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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.

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.

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.

Participants were drawn from only one organization and this was the first major leadership development effort undertaken by this organization.

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.

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.

The world after the pandemic of Covid-19 is looking at a different environment in teaching and learning and primarily being influenced by general online learning readiness. Perception towards the measurement of online learning readiness would also need to change. This study seeks to determine whether Malaysian undergraduate students are ready to study online if the Movement Control Order (MCO) is reimposed.

Using an online poll, this study analysed 299 undergraduate students from Malaysia's public and private universities. The collected data were then analysed using SmartPLS software to test the measurement model and structural equation modelling.

The findings of this study indicate that computer self-efficacy and self-directed learning have a substantially positive link with online learning preparedness among Malaysian undergraduate students.

Findings in this study indicate that universities should draw comprehensive plans to enhance students' readiness in terms of indicators such as technology usage, technology availability, computer and internet efficacy, self-directed learning and attitude. One of the aspects that require change is online communication self-efficacy. Thus, there is a need for improvement, or this would affect undergraduates adversely, especially in the event of future MCO.

The originality of this article lies in the time frame this study was conducted, where cases of coronavirus infection are seen to increase around the world and there is a possibility that movement restrictions will be re-enforced. The findings in this study are expected to give insight to the government in the effort of the national higher education plan. By not undervaluing previous research models, this research model should give a new perspective to the academic literature on online learning among undergraduate students.

The process of global leadership development remains a challenging theoretical problem in the field of global leadership. To help address this issue, we develop a theoretically grounded process model of global leadership competency development that addresses the dynamics involved in the adoption and enhancement of intercultural competencies associated with global leadership. We do this by integrating theoretical constructs associated with competency development from the adult learning and development, cognitive-behavior therapy, global leadership development, leadership development, organizational development, and social learning theory literatures. The resulting model includes testable propositions – a critical feature that existing global leadership development process models currently lack. Our chapter concludes with a discussion of the implications of the model for future research and practice.

The purpose of this paper is to examine the relationship between intelligence and behavior during leader development.

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.

Intelligence was positively related to goal-feedback correspondence. Intelligence was also related to goal quality after controlling for variance attributed to professional discipline.

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.

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.

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.

The development of effective leadership capacity involves multiple factors including increasing students’ leadership self-efficacy, motivation to lead, and leadership skills. This study of 165 undergraduate students enrolled in an introductory leadership theory course explores the degree to which students report changes in these three areas of leadership from the beginning to the end of the course. Our analysis showed two important findings. First, students report significant gains in leadership self-efficacy, transformational and transactional leadership skill, and each measured form of motivation to lead at the conclusion of the course. Second, a closer examination shows that student learning is not across-the-board but, rather, differentiated. Students experience significantly different outcomes depending on their levels of self-efficacy and motivation to lead when they enter the course. These findings not only have broad implications for the way colleges and universities structure curricula around leadership development, but they also inform theoretical model-building regarding the process of student leadership development.

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.

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.

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.

First, this research provides insight for leader‐situation interactions. Second, this research may provide guidance for strategies used in leadership development training.

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.

In this chapter, the authors discuss how school counselors may create a college-going environment for African American males in middle school. The authors use Bronfenbrenner’s (1979) Ecological Systems Theory to explain how environmental influences impact African American males’ college trajectory, both positively and negatively. Moreover, they use Ecological Systems Theory to discuss how multiple stakeholders (e.g., school counselors and parents) and various structured activities that align with the Eight Components of College and Career Readiness (NOSCA, 2010) may promote college preparation among Black male middle school students. The authors also present two case vignettes as examples of how school counselors may assist African American males for postsecondary options. In closing, the chapter concludes with implications for educational policy, research, and practice.

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.

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.

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).

This research was conducted with a relatively small group and findings may not generalize readily to other populations.

These results suggest high hardy individuals have a greater readiness to make use of stressful training experiences as opportunities for developmental growth as leaders.

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.

We present a framework for understanding the relationship between individual differences in leaders’ motivations and their engagement in leader development, and we empirically test that framework across three different operationalizations of engagement, demonstrating that the motivation to develop as a leader (MTDL) is distinct from other motivational constructs (specifically, motivation to lead and motivation to learn) and that MTDL differentially predicts engagement in leader development. Finally, we provide evidence that motivation and engagement mutually reinforce each other in a virtuous spiral during leader development.

Academic and practitioner attention to the constructs of authentic leadership and work engagement and their implications for organizations has grown dramatically over the past decade. Consideration of the implications of these constructs for high-performance human resource practices (HPHRP) is limited, however. In this monograph, we present a conceptual model that integrates authentic leadership/followership theory with theory and research on HPHRP. Then, we apply this model to systematically consider the implications of skill-enhancing, motivation-enhancing, and opportunity-enhancing HR practices in combination with authentic leadership for authentic followership, follower work engagement, and follower performance. We contend that authentic leadership, through various influences processes, promotes HPHRP, and vice versa, to help foster enhanced work engagement. By cultivating greater work engagement, individuals are motivated to bring their best, most authentic selves to the workplace and are more likely to achieve higher levels of both well-being and performance.