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The current paper is part of a larger scoping review project investigating the intersection of leader(ship) identity development and meaning-making. In this review, we analyzed 100 articles to determine the current extent of literature that covers the intersection of leader(ship) identity development, meaning-making and marginalized social identities.

A review of the extant literature is included, and a conceptual model is suggested for further exploration into this critical and under-researched domain.

More research is needed at the intersection of leadership identity development, meaning-making and marginalized social identities.

As this area of study has expanded, scholars have noted an absence of research on the effect of multiple social identities, especially marginalized identities, on meaning-making and leadership identity construction.

The purpose of the study is an in-depth exploration of the processes through which a leader develops their leader identity in strength, meaning and integration, with resulting enrichment outcomes.

Using multi-domain leader identity theory, this study provides an in-depth exploration of the processes through which a leader develops their leader identity. Set in a healthcare context, 26 participants took part in an 18-month multi-domain leadership development program.

Findings indicate a typology of leader identities, capturing the dynamic nature of leader identity based on combinations of strength and meaning. Our research also suggests that as the leader develops, their leader identity can change from a differentiated identity as a leader to a more integrated leader identity, with resulting enrichment outcomes.

The results suggested value in inherently multi-domain focus using event-based reflection and, as such, are useful in leader identity development programs. We recommend future research generalize to other settings and a larger population.

By taking a multi-domain approach to leader identity development, the leader has the opportunity to learn and develop in a more holistic way. They are encouraged to reflect on and learn from leadership experiences throughout their entire lives, adding breadth and depth that are often overlooked in development programs.

Developing leaders who understand who they are and are capable of critical self-reflection and learning is a fundamental requirement for the positive advancement of society.

The value of the study lies in the first longitudinal, work-based empirical study taking an explicitly multi-domain approach to leader identity development.

Despite the interest in leaders' identity work as a framework for leadership development, coaching psychology has yet to expose its active ingredients and outcomes.

To do so, the authors reconcile published systematic literature reviews (SLRs) in the field to arrive at a more thorough understanding of the role of identity work in coaching. A total of 60 eligible SLRs on identity work and coaching were identified between 2010 and 2022. Four were included in the data extraction after selecting and screening, and the full texts of 196 primary studies reported therein were analysed.

Amongst the coachee-related factors of effective coaching, the coachee’s motivation, general self-efficacy beliefs, personality traits and goal orientation were the most frequently reported active ingredients, and performance improvement, self-awareness and goal specificity were the most frequently supported outcomes. The analysis indicates that leaders' identity work, as an active ingredient, can be a moderator variable for transformative coaching interventions, while strengthening leadership role identity could be one of the lasting outcomes because coaching interventions facilitate, deconstruct and enhance leaders' identity work. Further research is needed to explore the characteristics of these individual, relational and collective processes.

This study adds value by synthesising SLRs that report coachee-related active ingredients and outcomes of executive coaching research. It demonstrates that the role of leaders' identity work is a neglected factor affecting coaching results and encourages coaching psychologists to apply identity framework in their executive coaching practice.

In the current context of change, leadership is significant in developing employees' commitment to change. In this work, the authors analysed the relationship between inclusive leadership and commitment to change and the mediating effect of job satisfaction between inclusive leadership and commitment to change.

Through a questionnaire, 256 employees from Brazil and Spain were interviewed. The hypotheses were tested through structural equations.

The results indicated that inclusive leadership is related to individuals' commitment to change and that job satisfaction mediates the relationship between leadership and commitment to change.

This research contributes to the literature on organisational change behaviour and the relationship between two critical contents – leadership and commitment to change – and points out the role of job satisfaction in this relationship. In addition, this work incorporates the variable country culture into the analysis model; however, it is not found to be statistically significant.

在目前改革的環境裡,若要培育僱員負起改革的承諾,領導者的素質和能力是甚為重要的。本研究擬探討並分析包容性領導與改革承諾之間的關係,以及工作滿足感在包容性領導與改革承諾之間的中介效應。

研究人員透過問卷、訪問了256名來自巴西和西班牙的僱員。各假設均以結構方程式來進行測試。

研究結果顯示、包容性領導與個別員工的改革承諾是有關聯的; 另外,工作滿足感是會於領導與員工的改革承諾之間起中介效應。

本研究在關於組織變革行為與兩個關鍵內容 (分別為領導和改革承諾) 之間的關係的學術文獻上作出了貢獻。研究亦指出、工作滿足感在領導與改革承諾之間所扮演的角色。再者,本研究把國家的文化這個變數納入研究的分析模型內; 唯研究結果顯示、國家的文化在統計學上不成立。

The purpose of this paper is to explore leadership succession in families in business. Although there is a vast amount of research on leadership succession, no attempt has been made to understand this phenomenon by using an intergenerational learning approach. By applying the Double ABC–X model, the authors discuss how resilience is developed through intergenerational learning during family leadership succession in business.

Based on a single case, the authors define pre- and post-event parameters of the business family under study and use the Double ABC–X Model as an analytical framework. Individual and pair interviews, as well as a family firm workshop, were undertaken following an action research approach using multiple interventions. The qualitative data were collected by reflective journals, field notes and observation protocols. Finally, the authors analyze the data according to a circular deconstruction strategy.

The authors find specific pre-event stressor parameters related to mutual mistrust, independent decision making and non-strategic transmission of power, knowledge and responsibility from predecessor to successor. The intervention based on the intergenerational approach during the post-crisis phase focuses on problem solving and coping within the new situation of co-habitation among the two generations. The intergenerational learning approach based on pile-up of demands, adaptive resources and perception is the source of family adaptation. Additionally, the power of the narrative to reflect past events and project the future seems to the point where the family starts developing resilience.

The way family businesses deal with critical and stressful events during leadership succession may lead to intergenerational learning, which is a source of resilient families. The authors apply the Double ABC–X model to understand family leadership succession in business and further develop it to explain how families develop resilience.

The purpose of this study was to explore school principals’ job crafting profiles during the prolonged COVID-19 crisis in 2021, and investigate profile differences regarding principals’ own perceived servant leadership, stress and work meaningfulness.

Using latent profile analysis (LPA), two job crafting profiles were identified: (1) active crafters (55%) and (2) average crafters (45%). By auxiliary measurement-error-weighted-method (BCH), we examined whether and how job crafting profiles differed in terms of servant leadership, stress and work meaningfulness.

Active crafters reported higher than the overall mean level of approach-oriented job crafting (increasing job resources and demands), whereas average crafters reported an overall mean level of approach-oriented job crafting. Avoidance-oriented job crafting by decreasing hindering job demands did not differentiate the two profiles. Active crafters reported significantly higher servant leadership behavior, stress and work meaningfulness than average crafters.

Study findings provide new knowledge and reflect the implications that the unprecedented pandemic had for education. This study contributes to the existing literature within the scholarship of job crafting through empirical research during the prolonged COVID-19 pandemic. For practitioners, these study findings reflect contextual constraints, organizational processes and culture, and leadership in workplaces.

The South African vocational education and training (VET) sector is required by legislation to redefine postsecondary education, advance industrialisation and expand the job market to address unemployment in the country. Yet, VET leaders' heterogenous educational and occupational backgrounds do not enable them to address the needs of the VET sector. Continuous professional development of leaders in the education sector needs to include support structures such as mentoring.

The present study sought to investigate how VET managers in South Africa perceive three different types of mentoring – individual, peer group and expert-based key performance area (KPA) mentoring – during a part-time professional leadership development programme. Using interactive qualitative analysis (IQA), the authors collected and analysed data from focus group discussions (n = 24) and individual interviews (n = 21) from two cohorts of the programme.

The results revealed that individual mentoring represented the most important driving mechanism, followed by peer group mentoring and expert-based KPA mentoring. Participants identified leadership as a prerequisite for their development. Emotions formed the final outcome of the mentoring framework.

Based on the findings, the authors suggest investigating the role played by leaders' interpersonal competences such as emotional competence in the workplace. Additionally, research needs to clarify if and how mentoring can support leaders to develop interpersonal competences in formal and informal settings.

The study offers empirical evidence on a three-pillar mentoring framework adopted in a professional development programme for leaders in VET in South Africa. It highlights the importance of individual, social and emotional factors.

The purpose of our research is to better understand inquiry-based pedagogy in the context of leadership education. Specifically, we sought to learn about how leadership learning is characterized in an immersive inquiry course, and how inquiry-based pedagogy is experienced by students engaged in interdisciplinary leadership learning.

We used a case study approach as an overarching methodology. The research methods employed to collect data were World Cafe and episodic narrative interview. Further, we used collocation analysis and systematic text condensation as analytical strategies to interpret data.

Our findings led us to four primary conclusions: (1) inquiry-based learning helps to foster an inquiry mindset amongst leadership education students; (2) the challenges and tensions associated with inquiry-based learning are worth the learning gains for leadership students; (3) the opportunity to learn in relationship is beneficial for leadership development outcomes and (4) students’ experiences of inquiry-based learning in leadership education often included instances of transformation.

Limitations of the research were: (1) it is a case study situated within a unique, particular social and educational context; (2) demographic data were not collected from participants, so results cannot be disaggregated based on particular demographic markers and (3) the small sample size involved in the study makes it impossible to generalize across a broad population.

This research has enabled a deep understanding of structural and relational supports that can enable effective inquiry-based learning in leadership education. It also offers evidence to support institutional shifts to inquiry-based pedagogy in leadership education.

Our research demonstrates that use of inquiry-based pedagogy in leadership education has long-lasting positive effects on students' capacity for applied leadership practice. Consequently, participants in this type of leadership learning are better positioned to effectively lead social change that is pressing in our current global context.

There is scant (if any) published research that has focused on using inquiry-based pedagogies in leadership education. This research makes a significant contribution to the scholarship of leadership education.

This study aimed to collect data on the perception of top executive women in the Aruban hotel sector regarding implicit gender bias.

A qualitative study on the metacognitive processes of awareness, evaluation and autocorrection was utilized. Through purposive sampling women in the top two leadership levels in Aruba Hotel and Tourism Association (AHATA) member-hotels were selected.

Results showed that a third of the top female executives experienced implicit gender bias career barriers. Different types of bias were identified such as: judgments regarding pregnancy, unequal pay and obstructions by the male general manager. How the women dealt with this bias depended on the type of bias and their personality. The identification of bias and its effects on the career trajectory were also influenced by characteristics of the work setting such as the size of the hotel and functional area.

The research limitations include the chosen scope, the impediment of the generalizability of the findings due to the nature of the study, self-perceived data and possible researcher and respondent bias.

This study added to the existing body of leadership development literature with a focus on the effects of implicit bias on female leadership advancement. Some specific theoretical concepts that were combined in this study are organizational leadership, metacognition and the unconscious mind. The important role of personality was also confirmed in this study however one element that stood out in the current study was the effect of resilience in overcoming perceived barriers and attaining personal career goals. Suggestions and directions for future research are provided.

Despite the fact that gender bias was not observed in an explicit form, participants advised to be aware of the existence and effects of the implicit form and to seek education and guidance from female mentors and to remain goal oriented when confronted with this bias. Since female under-representation in senior leadership positions in other economic sectors is not observed this advice serves as a significant practical implication for the development of female leadership in this important sector in Aruba.

Leaders are role models and through social influence processes, they shape the behaviour of their followers. We build on social learning, social identity and person-environment (P-E) fit theories of leadership to explore the association between leaders’ and followers’ resilient behaviours.

In a three-wave, multisource study amongst 269 Dutch leaders and their followers, we investigate the mediating role of coaching in the relationship between leaders’ resilient behaviour and followers’ resilient behaviour and the moderating role of regulatory focus in this mediation path.

Our results show that coaching is a key relational vehicle through which leaders’ resilient behaviours shape employees’ resilient behaviours, and this indirect association is stronger for employees scoring low on promotion focus. In addition, our results show that resilient employees attract more coaching from their leaders, which further strengthens their resilient behaviours.

Existing studies have shown the occurrence of trickle-down effects of various leader behaviours, moods and work states on those of their followers. However, it remained obscure whether leaders’ resilient behaviour could trickle down to followers’ as well. Our study shows that such a link indeed exists and that coaching is a relational vehicle that embodies two key mechanisms to (1) foster social learning through behavioural entrainment and contagion and (2) facilitate support provision through which leaders promote resilient behaviour in their followers.