Holistic Leader(ship) Development: An Integrative Process Model of Leader and Leadership Development

2021 ◽  
Author(s):  
H. Michael Schwartz ◽  
Pooja Khatija ◽  
Diana Bilimoria
Keyword(s):  
Leadership Development ◽  
Identity Development ◽  
Organizational Support ◽  
Process Model ◽  
Leader Development ◽  
Leadership Capacity ◽  
Future Research ◽  
Organizational Contexts ◽  
Leader Identity ◽  
Capital Development

The question of how to efficiently, holistically, and successfully develop leaders has been the focus of scholars and practitioners for several decades. Embedding the process of leader development in organizational contexts allows participants to develop and apply leadership knowledge, skills, and identity awareness. Embeddedness facilitates the holistic integration of the interactive processes of leader development (which focuses on increasing the leadership capacity of an individual) and leadership development (which focuses on increasing the leadership capacity of an organization), which is referred to in this article as leader(ship) development (LD). Two sub-processes involved in LD (i.e., general and situational identity development and knowledge/skill/social capital development) and four mechanisms of embeddedness that facilitate holistic LD (i.e., leader identity integration, opportunities to learn and develop in the organization, organizational support and feedback, and helping relationships) will be described. A discussion on the ways by which management education pedagogy can integrate and facilitate embeddedness and provide guidance for future research will follow.

From Individual Contributor to Leader: A Role Identity Shift Framework for Leader Development Within Innovative Organizations

2015 ◽  
Vol 44 (4) ◽  
pp. 1426-1452 ◽  
Author(s):  
Todd J. Maurer ◽  
Manuel London
Keyword(s):  
Identity Development ◽  
Process Model ◽  
Leader Development ◽  
Role Identity ◽  
Individual Development ◽  
Organizational Policies ◽  
Identity Shift ◽  
Leader Identity ◽  
Development Literature ◽  
Leader Role

This paper contributes to the leadership identity development literature by examining role identity shift from individual contributor to leader in organizations that expect and reward innovation. The challenge for new leaders is to shift their role identity from innovative individual contributor to leader and for the organization to provide the support and reward structures to develop leaders of innovation. Degrees of role identity shift range from incremental shift (remaining an individual contributor through technical updating and employee development) through substantial shift (adding elements of leadership to one’s role and identity) to radical shift (complete transformation into becoming a leader in behavior and identity). As part of this approach, we apply the idea of creative destruction to leader development and, consistent with identity literature, argue that the idea of identity destruction is sometimes a legitimate part of leader development. In a process model, we predict the degree of leader role identity shift depends on, and is influenced by, organizational policies and resources. Also, we illustrate how some efforts by organizations to enhance technical innovation and individual development may have the effect of inhibiting leader identity development.

Overcoming risk for women in leader identity development

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Nuala F. Ryan ◽  
Michelle Hammond ◽  
Sarah MacCurtain ◽  
Christine Cross
Keyword(s):  
Identity Development ◽  
Women Leaders ◽  
Organizational Support ◽  
Role Models ◽  
Comparative Method ◽  
Development Program ◽  
Healthcare Sector ◽  
Content Type ◽  
Leader Identity

PurposeThe purpose of this paper is to advance our understanding of the role of risk in leader identity development for women by identifying processes women leaders employ to overcome perceived risk.Design/methodology/approachTwenty-five women leaders in the Irish healthcare sector took part in an 18-month long identity-based leadership development program. Qualitative data from interviews, focus groups, critical incident diaries and individual exit surveys and observations were analyzed using the constant comparative method.FindingsFour key processes are identified as women leaders work through risks associated with structural elements (perceiving and mitigating structural risk) and agency of the leader (accepting agentic risks and developing agency).Research limitations/implicationsLike many focused qualitative studies, generalizability to a larger population might be limited. The authors, therefore, recommend future research to consider these issues in other industries, levels and national contexts.Practical implicationsOrganizational members should pay attention to structural factors that affect women's perceptions of risks in internalizing a leader identity such as perceptions of organizational support for development, role models, mentoring and behavioral norms. Programs should aim to increase individual agency through personal reflection and freedom to experiment.Originality/valueThis paper offers an original and nuanced perspective on the role of risk in the leader identity development process for women.

Embracing leadership: a multi-faceted model of leader identity development

2015 ◽  
Vol 36 (6) ◽  
pp. 630-656 ◽  
Author(s):  
Wei Zheng ◽  
Douglas Muir
Keyword(s):  
Leadership Development ◽  
Identity Development ◽  
Development Program ◽  
Lay Leadership ◽  
Learning And Development ◽  
Content Type ◽  
Leader Identity ◽  
Development Professionals ◽  
Self Knowledge ◽  
Identity Changes

Purpose – Leadership development has been replete with a skill-based focus. However, learning and development can be constrained by the deeper level, hidden self-knowledge that influences how people process information and construct meaning. The purpose of this paper is to answer the question of how people construct and develop their leader identity. The authors intend to shed light on the critical facets of identity changes that occur as individuals grapple with existing understanding of the self and of leadership, transform them, and absorb new personalized notions of leadership into their identity, resulting in a higher level of confidence acting in the leadership domain. Design/methodology/approach – The authors conducted a grounded theory study of participants and their mentors in a lay leadership development program in a Catholic diocese. The authors inductively drew a conceptual model describing how leader identity evolves. Findings – The findings suggested that leader identity development was not a uni-dimensional event. Rather, it was a multi-faceted process that encompassed three key facets of identity development: expanding boundaries, recognizing interdependences, and discerning purpose. Further, it is the co-evolvement of these three facets and people’s broadening understanding of leadership that led to a more salient leader identity. Research limitations/implications – The model addresses the gap in literature on how leader identity develops specifically. It enriches and expands existing knowledge on leader identity development by answering the question of what specific changes are entailed when an individual constructs his or her identity as a leader. Practical implications – The findings could be used to guide leadership development professionals to build targeted learning activities around key components of leader identity development, diagnose where people are in their leadership journey, set personalized goals with them, and provide pointed feedback to learners in the process of developing their leader identity. Originality/value – The authors provide an in-depth and integrative account of the contents and mechanisms involved in the construction of the leader identity. The authors zero in on the critical transformations entailed in the process to establish and develop a leader identity.

The micro-processes during repatriate knowledge transfer: the repatriates’ perspective

2015 ◽  
Vol 19 (4) ◽  
pp. 735-755 ◽  
Author(s):  
Anne Burmeister ◽  
Jürgen Deller ◽  
Joyce Osland ◽  
Betina Szkudlarek ◽  
Gary Oddou ◽  
...  
Keyword(s):  
Knowledge Transfer ◽  
Transfer Process ◽  
Organizational Support ◽  
Design Methodology ◽  
Process Model ◽  
Process Models ◽  
Future Research ◽  
Content Type ◽  
Process Perspective ◽  
Practical Implications

Purpose – The purpose of this paper is to add a process perspective to the literature on repatriate knowledge transfer (RKT) and to understand how the knowledge transfer process unfolds in the repatriation context. Thus, this qualitative study uses existing knowledge transfer process models to assess their applicability to the context of repatriation and explain the micro-processes during RKT. Design/methodology/approach – To provide a rich understanding of these processes from the repatriate perspective, critical incidents reported by 29 German and US American repatriates were content-analyzed. Findings – The findings are summarized in a proposed RKT process model, which describes the roles and knowledge transfer-related activities of repatriates, recipients and supervisors as well as their interaction during four transfer phases: assessment, initiation, execution and evaluation. Research limitations/implications – The experiences of repatriates from different geographic areas as well as the perspectives of knowledge recipients and supervisors were not studied but should be included in future research. In addition, future research could test the applicability of the identified micro-processes to different knowledge transfer contexts. Practical implications – Managers can use the findings to facilitate the RKT process more effectively because the type of organizational support offered can be aligned with the changing needs of repatriates, recipients and supervisors during the four identified phases. Originality/value – This is the first study that takes a process perspective to understand RKT. The integration of the current findings with the existing literature can enable a more nuanced view on RKT.

Leadership Style and Succession Planning

2022 ◽  
pp. 57-89
Author(s):  
Paula Cristina Nunes Figueiredo
Keyword(s):  
Human Capital ◽  
Leadership Development ◽  
Leadership Style ◽  
Succession Planning ◽  
Executive Coaching ◽  
Leader Development ◽  
Leadership Positions ◽  
Human Capital Development ◽  
Leadership Pipeline ◽  
Capital Development

The main aim of the chapter is to identify the leadership style that promotes succession planning through the existence of leadership development practices within organizations. The middle and top leaders are very important to identify and develop new leaders within the organization. The authors reach three main conclusions: 1) The laissez-faire leadership style is related to the succession planning. Succession planning is positively influenced by leaders that adopt a passive leadership style. 2) There are some practices of leadership development that are related to the existence of succession planning in organizations. 3) The 360º feedback and coaching/executive coaching are related to the succession planning. These practices promote the human capital development, so it is assumed that succession planning may be related to the leader development. Theoretically they concluded that organizations should have a leadership pipeline in order to prepare leaders to assume leadership positions.

Eliciting the True Self: The Effects of Doctoral Education on Students’ Implicit Leadership Theories and Authentic Leader Identity Development

2019 ◽  
pp. 194277511985863
Author(s):  
Gail F. Latta
Keyword(s):  
Identity Development ◽  
Doctoral Education ◽  
Doctoral Program ◽  
Leadership Capacity ◽  
Self Awareness ◽  
True Self ◽  
Leadership Theories ◽  
Implicit Leadership ◽  
Implicit Leadership Theories ◽  
Leader Identity

The essence of authentic leadership is alignment of actions with an identity grounded in the “true self.” Theoretically, achieving such alignment requires self-awareness of discrepancies between current leadership capacity and elements of aspirational identity. Using personal constructs psychology, this study explores evidence that doctoral education serves as a catalyst for developing authentic leader identity. Repertory grid technique was used to elicit the implicit leadership theories of students enrolled in their first and final Leadership Core courses in an interdisciplinary doctoral program. Data analysis revealed significant differences in the complexity and integration, but not differentiation of leader identity.

Christian Leader Development: An Outcomes Framework

2019 ◽  
Vol 17 (1) ◽  
pp. 18-37
Author(s):  
Keith R. Krispin
Keyword(s):  
Leadership Development ◽  
Leader Development ◽  
Leadership Capacity ◽  
Assessment Instruments ◽  
Christian Formation ◽  
Management Skills ◽  
Development Framework ◽  
Christian Leader ◽  
Development Outcomes ◽  
The Individual

The purpose of this paper is to propose a composite framework for the intended outcomes of Christian leader development based on an analysis of scholarly literature on the topic, both from Christian and secular perspectives. Leader development, focusing on the individual to be developed, is a subset of the broader concept of leadership development, which also includes a more collective effort to facilitate the development of leadership capacity in groups and organizations. A proposed framework for Christian leader development outcomes will be presented, organized around five broad categories: Christian formation, personal formation, relational skills, intellectual skills, and management skills. The proposed Christian leader development framework can serve as a foundation for further research, the development of assessment instruments, and as a guide for development efforts.

Developmental Trajectories of Leader Identity: Role of Learning Goal Orientation

2018 ◽  
Vol 26 (4) ◽  
pp. 495-509 ◽  
Author(s):  
Eric D. Middleton ◽  
Dayna O. Walker ◽  
Rebecca J. Reichard
Keyword(s):  
Goal Orientation ◽  
Development Program ◽  
Leader Development ◽  
The Body ◽  
Future Research ◽  
Leader Identity ◽  
Learning Goal ◽  
Learning Goal Orientation ◽  
Leader Training ◽  
Over Time

This study examines within-person change in leader identity (LI) over the course of a formal leader development program and how that change relates to learning goal orientation (LGO). Results of multilevel modeling of 299 data points from 39 leaders over 5 months indicate a positive, linear increase in LI across 12-time points. LGO was predicted and found to have both trait-like and state-like components. Trait-like LGO was positively associated with the mean change in LI over time, whereas state-like LGO was associated with within-person variance in LI over time. State-like, but not trait-like LGO positively related to differences in LI growth rates. However, we found larger rates of LI growth for leaders reporting lower levels of state-like LGO. This study adds to the body of research on leader development by providing a prospective and longitudinal test of LI development. Future research may investigate the aspects of leader training that most facilitate growth and change in LI.

scholarly journals Becoming an academic entrepreneur: how scientists develop an entrepreneurial identity

2021 ◽  
Author(s):  
Christopher S. Hayter ◽  
Bruno Fischer ◽  
Einar Rasmussen
Keyword(s):  
Identity Development ◽  
Process Model ◽  
Academic Entrepreneurship ◽  
Behavioral Outcomes ◽  
Institutional Support ◽  
Future Research ◽  
Transitional State ◽  
Academic Entrepreneur ◽  
University Scientists ◽  
Explanatory Process

AbstractWhile academic entrepreneurship depends on the entrepreneurial behavior of university scientists, management studies show that identity development precedes behavioral enactment. This paper extends our understanding of why and how individuals who define themselves as a scientist develop or fail to develop a new commercialization-focused entrepreneurial identity. We develop an explanatory process model by drawing from the concept of liminality, a transitional state during which individuals construct or reconstruct an identity, as well as the entrepreneurship literature. The model not only provides a stylized illustration of identity development and its associated behavioral outcomes, but it also includes several factors such as agency and passion, liminal competence, social support, organizational and institutional support, and temporal factors that moderate the process. We contribute to the literature on entrepreneurial identity by providing a dynamic conceptualization of identity construction and incorporation, among other outcomes, as well as to the academic entrepreneurship literature by elucidating the origin and development of entrepreneurial identities among scientists. A conceptual focus on identity-related micro-processes may help explain why some scientists are more successful at commercializing technologies derived from their research than others. Implications for theory and future research are discussed.

The global leadership capacity wheel

2019 ◽  
Vol 43 (1/2) ◽  
pp. 105-131
Author(s):  
John R. Turner ◽  
Rose Baker ◽  
Jae Schroeder ◽  
Karen R. Johnson ◽  
Chih-Hung Chung
Keyword(s):  
Leadership Development ◽  
Human Resource Development ◽  
Comparative Method ◽  
Model Development ◽  
Leadership Capacity ◽  
Global Leadership ◽  
Future Research ◽  
Indigenous Leadership ◽  
Content Type ◽  
Road Map

Purpose The purpose of this paper was to examine the definitions of global leadership and indigenous leadership, identify leadership capacities inherent in human resource development (HRD) and determine relationships of the three as a means to develop a model to aid and guide opportunities for future research. Design/methodology/approach Following a two-stage integrative literature review of HRD, global and indigenous leadership literature, the grounded theory constant comparative method established 31 positive and 1 negative leadership domains, and respective capacities, and compare domains from literature. Findings The Global Leadership Capacity Wheel informs researchers of strengths and areas for additional research, has resulted in a more complete model of global leadership and calls for increased clarity for leadership capacity model development, especially for complex, global environments and local constructs and theories. Research limitations/implications Although the literature had adequate representation in the business and organizational acumen and managing people and relationships central global leadership domains, more research and reporting is required for managing self and indigenous leadership capacity development subdomains. Practical implications Leadership development is a high priority and core function of HRD. The Global Leadership Capacity Wheel provides a tool for scholars and practitioners to guide global leadership development programs and research. Social implications Understanding the relationships of leadership capacities from global and indigenous perspectives is helpful to examine cultural, identity and macro-contextual dimensions and their influence on leadership. Originality/value The Global Leadership Capacity Wheel provides a type of road-map, a holistic representation, in the context of developing global leaders in today’s complex environment.

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