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The purpose of this paper is to focus on exploring the link between managers’ mindset (fixed vs growth) and their choice of leadership behaviors.

The sample was drawn from a proprietary database provided by a global organization that offers 360-degree online leadership surveys. Individuals in management positions provided an assessment of their mindset orientation as well as how often they engaged in various leadership behaviors.

Growth-minded managers consistently displayed more frequent use of leadership behaviors than did their fixed mindset counterparts; and this relationship was independent of demographic or organizational factors.

The findings are consistent with previous mindset research but prominently extend those results to managers in corporate settings; and supports previous research regarding the limited influence of demographic and organizational factors on both mindset and leadership.

Managers’ mindsets influence how much they engage in various leadership behaviors, and improving leadership competencies is more likely to occur when managers hold a growth mindset that abilities can be developed through effort as compared to fixed mindset managers who believe that abilities are inherent and unchangeable. The mindset of managers is predictive of the behavioral choices they make about exercising leadership, and has practical significance since studies have shown that managers are generally more effective in direct relationship to how often they are seen as engaging in leadership.

This study extends the significance of mindset from the educational to the corporate environment, using a robust sample of managers, and finding that the relationship between mindset and leadership is independent of various demographic and organizational characteristics.

The importance of leadership in the success of startups is widely recognized. Our study focuses on high-growth startups, which are venture capital (VC)-financed. So far, there is insufficient understanding, which leadership style founders and leaders of these startups deploy. Based on a Grounded Theory approach we derive a leadership framework from interviews with founder CEOs in Germany’s major startup city, Berlin. Our findings suggest that founder CEOs in high-growth, VC-funded startups heavily emphasize employee motivation, personnel development, performance orientation, and growth achievement in their leadership behavior. While our findings relate to a very specific and extreme type of firms, we propose that they are relevant for all kinds of companies as a pattern of a somewhat idealized leadership environment in relentless pursuit of innovation and growth.

This research paper takes an interdisciplinary approach, drawing from empirical data, to explore the relationship between organisational change management and strategic leadership to promote growth in value-driven, membership-based organisations through a qualitative multi-case-based analysis and to provide a discussion on the philosophies and practices of leadership teams which underpin successful organisational change within such not-for-profit organisations.

Each participating organisation had 700+ members, had previously experienced prolonged periods of auditable membership growth and employed distinctly different organisational models to facilitate growth. A qualitative multi-case study approach was adopted informed by 32 interviews with eight leadership teams. A thematic analysis provided a comparative review of responses.

All case study organisations emphasised the significance of strategic leadership teams and clearly communicated vision and flexible organisational structures as central to their strategic planning and subsequent growth. This builds on previous research which has explored organisational change in not-for-profit organisations and strategic leadership in not-for-profit organisations, which explores the strong linkages between the roles and functions of strategic leadership, organisational structures designed with the adaptive capacity to manage continuous and convergent change and their impact on sustained growth. Such linkages are more specifically supported by extended tenure of office for those in senior leadership roles, clear delineation of roles and responsibilities, the adoption of an outward growth-oriented focus and adaptable structures that encourage wider participation in leadership and management functions for the fulfilment of the organisation's mission. Most significantly, these organisations plan with change and growth in mind.

The findings of this research have transferable value to other not-for-profit, membership-based, value-driven organisations as well as other faith-based organisations, which will help to provide future linkages between leadership structures, decision-making and organisational design and its impact on the not-for-profit organisations' capacity for sustained growth.

This research challenges previous conceptions on UK church growth trends and observes that all the case organisations presented different organisational structures which were intentionally designed, context specific and developed by leadership teams with sustained growth in mind. Results from psychometric testing of participants confirmed that senior leaders of large value-driven organisations that have demonstrated a capacity for sustained growth are consistently likely to exhibit leadership characteristics which demonstrate a balanced capacity for personal humility and a committed resolve or professional will, which is also reflected in a pragmatic-type leadership style, building on previous psychometric testing research in this context.

The purpose of this paper is to analyze whether and how employees’ proactive personality is related to work engagement. Drawing on job demands-resources theory, the study proposes that this relationship is moderated by a three-way interaction between proactive personality × transformational leadership × growth mindset.

The study is based on survey data from 259 employees of an internationally operating high-tech organization in the Netherlands.

In line with prior studies, support is found for positive significant relationships of proactive personality and transformational leadership with engagement. Additionally, transformational leadership is found to moderate the relationship between proactive personality and work engagement, but only when employees have a growth mindset.

The study advances the literature that investigates the proactive personality-engagement relationship. Specifically, this study is the first to examine a possible three-way interaction that may deepen the insights for how proactive personality, transformational leadership and growth mindset interact in their contribution to work engagement.

The purpose of this application manuscript is to address assessing and evaluating the impact of leadership mentoring programs on collegiate mentors. Specifically, this paper addresses the nuanced considerations of creating appropriate program outcomes and associated objectives given the individualized nature of mentoring relationships. Additionally, the current paper discusses assessment and evaluation strategies to demonstrate impact of leadership mentoring on the collegiate mentor via a three-year program evaluation effort. By innovating leadership mentoring program practice, leadership educators can more soundly design and deliver leadership mentoring programs and more precisely measure and demonstrate impact.

The purpose of this paper is to explore the emergence and development of leadership within the context of new ventures.

A qualitative approach was conducted to analyze in-depth the circumstances under which leadership is emerging and evolving in new ventures. In doing so, 55 founder-CEOs from Austria, Liechtenstein and Switzerland were interviewed.

The findings suggest that during the development from new ventures to early growth ventures the founder-CEOs and their organizations experience three major transitions. First, the founder-CEOs’ leadership behavior tends to emerge and evolve alongside firm development from being more transformational in new ventures to more transactional in early growth ventures. Second, the decisive employee selection criteria change over time, and the initially important person-founder fit turns into a person-organization fit. Third, a transition from a rather external perspective of the founder-CEOs in the new venture stage to a more internally oriented perspective in the early stages of growth was observed.

Although the findings advance research on leadership in new ventures, the limitations concerning potential recall biases and subjectivism have to be kept in mind.

In practice, the findings imply that the emergence and development of leadership in new ventures should be seen as a dynamic process.

This paper is one of the first to study in-depth the emergence and development of leadership in the context of new ventures.

This study followed 134 university students within a national sample for one or two years, from their initial participation in a LeaderShape Institute session. We examined the shape of their trajectories of leadership growth over this course of time, with particular focus on development long after the session had ended. We also investigated the degree to which additional formal leadership development opportunities statistically predicted leadership development. Results indicated a typical non-linear shape to development and suggested that most formal experiences, as a whole, possess little association with leadership growth when controlling for other experiences associated with leadership development in students.

The purpose of the study was to construct a Leadership Mindset Scale (LMS) and to assess its reliability and construct validity. Participants were 100 employees in a variety of leadership and non-leadership positions at various organizations in three states. An item and factor analysis on the 13 LMS items led to a scale with 11 items (Cronbach α = .80). A Principal Axis Factor analysis with Promax rotation suggested three factors: Leadership Mindset Teachability (LMS-T), a belief in leadership teachability; Leadership Mindset Improvability (LMS-I), a belief in leadership improvability over time; and Leadership Mindset Predictability (LMS-P), a belief that leadership cannot be predicted at an early age. Convergent validity of LMS-Total and Teachability was evidenced by significant correlations with the implicit theories of intelligence and anxiety scales, and developmental leadership and transactional leadership scales. Divergent validity was evidenced by a non-significant correlation with social desirability. The results suggest that the LMS measures a construct different from those of other leadership scales used in the study. The LMS can be helpful in leadership training programs to promote a growth mindset about the trainability of leadership skills.

This study explored principals’ leadership actions from three leadership frameworks, instructional, socio-cultural and cultural-psychological, to understand how each contributes to influencing teachers' work and learning opportunities for Hispanic English learners.

The research was conducted as a case study, using multiple data sources, of two principals whose Hispanic students were successfully transitioning into English fluency.

The data indicated that each leadership approach contributed to teacher expertise and engagement with students. Principals acted in culturally responsive ways, focusing on both teacher and student strengths, and promoting a growth mindset culture.

Although the study identified principal practices that supported teachers to more effectively educate Hispanic English learners, larger scale studies are needed to demonstrate a cause/effect relationship between actions and student learning.

Strengths-based and growth mindset leadership beliefs and skills, if cultivated, can effectively interact with instructional and socio-cultural leadership skills to build a robust learning environment that influences positive student outcomes.

This case study lays the conceptual groundwork for future studies involving more extensive samplings of schools and principals.