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The purpose of this study is to examine the role of trigger events and leadership crucibles in the lives of authentic leaders. The study was based on two theories: authentic leadership theory and born versus made theory.

Participants were included in the study if they scored between 64 and 80 on the Authentic Leadership Questionnaire (ALQ). The qualified leaders were then asked to participate in a qualitative interview utilizing an interview guide born out of the relevant literature. The interview followed the guidelines of the Critical Incident Technique (CIT).

The data indicated that trigger events and leadership crucibles play a significant role in authentic leadership development.

Practitioners should emphasize the prominent themes of self-awareness, relational transparency, balanced processing and moral perspective and the connection with other themes that emerged from the current study when developing or training leaders. Furthermore, practitioners concerned with creating an authentic leadership culture may consider the findings of the current study to develop and employ hiring and promotion strategies that increase the probabilities of hiring and promoting leaders that exhibit authentic leadership behaviors.

The findings of the research indicate that trigger events and crucibles both affect authentic leadership development. The research findings confirm characteristics associated with authentic leadership theory were predominant in the participants. However, one theme that prevailed was that of spirituality, which may or may not be considered to be part of an authentic leader's moral perspective

The purpose of this article is to explore different types of crucible experiences – transformative events that happen both on and off the job and that are the raw material from which outstanding leaders derive their core qualities.

Primarily through interviews with leaders in a wide range of organizations, the author analyzed nearly 200 crucible experiences and identified three varieties: “New Territory” (encounters with the unknown); “Reversal” (loss, impairment, or defeat); and “Suspension” (an extended period of contemplation).

Each type of crucible conveys different lessons for aspiring or established leaders. While the lessons vary, common themes emerge: the importance of relying on others; the interdependence of people within organizations; the need to continually ask questions, not just give answers; the importance of having a mission and recognizing that you are not bulletproof.

The article takes the idea of learning from experience and gives it a unique twist by focusing on life's most difficult experiences. Readers will appreciate the need to get out of the classroom and to mine the value of their own experiences.

Firm performance can be significantly enhanced when its leaders are authentic. A focus on trigger events and leadership crucibles can help such leaders to learn from past experiences and acquire and enhance the key qualities required to increase the overall effectiveness of authentic leadership development.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

Firm performance can be significantly enhanced when its leaders are authentic. A focus on trigger events and leadership crucibles can help such leaders to learn from past experiences and acquire and enhance the key qualities required to increase the overall effectiveness of authentic leadership development.

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format.

Though trauma survivors sometimes emerge as leaders in prosocial causes related to their previous negative or traumatic experiences, little is known about this transition, and limited guidance is available for survivors who hope to make prosocial contributions. To understand what enables trauma-inspired prosocial leadership development, the transition narratives of seven trauma-inspired leaders who varied by global region, primary language, gender, ethnicity, religion, trauma type, and leadership area were analyzed. Using interpretative phenomenological analysis in an exploratory study, participants’ transitional journeys were examined through analysis of their autobiographies. Critical findings included frequent references by all participants to perspective enlargement (reframing a problem or context) and resilience to the negative, apathetic, or retaliatory responses to the mission (possibly learned through resilience to trauma itself). This study explores posttraumatic leadership conceptually and makes suggestions for leadership development among trauma-inspired survivors

The purpose of this paper is to investigate the experiences of individuals in transition between education and work during international volunteering expeditions. While it was expected that outcomes might include employability enhancement and skill development, the authors aimed to clarify what the main factors were, examine employability related factors in relation to other groups of variables, investigate development needs perceived by individuals, and evaluate the extent to which factors explored were influenced by participant attributes. Finally, the authors aim to integrate these findings into a series of recommendations for future research.

The study involved 406 respondents in three countries, where data were collected in the field. Survey design was based on previous related studies in volunteering and employability. Principal components analyses revealed a four‐component structure relating to leadership and teamwork, the environment and empathy, values and volunteering, and personal skills.

Employability enhancement was not a primary motive for engaging in the expeditions. Data suggest that respondents had much more altruistic motivations, with perceived benefits more associated with emotional capital development and authentic leadership, although respondents also acknowledged an enhanced ability to deal with selection processes due to their enriched experiences.

In undertaking this work using quantitative methods, the authors acknowledge that they have limited access to the richness of data that might emerge from more in depth narrative analysis. Further research could engage respondents in focus group studies.

The implications of this research are for individuals, that engagement with international volunteering for disingenuous reasons such as CV enhancement is likely to lead to failure, and for employers that individuals who have engaged are likely to have benefited from significant development in leadership skills. For international volunteering organisations, promotion of the employability‐enhancing attributes of the expedition may be less relevant to potential participants than the richness of the experience itself.

Engagement with international volunteering is personally transformative as well as delivering benefits in the context of the communities where the volunteering took place. While some respondents were drawn from a “widening participation” background there were no significant differences in their responses.

The authors believe this is the first study to attempt a detailed analysis of the range of attributes potentially held by individuals engaging in international volunteering expeditions.

Psychological resilience, defined here as the capacity to bounce back from adversity and failure, has been studied in various leadership contexts. However, the literature demonstrates less consensus concerning how psychological resilience manifests in, and interacts within, the leadership role and, equally, the focus on resilience development is underdeveloped. This paper addresses these issues by focusing on the interactions between psychological resilience and leadership and presents practical development strategies.

A systematic review employing 46 empirical studies followed a thematic synthesis within an associated model encapsulated as building-up resilience and being effective.

First, resilience is identified as essential and can benefit individuals and organizations' work outcomes across leadership contexts, including work performance, job engagement, well-being, and enhanced leadership capability. Secondly, leaders may build up their resilience by obtaining coping skills and improved attitudes toward challenges. Resilient attitudes, which are presented as paradoxical perspectives towards challenges, may help leaders adapt to challenges and adversities leading to beneficial outcomes.

Even though this study provides a deeper understanding of the essential function of psychological resilience in leadership, the findings are limited to the workplace contexts investigated, e.g. exploring small sample sizes (13,019) or country contexts (22). Future research could expand the rhetoric around interactions between psychological resilience and leadership. Furthermore, the underlining mechanism between the paradoxical perspective and resilient attitudes is still largely unclear. Thus, more research is needed to disclose the interaction of paradoxical perceptions and leadership resilience. Further research can investigate how resilient attitudes demonstrate in actions in dealing with challenges and adversities.

The authors further an argument that leaders may enhance their resilience through embracing a paradoxical perspective towards challenges (resilient attitude), e.g. being adaptive to adversities, and the attitude of learning from failures. These enhanced resilient attitudes could help leaders deeper understand and examine their reality and persist under high pressures and develop an innate ability to utilise resources more effectively to help them survive and thrive in challenging circumstances, instead of becoming overwhelmed by the burden of complexity or giving up. This will offer a practical contribution to resilience development.

Importantly, this study found that resilience is an essential leadership trait and can benefit individuals and organizations' work outcomes across leadership contexts. These positive effects of resilience may encourage organizations or society to promote psychological resilience, including a resilient attitude, to deal with adversities and uncertainties.

Fundamentally, the synthesized model applied may encourage further studies to focus on how to build up resilience and practically apply it in workplaces across leadership contexts. In particular, this study found that adopting paradoxical perspectives and ambidextrous leadership approaches toward adversities is an original resilience development strategy, which serves to contribute to the gap in the literature.

This study aims to explore the individual lived crucible experiences of women leaders in higher education (HE) and business as the catalyst to investigate organisational inequality regimes that prevent women leaders from fully participating, contributing and flourishing at work. Drawing upon Bolman and Deal’s four-frame theoretical organisational model, this study analyses women’s lived crucible leadership experiences to better understand the organising processes and practices that render intersectionality invisible that reinforce and perpetuate inequality regimes.

A collaborative autoethnographic research method was selected for data collection. The research team members each selected one significant crucible moment from their professional career and used the Gibb’s six-part reflective cycle to document their narrative and reflect on their leadership experience. A reflexive thematic analysis was used based on Braun and Clarke’s six phases.

The study features the importance of creating a climate in organisations that acknowledges the need for greater equity, diversity and inclusion (EDI) to support women leaders. Four global themes emerged from the analysis of the leadership narratives: organisation, power dynamics, emotional distress and perseverance and intersectionality. These themes illuminate a greater understanding of organisational life for women and confirm the presence of inequality regimes of gender and race.

This is the first study to explore the impact of women leaders’ crucible experiences through the lens of the Bolman and Deal’s model that highlights the need to consider an EDI lens as the fifth frame.

Findings by leadership researcher Robert J. Thomas suggest that organizations reconsider what they know about how successful leaders actually learn. In an interview Thomas aims to explain what he means by crucible experiences and how leaders learn from them.

The paper takes the form of an interview with leadership researcher Robert J. Thomas.

Thomas believes that organizations can develop more leaders by helping promising employees learn from experience, especially situations he calls “crucibles.” Potential leaders, he says, must then develop and apply a personal learning strategy, and they must practice as they perform. Aspiring leaders must learn from experience, develop and apply a personal learning strategy, and practice their craft as they perform it. The five criteria for experience‐based leadership development are presented.

Thomas found that leaders benefit from difficult experiences that transform their attitudes or behavior. These tests – crucible experiences – can and often do provide rich opportunities to learn leadership lessons and learning perspectives that last a lifetime.

Thomas describes the methods of Toyota and Boeing (with its Waypoint program), two corporate exemplars of experience‐based leader development. These programs prepare people to extract learning from experience. They understand that people have to be supported while they're engaged in experienced‐based learning.

This article sets out to examine what is different about top leadership and what is required beyond proven professional competence to be highly effective at this level.

The article is a masterclass – essentially a thematic review and synthesis of some of the most influential ideas on the topic from research and practice over the last two decades.

The main conclusions are that: the top job is different, not just a step up, and has its own unique tasks that top leaders need to keep their focus on; effectiveness at this level requires more than generic professional competencies, it also requires finding an individual leadership voice and sense of higher ambition; and effectiveness at the top also requires the development of contextual awareness and sensitivity to find and rise to the right leadership challenge in the right institution at the right time.

The practical implications flow directly from the findings above.

Despite the popularity of leadership education on college campuses, little is known about what individual participants learn and remember. This longitudinal study examines the impact of a leadership education retreat through the eyes of six undergraduate college men. Entry and exit interviews, along with intensive one and two year follow-up interviews, were conducted. Cross case analysis reveals that leadership identity was reshaped by perceived personal failure during crisis. Longitudinal analysis suggests that students attribute improved leadership capabilities less to leadership education than to their own development and leadership experiences. This study questions the value of stand-alone or short-term leadership education models and suggests new curricular approaches to leadership education that incorporate potential future crucible experiences.