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1 – 10 of over 2000Stanley G. Harris and Michael S. Cole
The purpose of this paper is to examine the applicability of Prochaska and colleagues' “stages of change model,” which has generated substantial support in the therapeutic…
Abstract
Purpose
The purpose of this paper is to examine the applicability of Prochaska and colleagues' “stages of change model,” which has generated substantial support in the therapeutic literature as a useful framework for understanding the dynamics of motivation to change problem behaviors, in a leadership development context.
Design/methodology/approach
A group of over 70 supervisors/managers was studied over a period of nine months as they participated in a company‐sponsored leadership development effort.
Findings
Results provide initial evidence that the stages of change model has the potential for being reliably and validly assessed in a leadership development context. Participants' stage scores related in meaningful ways to relevant criteria such as job attitudes, perceptions of personal leadership areas needing improvement, and evaluations of actual development module content and presentation over a nine‐month period.
Research limitations/implications
Participants were drawn from only one organization and this was the first major leadership development effort undertaken by this organization.
Practical implications
Study results provide support for the appropriateness of applying the stages of change model and its measurement in a leadership development context. Results demonstrate that the stages of change model appears to offer useful and pragmatic insight into motivation to learn and on improving the effectiveness of leadership development activities.
Originality/value
The present study is unique in that makes use of a stages of change model to empirically examine differential patterns of relationships between participants' stages of change and their organizational attitudes, leadership developmental needs, and longitudinal reactions to the development effort.
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Carrie A. Blair, Charles Allen Gorman, Katherine Helland and Lisa Delise
– The purpose of this paper is to examine the relationship between intelligence and behavior during leader development.
Abstract
Purpose
The purpose of this paper is to examine the relationship between intelligence and behavior during leader development.
Design/methodology/approach
As part of a leader development program, a variety of measures are collected, including measures of intelligence and measures of performance (e.g. assessment center performance, a 360-degree appraisal). The participants are given performance feedback from a variety of sources then asked to form developmental goals. The goals are examined for goal quality and goal-feedback correspondence, and examined in relation to intelligence.
Findings
Intelligence was positively related to goal-feedback correspondence. Intelligence was also related to goal quality after controlling for variance attributed to professional discipline.
Research limitations/implications
Personality, gender, age, and other variables were not included in this study. Other factors, such as the cultures of the organizations from which the individuals hailed, were also not included. Moreover, the conclusions were based on the behaviors exhibited in one leader development program. Future research should address these limitations.
Practical implications
Leader development is expensive and is becoming more popular. The results of this research could help organizations better determine who is likely to benefit from the investment in leader development.
Originality/value
In addition, a unique method is presented in the study for measuring leader development behavior based on goal quality and goal-feedback correspondence. Generalizability theory is applied in order to determine the reliability of the measures.
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The primary purpose of this paper is to explore how momentous events may contribute to leadership development. A second purpose is to show how the formative attributes of…
Abstract
Purpose
The primary purpose of this paper is to explore how momentous events may contribute to leadership development. A second purpose is to show how the formative attributes of momentous events are linked to leader traits needed for effective leadership.
Design/methodology/approach
The leadership tripod is used as the relational framework for exploring the formative capacity of momentous events. The formative capacity of momentous events, however, is realized through the personal memories of those events, that is, through autobiographical memory. Autobiographical memory, then, will provide an additional more rudimentary framework for exploring momentous events; within this framework, the momentous event will be dissected in order to identify its basic attributes, to explore how these attributes affect the leadership structure, and to show how changes to the leadership structure develop leaders.
Findings
Attributes and formative mechanisms of momentous events were identified, as were leader traits necessary for developmental readiness. Also, six propositions were distilled from this research. These propositions guide the implications about leadership training.
Practical implications
First, this research provides insight for leader‐situation interactions. Second, this research may provide guidance for strategies used in leadership development training.
Originality/value
This research provides three unique contributions to the literature: a focus on the experiential and relational aspects of leadership development; an analysis of the formative attributes and mechanisms of momentous events, along with the leader traits necessary for developmental readiness; and an exploration of momentous events as personal events memories.
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Jarle Eid, Bjørn Helge Johnsen, Paul T. Bartone and Odd Arne Nissestad
The purpose of this paper is to evaluate the role of personality hardiness in facilitating change or growth in transformational leadership of Norwegian Navy cadets following a…
Abstract
Purpose
The purpose of this paper is to evaluate the role of personality hardiness in facilitating change or growth in transformational leadership of Norwegian Navy cadets following a stressful military training exercise.
Design/methodology/approach
Leadership styles were measured in cadets before and after an intensive leadership training exercise, and again six months later. Hardiness was measured near the end of the first academic year. Leader performance was measured with first year leader development grades.
Findings
Repeated measures ANOVAS showed a sustained increase in transformational and transactional leadership following the exercise, and a decrease in the passive‐avoidant style (management by exception – passive and laissez‐faire).
Research limitations/implications
This research was conducted with a relatively small group and findings may not generalize readily to other populations.
Practical implications
These results suggest high hardy individuals have a greater readiness to make use of stressful training experiences as opportunities for developmental growth as leaders.
Originality/value
This study is the first of its kind to explore the role of a key personality variable – hardiness – to facilitate positive benefit from a real‐world training experience designed to develop better leadership capabilities. Further, it is one of few studies to identify factors contributing to the growth transformational leadership style. A strength of the study is that it was conducted in the context of a real‐world leadership training activity.
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Peter Halliwell, Rebecca Mitchell and Brendan Boyle
The purpose of this paper is to investigate interrelations between enhanced emotional intelligence, leadership self-efficacy and task-oriented leadership behaviour following…
Abstract
Purpose
The purpose of this paper is to investigate interrelations between enhanced emotional intelligence, leadership self-efficacy and task-oriented leadership behaviour following participation in leadership coaching.
Design/methodology/approach
Organisational leaders (coachees) (N = 70) and their subordinates (N = 175) completed online questionnaires pre- and post-coaching. To account for pre-coaching scores, construct latent change scores were assessed using partial least squares structural equation modelling (PLS-SEM).
Findings
Results indicate a positive association between enhanced emotional intelligence and leadership self-efficacy, however, little support was found for leadership self-efficacy as a mediator explaining an association between enhanced emotional intelligence and task-oriented leadership behaviour.
Practical implications
Organisations aiming to improve leader performance through enhancing emotional intelligence and leadership self-efficacy may find value in leadership coaching due to the intervention's positive effect on these constructs, and the positive association observed between developmental changes in these constructs.
Originality/value
Research on the interrelation between emotional intelligence and leadership self-efficacy is scarce. This study extends the literature by investigating the interrelation between developmental changes between these constructs brought about by leadership coaching using latent change scores and PLS-SEM. The study also assesses whether enhanced leadership self-efficacy mediates an association between enhanced emotional intelligence and task-oriented leadership behaviour building on the literature explaining coaching's effect mechanisms.
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Boy van Droffelaar and Maarten Jacobs
The purpose of this paper is to investigate the impact of leaders’ wilderness experiences on intentions to transform leadership behaviors toward authentic leadership.
Abstract
Purpose
The purpose of this paper is to investigate the impact of leaders’ wilderness experiences on intentions to transform leadership behaviors toward authentic leadership.
Design/methodology/approach
Content analysis was used on trail reports made by participants of a wilderness-based leadership program. Participants (n=97) were leaders working in business and institutional settings, both males and females. Participants were asked to write personal reports within two weeks after the training program about their wilderness experiences, and related behavioral intentions.
Findings
The analyses revealed four categories of leaders’ peak experiences: heightened sense of self, awareness of one’s core values, deep connected attention, and being in full presence. These peak experiences triggered intentions to change future leadership behaviors: to be more aware of self, to live by the inner compass, to improve careful listening, and to become more transparent. These intentions closely resonate with the core components of authentic leadership.
Research limitations/implications
The authors’ sample is characterized by developmental readiness: people who are already willing to change. However, developmental ready leaders are the subset of leaders that is particularly relevant studying change toward authentic leadership. Another limitation is intentions are assessed, and hence knowledge about actual changes in leadership style requires additional research.
Practical implications
The attributes of the transformation program that foster change as revealed here – being in another world, facing unfamiliar challenges, peer-to-peer learning – can be flexibly adopted and implemented in a wide range of leadership transformation programs.
Originality/value
By demonstrating that being immersed in nature can act as a significant life event that has the potential to foster authentic leadership, this study provides an original contribution to the literature on strategies for intra-personal leadership development.
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Heinrich Oosthuizen, Paul De Lange, Trevor Wilmshurst and Nicola Beatson
The purpose of this study is to explore the reasons why international accounting students in higher education in Australia do not accept leadership roles in academic teams…
Abstract
Purpose
The purpose of this study is to explore the reasons why international accounting students in higher education in Australia do not accept leadership roles in academic teams, considering the importance employers attach to leadership and teamwork graduate attributes.
Design/methodology/approach
Adopting the Keating et al. (2014) ready, willing and able (RWA) leadership framework, this qualitative study uses a narrative textual approach to analyse the data from responses to open-ended questions recorded in interviews with a sample of Master of Professional Accounting (MPA) students (N = 12) undertaking leadership-in-team roles in a management and cost Accounting unit (N = 110) within an Australian higher education accounting program.
Findings
The results of this study suggest that a lack of past work experience disadvantages accounting students in being ‘ready’ to adopt leadership roles in teams. Self-interested behaviour results in students not being ‘willing’ to adopt leadership roles. Students perceive business simulation and work-integrated learning activities to hold the potential to improve their ‘ability’ to lead.
Practical implications
The study offers a conceptual schema for student leadership development, suggesting that accounting curricula in higher education should include the assessment of scaffolded leadership development activities. Mentorship roles in academic teams should also be explored.
Originality/value
To the authors’ knowledge, this is the first application of the RWA framework to explore accounting students’ predisposition to accepting leadership roles in teams. Informed by the student narrative, the authors offer a future focused RWA schema as a practical guide for educators to embed leadership development in the accounting curriculum.
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The purpose of this paper is to present an empirically anchored, practical clinical approach that simultaneously considers risk factors for the individual and family, when…
Abstract
Purpose
The purpose of this paper is to present an empirically anchored, practical clinical approach that simultaneously considers risk factors for the individual and family, when assessing sexually abusive individuals of all ages and genders.
Design/methodology/approach
Identified were specific, empirically based variables on sizable validation and cross-validation samples (i.e. combined total of over 2,000 male and female youth, ages 4-19) that were directly related to risk for coarse sexual improprieties and/or sexually abusive behaviors.
Findings
Clinical considerations are offered regarding developmental domains not often considered and/or studied when working with sexually abusive individuals of all ages and genders. That is, attention is focussed on incorporating assessment of sexual development, erotic development, and romantic development and interventions to decrease intimacy deficits and thus improve skills in relationships. Specific strategies for utilizing the approach in assessment and treatment are described.
Practical implications
Overall the paper synthesizes the importance of the individual and family history with regard to those elements related to family history, sexual abuse, and intimacy deficits. The paper provides clinical, practice application with regard to assessment and risk variables in sexual abuse cases.
Originality/value
The manuscript introduces an original concept, the Family Lovemap with empirical data to support its underpinnings. The overall family system is viewed as a living sexual organism with its history that formulates the individual's unique Family Lovemap. The family is seen as a changing and evolving psycho-sexual system. Discussed is the impact of Family Lovemap onto the individual, providing an avenue of consideration in assessment and treatment, specifically, with issues related to bonding, attachment, and sexual development. On a broader scope, it offers more a “collective view” of a sexually abusive individual when doing a risk assessment.
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The purpose of this paper is to define and describe the mentoring mindset in a protégé. The central research question was: What constitutes a mentoring mindset in a protégé who is…
Abstract
Purpose
The purpose of this paper is to define and describe the mentoring mindset in a protégé. The central research question was: What constitutes a mentoring mindset in a protégé who is poised to receive maximum benefits from a mentoring relationship, as described by the mentor?
Design/methodology/approach
A phenomenological approach was used to conduct this study. Interviews were conducted with veteran school principals who were trained mentors, assigned and paired with newly appointed principals for a year of mentoring. The identification of the phenomenon of the mentoring mindset of the protégé was derived from the mentors’ perspectives of their protégés’ behaviors, dispositions, attitudes, and competencies, as they were conveyed in the research interviews.
Findings
A definition of the protégé's mentoring mindset was created after analysis of the interview data, and indicators of the presence and absence of the mindset were formulated into a Protégé Mentoring Mindset Framework that provides information on protégé competencies. The protégé with a mentoring mindset takes initiative, possesses a learning orientation, has a goal orientation, is relational and reflective. Conversely, the protégé who does not have a mentoring mindset lacks initiative, lacks a learning orientation, a goal orientation, and is not relational or reflective.
Research limitations/implications
One limitation of the study is that it only gathered the perceptions of the mentor, but the protégé is the one being described. This, however, is consistent with other studies of protégé competencies. The study was conducted with a specific population (school principals) in a southern state of the USA. Hence, it cannot be assumed to be generalizable to other populations or fields of study. Replication of this research in other settings is suggested, so that the Framework can be further affirmed, disconfirmed, or augmented. Implications of this research could be that the Mentoring Mindset Framework can be used for considering the varied competencies of the protégé, and can be used in both mentor and protégé training.
Originality/value
To this researcher's knowledge, there has not been a Protégé Mentoring Mindset Framework of competencies created in mentoring research.
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The responsible leadership movement may be seen as part of the wider sustainability revolution. Sustainability was defined by the World Commission on Environment and Development…
Abstract
Purpose
The responsible leadership movement may be seen as part of the wider sustainability revolution. Sustainability was defined by the World Commission on Environment and Development as “economic development that meets the needs of the present without compromising the ability of future generations to meet their own needs”. Since then, guiding principles have been formulated and a growing number of business leaders have issued a call to action. Still one expert, Orr, recently concluded that “virtually no indicator of planetary health is moving in a positive direction, and we should ask why.” The purpose of this paper, heeding the admonition to “ask why”, is to examine what it means to be responsible as a leader at this time, in this context.
Design/methodology/approach
A consensus view of the context and the accountabilities it implies is gleaned from an analysis of sustainability principles. A psychological approach to conceptualizing leader responsibility as a variable in personal development is elaborated under the normative construct of generativity. A new model for coaching developing leaders and promoting leader responsibility is proposed. It is based on recent advances in psychoanalytic psychology, and aspects of its theory base and method are illustrated in a case example.
Findings
Development of responsibility is found to hinge on personal value commitments that can best be awakened and cultivated through professionally‐relevant personal development in conjunction with experiential development strategies such as stretch assignments and action learning.
Originality/value
The approach offers a practical, developmental pathway for promoting leader responsibility.
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