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Although much has been written about leadership, the concept of leadership vision is not widely understood, is far more complex than is commonly perceived, and is profoundly ethical in its normative and instrumental nature. The purpose of this paper is to examine the importance of leadership vision, identify seven complex elements, which are key elements of leadership, and identify the importance of leadership vision as a moral duty. Eight testable propositions about leadership vision are presented that address the nature of leadership vision.

This paper begins with an examination of the complex nature of leadership vision. After defining leadership vision, this paper identifies seven key elements and nine propositions that practitioners and scholars can test to assess the nature of that vision. Following the presentation of three significant contributions, this paper concludes with a challenge to practitioners and scholars to closely examine the importance of leadership vision.

This paper invites leaders in today’s complex organizations to refine their leadership vision by honoring the duties they owe to others. The leadership vision strengthens leaders’ capacity to guide and serve their organizations and the people working within them.

This paper assists leaders in their duty to serve their organizations, its stakeholders, and a society that badly needs great leaders with vision, commitment to excellence, and a clear moral compass.

This paper provides three significant implications about leadership vision. It defines leadership vision as a complex and multi-faceted moral duty; it presents eight testable propositions about leadership vision, which have value for both practitioners and scholars; it raises the bar for would-be leaders with regard to the obligations that they have in serving others and in guiding organizations.

The purpose of this paper is to investigate vision‐based leadership effects on follower satisfaction in a Thai state enterprise.

Extending previous research, the present study examines relationships between vision realization factors and employee satisfaction. Derived from the literature, these vision realization factors are vision communication, motivation, and empowerment of employees. In total, five directional hypotheses are developed and tested accordingly through a series of regression analyses.

Findings indicate that vision communication, motivation, and empowerment of employees are directly predictive of enhanced employee satisfaction at the Thai state enterprise.

To enhance employee satisfaction, supervisors of all levels at the Thai state enterprise should focus on frequently communicating their vision to their direct subordinates, particularly through written and technology‐mediated channels. The supervisors should also delegate work to their subordinates, provide resources and support services to them, and encourage them to make more decisions regarding daily operations. The supervisors should additionally act as a role model for their subordinates, build subordinates' self‐confidence, create challenges for them, and reward subordinates who act consistently with their vision.

Although leaders are widely exhorted to espouse vision and vision‐based leadership was empirically endorsed in the Thai culture, vision‐based leadership and its effects have been little investigated in the Thai state enterprise sector. This paper contributes to this area.

Fundamentally, the success of schools depends on first‐rate school leadership, on leaders reinforcing the teachers' willingness to adhere to the school's vision, creating a sense of purpose, binding them together and encouraging them to engage in continuous learning. Leadership, vision and organizational learning are considered to be the key to school improvement. However, systematic empirical evidence of a direct relationship between leadership, vision and organizational learning is limited. The present study aims to explore the influence of principals' leadership style on school organizational learning, using school vision as a mediator.

The data were collected from 1,474 teachers at 104 elementary schools in northern Israel, and aggregated to the school level.

Mediating regression analysis demonstrated that the school vision was a significant predictor of school organizational learning and functioned as a partial mediator only between principals' transformational leadership style and school organizational learning. Moreover, the principals' transformational leadership style predicted school organizational vision and school organizational learning processes. In other words, school vision, as shaped by the principal and the staff, is a powerful motivator of the process of organizational learning in school.

The research results have implications for the guidance of leadership practice, training, appraisal and professional development.

The paper explores the centrality of school vision and its effects on the achievement of the school's aims by means of organizational learning processes.

School leaders continue to be urged to have vision. Some argue that effective schools have principals who create and communicate a vision for the school. However, although there is literature on visionary leadership, relatively little is empirical. The purpose of the study was to investigate transformational leadership behaviour and vision in schools. Four schools, in which the transformational leadership practices of principals were perceived by teachers to be characterised by individual concern and vision, were identified. A qualitative approach using semi‐structured interviews was used to collect data. Content analysis identified patterns and themes in the data from which propositions and conclusions were drawn. Within the context of the study, the results suggest that the influence of vision may be overestimated and the most critical leadership transformational behaviour is individual concern. The main conclusion of the study is that leadership in schools is mainly characterised by relationships with individuals, and it is through these relationships a leader is able to establish her/his leadership and encourage teachers to apply their expertise, abilities, and efforts towards shared purposes.

Describes a study which investigated the relationship between the vision and five dimensions of leadership behaviour of principals in Hong Kong. A survey was carried out on 48 secondary schools involving 548 teachers. Half of the sample schools were in a pilot scheme of school‐based management, the school management initiative (SMI). Factor analysis and multiple regression were used to analyse the data. The results suggested that five dimensions of leadership behaviour were all significantly related to the vision of principals for both types of schools. Whether the school was participating in the SMI or not also had a significant effect on the relationship between the vision of principals and three dimensions of leadership behaviour. Contrary to the expectations of the SMI and the suggestions by some researchers that teachers need to be particularly empowered in schools undergoing reforms, the findings of this study demonstrated that for principals with average and below average scores on vision, the degree of empowerment perceived by teachers in schools under the SMI was lower than for schools not under the reform. However, principals with high vision in schools under the reform had the highest scores in all five dimensions of leadership behaviour. The SMI may provide opportunities for leaders with vision to bring about a better environment for school improvement. These results provide important insights for those responsible for the implementation and evaluation of the SMI in Hong Kong, and perhaps for other systems devolving decision‐making power to more self‐managing schools.

Communicating vision of science and technology to inform and educate the nation is absolutely a way to expand science and technology literacy and promote industry growth. The scientific and progressive society has become one of the important agendas in realizing Malaysia to become a developed country. In line with the country’s agenda, this study focuses to discuss the concept of scientific and progressive society as stated in 2020 Vision and also to identify the gaps and challenges of the science and technology policies. The purpose of this paper is to focus on the relations between shared vision attributes and the effect of leadership styles of leaders within science and technology industry.

The study discuses about conceptual framework to analyze different leadership styles through the lenses of qualitative textual analysis and theoretically linked to shared-vision theory, leadership theories and performance theories.

The study identify gaps and challenges of the science and technology policies in Malaysia and proposed the conceptual framework with questioning the notion of shared vision as a principle theories, leadership styles and performance, significant to further assess the assumptions.

The study and its proposed framework is based on the literature reviews that may enhance knowledge and may help in identifying gaps in the policies of the science and technology industry in Malaysia.

We read and hear frequently about the role of vision in leadership. Standards for leadership education programs typically emphasize vision as a core component of leadership education and published accounts of successful leadership usually extol the leader’s vision. Given the prevalence of this term in discourse on leadership, it is surprising how little literature exists with specific discussions of how to teach it. In this article I discuss the potential of problem-based pedagogy for teaching the concept of vision. This paper draws on literature, theory, and my professional experience as a faculty member for 20 years in a graduate-level education leadership program.

Articulation of a vision is commonly held to be a critical component of theories of outstanding leadership – both transformational and charismatic leadership. Although there is reason to suspect that vision contributes to leader performance, less is known about the nature and origin of viable visions. In the present chapter, we argue that leaders’ visions can be viewed as a prescriptive mental model reflecting beliefs about the optimal functioning of an organization. To test this proposition, outstanding leaders possessing two contrasting types of prescriptive mental models were identified: ideologues whose models stress the maintenance of extant standards and charismatics whose models stress adaptive change. These two types of prescriptive mental models were associated with distinct patterns of leader behavior in a sample of notable historic leaders. The implications of these findings are discussed with respect to current theories of outstanding leadership.

This paper aims to identify the impact of vision on leadership and organizational success. Identify the questions you need to answer before you move your organization forward, explore the six key elements to effectively communicate your vision, review the conditions that can derail your organization. This paper is informed by Resource Associates Corporation and is modeled from a leadership seminar provided to member associates. Additionally, the paper is influenced by the book Fail Safe Leadership authored by Linda Martin and Dr David G. Mutchler.

The paper examines the aspects of leadership, vision and organizational success. It discusses why creating a powerful vision is not enough, and how to get everyone focused on the right results. The paper offers a simple exercise that can transform your organization.

The three most common mistakes organizations make: failure to clearly articulate a vision, failure to communicate the vision effectively, and the misalignment of goals and actions. This paper offers questions, analysis and activities to help the reader discover key strategies for overcoming the barriers to success, and achieving the vision of their organization.

The sources quoted are from the book Fail Safe Leadership authored by Linda Martin and Dr David G. Mutchler.

The paper details key aspects of vision and organizational leadership.

This paper gives a fresh perspective to the importance of vision, leadership and improving performance. It is of value to senior HR professionals and executive teams in companies concerned about aligning vision with action and achieving more effective organizational results.

The purpose of this paper is to investigate the relationships among leadership vision, organizational culture, and support for innovation in not‐for‐profit (NFP) and FP organizations. It hypothesizes that in NFPs, a socially responsible cultural orientation mediates the relationship between leadership vision and organizational support for innovation, whereas in FPs, a competitive cultural orientation mediates this relationship.

This is an empirical study that draws upon a large survey of 1,448 managers and senior executives who are members of the Australian Institute of Management.

Path analytic modelling provides partial support for the hypotheses. Although the predicted mediation effects occurred in NFPs and FPs, the strength of relationship between leadership vision and the two dimensions of organizational culture did not differ between the sectors. This was despite the observation that NFPs scored higher on a socially responsible cultural orientation than FPs, whereas FPs scored higher on a competitive cultural orientation.

Strategies for building innovative and sustainable organizations in the NFP sector are discussed on the basis of these findings.

The paper describes the first study in Australia that compares the responses of NFP and FP managers on leadership and related constructs, and provides evidence of the impact of organizational culture on leadership and innovation in these two sectors.