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This chapter provides a new theory for organizational leadership in which an organization's leadership, authority, management, power, and environments (LAMPE) are made coherent and integrated. Organizations work best if their LAMPE is coherent, integrated, and operational. The chapter begins by introducing basic concepts, such as structures, processes, process frameworks, task–role matrices, interdependence uncertainty, and virtual-like organizational arrangements. The LAMPE theory is then built upon this base. Leadership is defined as the processes of initiating, enabling, implementing, and sustaining change in an organization. Authority is defined as the legal right to preempt the outcome of a decision or a process. Management is defined in term of its major processes. Power is the control of interdependence uncertainty. When 29 leadership practices are introduced, it is possible to link them to all five of LAMPE's constructs. A number of conclusions are derived, in the form of 36 propositions: 5 dealing with leadership, 5 focusing on leadership requirements matching, 4 relating to leadership effectiveness, 5 dealing with leadership capacity, 4 concerning the benefits of distributed leadership, and 13 linking LAMPE to the theory of the organizational hologram.

Through his call to “reverse the lens” in leadership, Shamir (2007) helped trigger the emergence of followership theory as a new field of study in leadership research. While followership theory brings exciting new opportunities to leadership studies, it also introduces theoretical and conceptual challenges for researchers. In this chapter we address these challenges by showing how followership can be positioned fully within the leadership construct. We extend Shamir’s (2007) call for a balanced view in leadership by showing how followership theory adds new perspectives on the ways in which we can study leadership as a dynamic, fluid, relational process. The alternative views we present (e.g., position, role, identity, constructionist, and co-creation) approach leadership study from a range of paradigmatic perspectives that allow us to more fully capture the behaviors, interactions, relational dynamics, and processes through which leadership and followership are created and constructed. We conclude by reflecting on Shamir’s legacy as a scholar, and the contributions he made through his willingness to not only open his mind, but also to constructively challenge alternative perspectives and views.

This chapter examines the role and importance of leadership in public management reform through the experience of Hong Kong. It aims to identify the gap between leadership in public organizations and public management reform in both theory and research and to make recommendations on how the gap can be bridged, particularly under the Asian context. It is a major irony that while both leadership and public management reform have a common concern of fostering positive change in public organizations, these two streams of research are separated, incompatible, and even conflicting. While leadership study is influenced by disciplines such as the psychology and emphasizes a multifaceted approach, most public management reforms are based on the New Public Management (NPM) model which is economics-oriented and structure-driven. Through studying the role of leadership in the public management reform in Hong Kong, it is argued the hollowing-out of leadership in reform is often one of the leading causes for the failure to achieve the expected outcomes. This chapter will elaborate its argument in the following sequence. First, it will review the generic literature on leadership to highlight the importance and relevancy of leadership for public organizations. Second, it will point out the leadership crisis in public management reform caused by the dominance of the NPM model. Finally, it will discuss the negative impact of the hollowing-out of leadership on public management reform and how this problem should be tackled.

IT security compliance is critical to the organization’s success, and such compliance depends largely on IT leadership. Considering the prevalence of unconscious gender biases and stereotyping at the workplace and growing female leadership in IT, the authors examine how the internalization of stereotype beliefs, in the form of the employee’s gender, impacts the relationships between leadership characteristics and IT security compliance intentions.

A controlled experiment using eight different vignettes manipulating Chief Information Officer (CIO) gender (male/female), Information Technology (IT) expertise (low/high) and leadership style (transactional/transformational) was designed in Qualtrics. Data were gathered from MTurk workers from all over the US.

The findings suggest that both CIOs' and employees' gender play an important role in how IT leadership characteristics – perceived expertise and leadership style – influence the employees' intentions and reactance to comply with CIO security recommendations.

This study's findings enrich the security literature by examining the role of leadership styles on reactance and compliance intentions. They also provide important theoretical implications based on gender stereotype theory alone: First, the glass ceiling effects can be witnessed in how men and women employees demonstrate prejudice against women CIO leaders through their reliance on perceived quadratic CIO IT expertise in forming compliance intentions. Secondly, this study's findings related to gender role internalization show men and women have a prejudice against gender-incongruent roles wherein women employees are least resistive to transactional male CIOs, and men employees are less inclined to comply with transactional female CIOs confirm the findings related to gender internationalization from Hentschel et al. (2019).

This study highlights the significance of organizations and individuals actively promoting gender equality and fostering environments that recognize women's achievements. It also underscores the importance of educating men and women about the societal implications of stereotyping gender roles that go beyond the organizational setting. This research demonstrates that a continued effort is required to eradicate biases stemming from gender stereotypes and foster social inclusion. Such efforts can positively influence how upcoming IT leaders and employees internalize gender-related factors when shaping their identities.

This study shows that more work needs to be done to eliminate gender stereotype biases and promote social inclusion to positively impact how future IT leaders and employees shape their identities through internalization.

This study redefines the concept of “sticky floors” to explain how subordinates can hinder and undermine female leaders, thereby contributing to the glass ceiling effect. In addition, the study elucidates how gender roles shape employees' responses to different leadership styles through gender stereotyping and internalization.

Leadership is a complex concept that is discussed often in many books, blogs and articles, which try to identify those necessary traits to make one a leader. But leadership is ambiguous in that the characteristics that makes one a leader in one situation may not work and may even be detrimental in a similar one. Defining it is difficult, knowing it when you see it is easy. The purpose of this paper is to intend to make you aware of its complexity and your ability to become a leader yourself.

By briefly comparing two successful but dissimilar leaders, the scope and breadth of leadership is introduced. Rather than attempting to define leadership, the paper proceeds to talk about what leadership is not, and why. It ends with an affirmation of our ability to become a leader and a “nudge” to develop those leadership skills we already possess.

The paper suggests leadership is autological, something which defines itself, and that it is seen as different by every individual. It also proposes that we all have leadership traits within us and that whether we are consciously aware of it or not, we act as leaders every day.

The thoughts this paper evokes can help those who are in leadership positions, those striving to become better leaders, and those who are not aware of their leadership potential by broadening their perspectives of leadership and our ability to attain it.

This paper presents leadership in a unique manner, identifying its complexities while providing assurances it can be attained.

In a review of the literature, supported by six case studies, executive development for senior managers in public and private organisations is explored in depth. The study looks at the roles and responsibilities of the chairman, CEO, executive and non‐executive directors, the required capabilities to achieve successful performance, and the related executive development activity implemented to support these. Methods of delivery, development needs analysis and evaluation are explored in case organisations to ascertain current practice. A detailed review of the leadership and governance literatures is included to highlight the breadth of knowledge required at director level. Key findings of the study include the importance of focusing executive development on capability enhancement, to ensure that it is supporting organisational priorities, and on its thorough customisation to the corporate context. Deficiencies in current corporate practice are also identified.

Leadership development has been replete with a skill-based focus. However, learning and development can be constrained by the deeper level, hidden self-knowledge that influences how people process information and construct meaning. The purpose of this paper is to answer the question of how people construct and develop their leader identity. The authors intend to shed light on the critical facets of identity changes that occur as individuals grapple with existing understanding of the self and of leadership, transform them, and absorb new personalized notions of leadership into their identity, resulting in a higher level of confidence acting in the leadership domain.

The authors conducted a grounded theory study of participants and their mentors in a lay leadership development program in a Catholic diocese. The authors inductively drew a conceptual model describing how leader identity evolves.

The findings suggested that leader identity development was not a uni-dimensional event. Rather, it was a multi-faceted process that encompassed three key facets of identity development: expanding boundaries, recognizing interdependences, and discerning purpose. Further, it is the co-evolvement of these three facets and people’s broadening understanding of leadership that led to a more salient leader identity.

The model addresses the gap in literature on how leader identity develops specifically. It enriches and expands existing knowledge on leader identity development by answering the question of what specific changes are entailed when an individual constructs his or her identity as a leader.

The findings could be used to guide leadership development professionals to build targeted learning activities around key components of leader identity development, diagnose where people are in their leadership journey, set personalized goals with them, and provide pointed feedback to learners in the process of developing their leader identity.

The authors provide an in-depth and integrative account of the contents and mechanisms involved in the construction of the leader identity. The authors zero in on the critical transformations entailed in the process to establish and develop a leader identity.

Interest in leadership research began in early 20th century; yet the definition of leadership has been blurred, and contested. This is evident in countless leadership theoretical perspectives, models and frameworks that have been emerging and which make it challenging for aspiring leaders to learn and develop especially in this volatile age. Higher institutions, to future proof their undergraduates, have responded to this critical need, by offering either specialized leadership content or leadership communication courses, or focusing more on one discipline than the other. However, a more holistic approach, underpinned by behaviorist and constructivist theories of teaching and learning, that prepares leaders for these turbulent times is urgently needed. This teaching experience discusses the evolution, process and impact of a collaborative effort between two disciplines, Information Systems (IS) leadership content and IS leadership communication skills. University administered anonymous qualitative and quantitative post module evaluation reports show that while some students see the relevance and transference of leadership knowledge and skills to other domains, other do not see the need to learn about these skills before they begin their professional career. These findings offer valuable potholes to avoid and insights for future leadership training efforts.