Zeroing in on leadership effectiveness: The methodological challenges of benchmarking leadership practices

1995 ◽  
Vol 8 (1) ◽  
pp. 1-24 ◽  
Author(s):  
Michael D. Ames ◽  
Elliot N. Kushell
Keyword(s):  
Leadership Practices ◽  
Leadership Effectiveness ◽  
Methodological Challenges

Educational leadership effectiveness: a Rasch analysis

2016 ◽  
Vol 54 (3) ◽  
Author(s):  
Claire Sinnema ◽  
Larry Ludlow ◽  
Viviane Robinson
Keyword(s):  
Leadership Development ◽  
Educational Leadership ◽  
Leadership Practices ◽  
Design Methodology ◽  
Rating Scale ◽  
Leadership Effectiveness ◽  
Scale Model ◽  
Educational Leadership Practices ◽  
Future Direction ◽  
Practical Implications

Purpose The purposes of this study are, firstly, to establish the psychometric properties of the ELP tool, and, secondly, to test, using a Rasch item response theory analysis, the hypothesized progression of challenge presented by the items included in the tool. Design/methodology/approach Data were collected at two time points through a survey of the educational leadership practices of school principals (n = 148) and their teachers (n = 5,425). The survey comprised seven effectiveness scales relating to school-wide dimensions of leadership, and one scale relating to the effectiveness of individual principals’ leadership. We undertook validation of the hypothesized structure of the eight ELP scales using the Rasch rating scale model. Findings We established constructs that underpin leadership practices that are more and less effectively performed and determined the nature of their progression from those that are relatively routine through those that are more rigorous and challenging to enact. Furthermore, a series of analyses suggest strong goodness-of-model fit, unidimensionality, and invariance across time and educator group for the eight ELP scales Research limitations/implications This study focused on experienced principals - future studies could usefully include school leaders who are new to their role or compare leadership patterns of higher and lower performing schools. A useful future direction would be to investigate the predictive validity of the ELP tool. Practical implications Originality/value This study reveals the ELP is a useful tool both for diagnosing leadership effectiveness and, given that it is essentially stable over time, may prove useful for charting the effectiveness of leadership development interventions.

scholarly journals Leadership effectiveness in Higher Education: Managerial self-perceptions versus perceptions of others

2011 ◽  
Vol 37 (1) ◽  
Author(s):  
Tessie H.H. Herbst ◽  
Pieter D.P. Conradie
Keyword(s):  
Higher Education ◽  
Transformational Leadership ◽  
South African ◽  
Leadership Practices ◽  
Leadership Effectiveness ◽  
Shared Vision ◽  
Self Perception ◽  
Self Perceptions ◽  
Leadership Behaviour ◽  
The Relationship

Orientation: The study reported here explores the relationship between managerial selfperceptions and perceptions of others (the manager’s direct supervisor, peers and subordinates) with regard to leadership effectiveness (LE) in a group of managers in the context of a South African university undergoing a merging process.Research purpose: The purpose of this study was to investigate the prevalence of selfperception accuracy amongst the managers and to explore the patterns of interaction between self-perception accuracy (regarding their leadership behaviour) and perceived transformational leadership behaviour (as measured by composite ‘other’-ratings).Motivation of the study: Research has shown that managers in various work environments typically overestimate their own level of competence and that this could impact on the effectiveness of their leadership behaviour. This phenomenon has however not yet been researched in the context of South African higher education institutions.Research design, approach and method: A quantitative cross-sectional study of the relationship between self-perception accuracy and leadership effectiveness was conducted amongst the total population (N = 204) of staff members in management positions. The response rate was 67% and the realised sample consisted of 137 managers. Leadership behaviour was measured by means of behavioural ratings on the following five dimensions of the Leadership Practices Inventory (LPI): ‘Challenging the process’, ‘Inspiring a shared vision’, ‘Enabling others to act’, ‘Modelling the way’ and ‘Encouraging the heart’.Main findings: Statistically significant discrepancies were found between self- and observer ratings on all five leadership dimensions, indicating a probable overestimation of their own capabilities. Results further provide evidence that perceived leadership effectiveness on three of the five transformational leadership practices varied as a function of the self-perceptions of managers.Practical/managerial implications: Managerial development practices should sensitise managers to what is essentially introspective and provide opportunities for them to reflect upon and question their leadership practices.Contribution/value-add: A challenge for higher education is to embark on feedback intensive leadership development processes that provide participants with comprehensive feedback in a supportive environment.

Die Entwicklung und Validierung eines evidenzbasierten Kompetenzmodells effektiver Führung (LEaD: Leadership Effectiveness and Development)

2014 ◽  
Vol 58 (2) ◽  
pp. 80-94 ◽  
Author(s):  
Marion Schmidt-Huber ◽  
Stefan Dörr ◽  
Günter W. Maier
Keyword(s):  
Leadership Effectiveness

Die Entwicklung von Führungskräften und die dazu erforderliche Diagnostik von Führungskompetenzen stellen zentrale Inhalte jeder HR-Strategie dar. Viele Unternehmen greifen dabei insbesondere in der Diagnostik auf selbst entwickelte Instrumente zurück, ohne die Vielfalt praxisrelevanter Erkenntnisse der Führungsforschung zu berücksichtigen. Mit dem LEaD-Kompetenzmodell wurde im deutschen Raum einer der ersten Versuche unternommen, den Ansatz des evidenzbasierten Managements auf die Entwicklung eines praxisrelevanten Kompetenzmodells für Führungsaufgaben anzuwenden. Dieser Beitrag beschreibt den Prozess der theoretischen Herleitung und inhaltlichen iterativen Konzeption, skizziert die Inhalte des Kompetenzmodells und berichtet zentrale Ergebnisse der empirischen Studien (Interviewstudie, Prototypizitätsstudie, Pretest und Validierungsstudie). Die Ergebnisse der Validierungsstudie (N = 720) zur Konstrukt- und Kriteriumsvalidierung und inkrementellen Validität zeigen, dass das theoriebasierte Kompetenzmodell und zugehörige Diagnoseinstrument effektives Führungsverhalten reliabel und valide beschreiben und erfassen können.

Perceived and Actual Gender Differences in Leadership Effectiveness

1999 ◽  
Author(s):  
Rachel F. Enkey ◽  
Patricia L. Kaminski ◽  
Lynda J. Bowers
Keyword(s):  
Gender Differences ◽  
Leadership Effectiveness

Conceptual framework and methodological challenges

2005 ◽  
Author(s):  
Deepa Narayan
Keyword(s):  
Conceptual Framework ◽  
Methodological Challenges

Leadership Effectiveness Assessment Profile (LEAP): Officer Instrument Field Testing and Refinement

1992 ◽  
Author(s):  
Victor H. Appel ◽  
Carol Murray Quintana ◽  
Richard W. Cole ◽  
Mark D. Shermis ◽  
Paul D. Grubb ◽  
...  
Keyword(s):  
Leadership Effectiveness ◽  
Field Testing ◽  
Effectiveness Assessment
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