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This paper investigates the integration of leadership training into IT curricula to develop current and future skills needed by the IT job market. The technical and non-technical skills required for IT professionals are presented and a conceptual model for including leadership training in technical courses is outlined. To implement this model, we adopted the Problem-Based Learning approach to teach an IT course. Qualitative and quantitative data were gathered, through a survey, from 52 undergraduate students in the College of Information Technology at Zayed University. Our results show that our adopted approach was successful in teaching IT skills as well as developing leadership skills. Given these findings, we highlight the importance and feasibility of integrating leadership development on a daily basis within technical courses to develop both the technical and non technical skills required by the job market.

The purpose of this paper is to examine the effects of interpersonal skills (emotional and political skills) and work engagement on transformational leadership and leader well-being at work.

Emotional control, emotional sensitivity, political skills, work engagement, transformational leadership behaviors, and job satisfaction were assessed in an empirical study of 278 employees. The relationships between emotional skills, political skills, work engagement, and transformational leadership were evaluated using participants in managerial positions (n=159). The combined influence of interpersonal skills and work engagement on job satisfaction was examined as a comparison between managers and non-managers (n=119).

In addition to the positive effects of work engagement on outcome measures, results showed political skill is an important capability contributing to transformational leadership and leaders’ job satisfaction. Findings also showed the interaction of emotional skill, political skill, and work engagement contributed to job satisfaction among managers.

Organizations must provide managers with opportunities to develop political skills or modify selection processes to identify candidates who possess political skills for management positions. Organizations will also benefit from implementing ways to engage managers in their work to facilitate transformational leader behaviors and promote their well-being. In addition, organizations can work to identify and develop managers’ emotional control and sensitivity skills specific to individual needs.

Research investigating personal attributes that influence transformational leadership as an outcome is limited. This study contributes to the leadership literature and sheds light on the literature on the microfoundations of management competencies by examining managers’ skills and engagement on their leader behaviors and job satisfaction. Insights are discovered regarding the combination of emotional skills, political skills, and work engagement that indicate interpersonal skills and engagement have supplementary effects on transformational leader behaviors and leader well-being.

This study focuses on leadership in organizations where big data analytics (BDA) is an essential component of corporate strategy. While leadership researchers have conducted promising studies in the field of digital transformation, the impact of BDA on leadership is still unexplored.

This study is based on semi-structured interviews with 33 organizational leaders and subject-matter experts from various industries. Using a grounded theory approach, a framework is provided for the emergent field of BDA in leadership research.

The authors present a conceptual model comprising foundational competencies and higher order roles that are data analytical skills, data self-efficacy, problem spotter, influencer, knowledge facilitator, visionary and team leader.

This study focuses on BDA competency research emerging as an intersection between leadership research and information systems research. The authors encourage a longitudinal study to validate the findings.

The authors provide a competency framework for organizational leaders. It serves as a guideline for leaders to best support the BDA initiatives of the organization. The competency framework can support recruiting, selection and leader promotion.

This study provides a novel BDA leadership competency framework with a unique combination of competencies and higher order roles.

The purpose of this paper is to examine entrepreneurial leadership and to determine the entrepreneurial leadership skills which are important for success in a developing economy environment. Specifically, the focus of this research was on entrepreneurial leadership within the retail pharmacy sector in Nigeria.

This study was guided by an interpretivist-constructionist perspective. By adopting a qualitative approach, the lived experiences of the retail pharmacy entrepreneurs could be understood. In total, 51 semi-structured interviews were the mode of data collection, and data were triangulated via three sources: entrepreneurs, employees, and literature.

From the study results, a vivid picture of entrepreneurial leadership was formed, which in turn provides the basis for an empirical skill-based model of this phenomenon in a developing economy. This study identifies four distinct entrepreneurial leadership skill categories. These include technical/business skills, interpersonal skills, conceptual skills, and entrepreneurial skills. The findings of this study also show the factors and conditions necessary for entrepreneurial leadership in a developing economy.

The findings of this study have implications in theory and practice. Its results provide an empirical, skill-based framework on entrepreneurial leadership in a developing economy, a subject area for which there exists a lack of background literature. In practice, the findings of this study serve as a useful reference for practitioners and policy makers of the skills and other factors required for people to succeed as entrepreneurial leaders.

The aim of the paper is to propose an integrative model of the leader competences through the analysis of the several models of competence found in the literature review.

The methodology used was qualitative, based partially on an integrative literature review (Torraco 2016). This paper aims to review, update and criticize the literature related to the competences approach in the organizational context and, on the other hand, to review, criticize and synthesize the literature, namely, the models and competences.

Difficulties in choosing and implementing a leader competency model led to the integration of competencies in a single model, seeking to simplify the choice and implementation process in organizations. The integrative model of leader competences arises from the literature review, more specifically from the analysis of the different approaches found. This model is grouped into four dimensions – intellectual competences, management competences, social competences and emotional competences. This research is a contribution to reduce the fragmentation of leadership and management theories and facilitates the choice and implementation of a leader competence model suited to the organization’s needs, contributing to the leadership effectiveness.

The integrative model of the leader competences allows the choice and implementation of a competence model with a wide range of competences considered as essential in the organizational context by several researchers. This model simplifies the process of identifying the competences that need to be developed, feeding the human resources development process within the organization.

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.

Managerial interpersonal skills (MIPS) are widely considered important for management development, yet the nature of MIPS has eluded researchers. The purpose of this paper is to propose five MIPS core skills, giving attention to the role of context, the relationship of MIPS to traits, and implications for training design, assessment and evaluation.

The authors interweave a discussion forum of domain experts (Hillary Anger-Elfenbein, Timothy Baldwin, Paulo Lopes, Bronston T. Mayes, Ronald Riggio, Robert Rubin and David Whetten) with research commentary and implications for management development. The discussion focussed on: first, how do we define MIPS? Second, how important is context for defining, assessing or developing MIPS? Third, are MIPS traits, or skills that can be developed?

The authors propose MIPS include five core skills that sequentially build upon one another: managing-self, communicating, supporting, motivating and managing conflict. Although context may impact the importance of each skill across cultures, situations and jobs, the authors offer these skills as a useful starting point for MIPS assessment, training design and evaluation.

The proposed five core skill model for MIPS needs further research and psychometric validation.

By proposing MIPS include five specific trainable skills that are relevant across contexts, this paper advances MIPS research, assessment and development.

Leadership is necessary for organizational effectiveness (Kroeck et al., 2004), a finding that applies to student organizations at institutions of higher education (Plante, 2016; Posner, 2012). However, student leaders of campus organizations face nuanced and significant challenges (Foubert & Urbanski, 2006; Plante, 2016). Therefore, we sought to diagnose and analyze the central challenge of a peer leadership position within a collegiate leadership mentoring program. After diagnosing the central challenge of the position, we built a training and development intervention grounded in the leadership theory of consideration versus structure (Halpin & Winer, 1957; Stogdill, 1974). The intervention was administered to two cohorts of seven student leaders and subsequently assessed for effectiveness. The current paper shares the assessment results, along with details on developing and implementing the leadership intervention. We hope practitioners can (a) implement the process we outline to conduct a needs assessment and create a leadership development intervention and (b) utilize the training in their co-curricular organizations.

This descriptive study explored how community colleges are teaching leadership in technical programs. Leadership education curricular offerings were identified via a survey and selected programs reviewed. 68 Deans, Directors, or Chairpersons of a Business, Management, or Technology program completed the survey, representing 61 community colleges. A review of four programs was conducted through web searches and interviews of leaders representing two of these programs were conducted. Leadership education is an emerging area for community colleges; one that is narrowly defined as workplace readiness, communication, and confidence building activities. There appears to be a need for technical programs to teach students leadership skills, as well as technical skills. Further research is needed to determine which leadership skills are needed for technologists at the community college level.