Leadership development

About: Leadership development is a research topic. Over the lifetime, 8391 publications have been published within this topic receiving 141935 citations. The topic is also known as: leadership training.

The Exploratory Research of Chinese College Students' Leadership Trait

Abstract: The scale of Chinese college students is huge, and it is the source of China's future sustainable development. In twenty-first Century, leadership has become a scarce resource for various organizations. It is very good highly significant that doing well college Students' leadership, regardless of the country, or individual development. Modern leadership theory research shows that leadership trait is the basis of leadership, closely related to leadership development. College students are in puberty, and are good and have good development. Through the questionnaire survey, the correlation analysis, the Chinese college students' leadership characteristics were explored. Research shows that the Chinese college Students' leadership trait include the ideal, the forecast, the influence, the ability to distinguish, the honest, understanding, communication, power, emotion, etc.. In view of the development of these leadership traits, we should build the network system of family, school and community. Keywords—leadership; china college; leadership trait; education

Destination Leadership: Evaluating Effectiveness of Leadership Development Program

Abstract: Effective leadership is understood to drive better team performance outcomes and contribute to organisational growth. Current literature highlights that leadership refers to a process of influencing others in a manner that enhances their contribution to the realisation of group goals. However, to be an effective leader in today’s volatile, uncertain, complex and ambiguous business environment, suitable leadership skills are needed to enable and to foster successful outcomes through leadership. Although not a new phenomenon in mainstream research, leadership in the tourism research and specifically in the tourism destination management field has only started to emerge. The current research literature shows how little is known about leadership in the tourism destination context. Despite the gap in research and not knowing what constitutes effective leadership in the tourism field, various organisations have been developing leadership development programs and promoting these to current and future managers operating within the visitor economy. Although these programs are believed to be underpinned by various leadership theories and concepts, it is not clear whether such programs are designed to fit the tourism destination context, and whether they are indeed contributing to the development of effective leadership. Leadership and context are inseparable, and due to the continuing change in the tourism environment, leadership at destinations need to proactively engage and guide integrated stakeholder cooperation and collaboration to facilitate sustainable development of quality visitor experiences. The aim of this research was to evaluate the effectiveness of a tourism-based leadership initiative that supports leadership development within Victoria’s visitor economy, and to inform current and future leadership development, and leadership programs. Hence, this study first explores leadership within the tourism context to identify an effective leadership, followed by assessing whether an existing tourism-based leadership development training fits with the tourism context. In doing so, the program content, such as leadership skills, knowledge and behaviours, the program training approach and the outcomes derived from the training at individual, workplace, tourism destination and community levels are assessed, to support conclusions about whether such an initiative is effective and whether it should be continued. Taking the epistemological pragmatic stance of John Dewey, this study uses mixed methods inquiry to help advance the knowledge and practice of leadership development and evaluation in the tourism field. To close the current leadership development and evaluation gap, the study expands David Stufflebeam’s traditional CIPP (Context, Input, Process, Product) program evaluation model with specific leadership components and measures, supported by the relevant leadership theories. The study consists of three explorative phases, qualitative, quantitative, and major qualitative, where each phase informed the development of the next. At the end, the findings from each quantitative and qualitative part contributed to the conclusion of whether the tourism-based leadership development program is effective. An application of transformational leadership model, and the use of measures associated with individual and collective leadership approaches show in this study that this new framework can effectively guide the assessment of leadership developed at two levels, individual and collective. Overall, the key value derived from the application of this model presents the ability to find out what and how the various training elements, such as the content and training approach contribute to individual, workplace, tourism destination and community outcomes. Hence, the study’s proposed conceptual framework will guide not only future leadership training evaluations but also the development of other leadership program initiatives within the visitor economy.

Cultural Intelligence and Experiential Learning Powering Faculty Intercultural Leadership Development

Abstract: A look at today’s higher education institutions shows an increasing number of culturally diverse students. The ability of faculty to value these learners can serve as an unmatched resource to enrich the learning experience for students and enhance the intercultural leadership development of faculty. We will explore how the integration of research in experiential learning and cultural intelligence (CQ) can help develop a process model for faculty to turn their interactions with diverse students into learning outcomes (Ng, Van Dyne, & Ang, 2009). The application of cultural intelligence, which offers a four-factor framework (metacognitive intelligence, cognitive intelligence, motivational intelligence, and behavioral intelligence) might increase the likelihood that faculty who interact with diverse students will engage in the four-stage theory of experiential learning: experience, reflection, conceptualization, and experimentation (Ng, Van Dyne, & Ang, 2009; Mezirow, 1997). The experience will impact experiential and learning outcomes, and can lead to multiple advantages.

Læringsarenaer som kan fostre misjonalt lederskap. En drøfting av Cape Town-erklæringens evangelikale og missiologiske bidrag til lederutvikling

Abstract: Learning arenas which may foster missional leadership: Reflections on The Cape Town Commitment’s evangelical and missiological contribution to leadership development This article explores evangelical perspectives on how to foster missional leadership on key learning arenas. The Lausanne Movement is widely regarded as representative for evangelical perspectives, and its roadmap The Cape Town Commitment (CTC) is therefore selected as the material. In line with CTC, missional leaders are viewed as a broad category which includes church and mission leaders, Gospel-inspired social action leaders, and Christian thought-leaders in the public arena. The background is today’s pluralistic and secular context, with ‘the civil public square’ as a desirable common vision. Key evangelical convictions in CTC, shaping the fostering of missional leaders, include the foundational grace of Christ, a classical evangelical theology, a holistic missional approach, and a ‘whole person’ leadership development. The church, theological education, and the academy at large are selected as significant learning arenas in CTC. The church arena, claims CTC, should be shaped by biblical teaching, equipping for apologetics, and a holistic view of calling. As a learning arena, per CTC, theological education needs to have a focus on the missional intention, the missional tasks, and the missional equipping, all of which presuppose the centrality of the Bible. Therefore, every theological education should undertake a «missional revision». In terms of the arena of the academy at large, CTC emphasizes its formative role, stresses the need both for Christian institutions and Christians in the ‘secular academy’, encouraging faith and learning as well as public apologetics. All this leads to final missiological reflections, where it is argued that fostering missional leaders on these arenas (a) is enhanced by an emphasis on «bearing witness to Jesus Christ and all his teaching in every nation, in every sphere of society, and in the realm of ideas», (b) presupposes an understanding of cognitive dissonance as a key challenge in the contemporary secular context, and (c) should include a comprehensive apologetic strategy for all three arenas.