated longitudinally throughout a doctor's career, with undergraduate development being a critical stage for helping medical students recognize and understand their wider responsibility to the system, as well as the patient in front of them.

Leadership Competencies for Construction Professionals as Identified by Construction Industry Executives

Abstract: Construction and civil engineering professionals are recognizing a growing need for increased professional development, namely, leadership development, within the industry However, many ac

Ethics Education in Leadership Development: Adopting Multiple Ethical Paradigms.

Abstract: Attitude development and identity formation in educational leadership are the goals of non-traditional, and in the 21st century also of neo-traditional, development initiatives. Ethics education em...

Developing leaders through mindfulness practice

Abstract: The study's objective was to examine whether and how mindfulness training and practice might impact indicators of three capacities identified as critical for leading in the twenty-first century: resilience, leading in complex contexts and collaboration.,We conducted a non-randomised wait-list controlled study with 57 senior leaders (81 per cent female) who undertook an eight-week “Mindful Leader” programme.,Our findings suggest the programme was effective in developing leaders in terms of their mindfulness, resilience and self-perceived leadership competencies such as collaboration and agility in complex situations. The amount of mindfulness practice the leaders undertook was associated with improvements in mindfulness, resilience and collaboration. Furthermore, participants reported that the programme was beneficial for them as leaders and that the training format was feasible. However, objective measures of cognitive functioning and leadership competence did not improve significantly within the mindfulness intervention group.,Mindfulness practice may be a promising and effective method for leader development. Our results suggest that mindfulness can be learnt and developed by executive leaders, as long as they practice for at least 10 min per day.,This is the first study to investigate how resilience, leading in complex contexts and collaboration can be developed through mindfulness training.

The Competence of Project Team Members and Success Factors with Open Innovation

Abstract: The purpose of this paper is to examine the relationship between emotional, managerial, and intellectual competence of team members, which refer to the LDQ (Leadership Development Questionnaire) and impact on project success. (1) Background: Large and complex projects are being conducted in a dynamic business environment. The need for capabilities and managerial aspects of participants of the project for business performance increases. (2) Methods: A questionnaire survey was conducted on 164 project management professionals in various industries from Korea. The structural equation modeling technique was performed to establish the effect of competence of team members on project success factor. (3) Results: The results provided empirical support for the impact of team members’ competencies on project success factor. Moreover, there is no difference in the perception of the impact of team members’ competencies on project success factor, depending on their roles, such as project manager and team member. (4) Results: In this paper, the importance of the competence of team members in accordance with the project manager was presented. The findings of this study suggest the strategic direction of the members at this point when corporate innovation is needed.

Achieving leadership and success: A 28-year follow-up of college women leaders

Abstract: Using a life span perspective focusing on establishing early leader identity, we examine the relationship of achievement orientations, career aspirations, personal and organizational factors, and family choices of 101 women college leaders surveyed in 1985 to ascendance into senior leadership roles and occupational success 28 years later. College-age orientations toward leadership and competition best predicted later-life outcomes. Higher college-age leadership orientation differentiated between women subsequently achieving senior leadership positions and those who did not. Networking and family support positively related to career outcomes; women with and without children had similar outcomes. Women who took leaves beyond a standard maternity absence reported similar career satisfaction to those continuously employed but were less likely to reach senior leadership positions and paid a significant economic penalty in salary. College-age achievement orientations, including leadership orientation, significantly predicted adult achievement orientations, suggesting the college years as an important period for leadership development and intervention.

The diversity gap in leadership: What are we missing in current theorizing?

Abstract: Relational models of organizational inequalities offer numerous insights around the role of micro, meso and macro processes that drive differential progress of diverse individuals into senior leadership roles. We propose that the Bourdieusian relational framework of capital, habitus and field, and Bourdieu's conception of symbolic violence, provide a powerful explanatory lens for understanding the continuing lack of diversity among our corporate leaders. In applying this framework, we highlight critical shortcomings in current conceptions of leadership development and significant implications for leadership theory. We highlight the ways in which gendered and racialized structures are created and reinforced preventing access to opportunities for corporate leadership to diverse individuals. Future leadership theorizing needs to place greater attention upon the context in which development occurs, how valuable capital comes to be prescribed, as well as the forces at work in generating structures that perpetuate differential access to the capital necessary to progress as leaders.

Developing Employee Resilience: The Role of Leader-Facilitated Emotion Management:

Abstract: The ProblemTo create resilient organizations, Human Resource Development (HRD) must foster the conditions (both internal and external to the employee) that enable learning and development in the fa...

When leader is morally corrupt: interplay of despotic leadership and self-concordance on moral emotions and bullying behavior

Abstract: This study investigates despotic leadership (DL) as an antecedent to bullying behavior with a mediating role of moral emotions at work Another aim is to study the moderating role of self-concordance to buffer the relationship between DL and arousal of moral emotions,The authors collected two-source (self-reported and supervisor reported) time-lagged data in the shape of a three-wave survey (ie one month time interval for each time) from 242 dyads in the health sector of Pakistan,The results revealed that moral emotions mediated the relationship between DL and bullying behavior Furthermore, self-concordance moderates the relationship between DL and moral emotions, such that the relationship will be stronger in the case of low self-concordance,Managers need to promote a culture that accommodates diversity of opinion at the organization so that everyone is able to express and share their views openly Organizations should encourage supervisors to participate in leadership development programs aimed at eliminating DL,This study establishes the role of self-concordance and moral emotions in the relationship between despotic leadership DL and bullying behavior