Emerging Leadership and Giving Back

2020 ◽  
pp. 181-202
Author(s):  
Elizabeth Cassidy Parker

Chapter 8 focuses how on adolescents described their futures with special attention to adolescent perspectives on leadership. The reader is introduced to three interweaving and interdependent themes, namely, (1) embracing compassion and care for others, (2) giving back to communities, and (3) reaching out to change the world. Susan Komives’s relational leadership model is presented as a framework for building adolescent leaders. Discussion topics include fostering purpose, valuing difference, empowering ownership, and valuing work with others. The chapter highlights the significance of hope and the importance of educators in building up critical hope in students. The chapter ends with a discussion of adolescent exploration and access.

2002 ◽  
Vol 32 (2) ◽  
pp. 9-25 ◽  
Author(s):  
Hermann H. Spangenberg ◽  
Callie C. Theron

This paper describes the development of a leadership questionnaire the aim of which is to assess the behaviours required to lead change and transformation, while at the same time managing organisational unit performance effectively. A Delphi technique was used to facilitate the identification and testing of emerging leadership dimensions and items, starting with a three-stage model of charismatic leadership, The resultant leadership model comprises four stages, measured as 21 dimensions. The research questionnaire consists of 235 items. The questionnaire was field tested by means of 360° assessment conducted amongst 189 unit managers from a diverse group of organisations. Seven hundred and fifty completed questionnaires were obtained. Unrestricted principal component analyses were performed on each of the sub-scales (dimensions) to examine the unidimensionality assumption. This procedure resulted in the formation of three additional sub-scales. Item analyses on each of the sub-scales produced highly satisfactory Cronbach Alpha values. Further confirmatory factor analyses using LISREL were conducted on each of the 24 sub-scales. A series of goodness-of-fit indices generally showed satisfactory results. Overall, results indicate that a 96-item questionnaire format consisting of 24 dimensions with four items each (selected on the basis of factor loadings) could be used with confidence. Recommendations are made for further research.


2021 ◽  
pp. 001312452110273
Author(s):  
Molise David Nhlapo ◽  
Dipane Joseph Hlalele

Universities should conduct research and provide services to the society in their environment. In this article, the relational leadership model was used to evaluate a University-Community partnership in a semi-rural context in South Africa. The relational leadership model is an aspirational model supporting a healthy, ethical, and effective group. It comprises five components necessary for sustainable positive change in an organization. The model advocates for five components of which four were used to evaluate the project which the article is based on. Data were produced through interviews with two main university leaders of the project and the results show that the partnership has lost momentum in recent years based on non-conformity to some of the principles of the components suggested by the relational leadership. Through the rich experiences from participants, the article reflects on methods and recommendations in which the threads facing the partnership can be circumvented.


2019 ◽  
Vol 40 (2) ◽  
pp. 163-176 ◽  
Author(s):  
Joshua Thomas Hanna ◽  
Alexandria K. Elms ◽  
Harjinder Gill ◽  
David J. Stanley ◽  
Deborah M. Powell

PurposeThe purpose of this paper is to examine how leaders’ behaviour and subordinates’ personality can impact subordinates’ feelings of being trusted. Feeling trusted by one’s leader is associated with increased performance, organisational citizenship behaviours and job satisfaction (Baer et al., 2015; Lester and Brower, 2003).Design/methodology/approachParticipants read a vignette in which a leader’s behaviour was manipulated and then rated the extent to which they felt trusted. Participants in Sample 1 consisted of 726 undergraduate students with work experience, and Sample 2 consisted of 1,196 people with work experience recruited over CrowdFlower, a crowd-sourcing website.FindingsResults from both samples indicate that a leader delegating a task increases subordinate felt trust, for Sample 1p<0.001,d=0.75 and for Sample 2p<0.001,d=0.90. Further, subordinate felt trust increases when the task delegated is of high importance, for Sample 1p<0.001,d=0.42 and for Sample 2p<0.001,d=0.58. The likelihood of the delegated task resulting in negative outcomes and subordinate propensity to trust have negligible effects on felt trust.Originality/valueDespite the organisational benefits of felt trust, it is still unclear how to elicit subordinates’ felt trust. This study is one of the first to empirically examine leader behaviour that may lead subordinates to feel trusted in the workplace. These findings support theoretical underpinnings of the relational leadership model and the risk-based model of trust.


Author(s):  
Nermin Kişi

Leaders can influence the behavior of their followers through the use of different leadership styles. Therefore, the leadership style is viewed as a key determinant of organizational effectiveness. In recent years, leadership trends are changing rapidly, and paradigm shifts in leadership are occurring all over the world. There has especially been a significant expansion of research on contemporary leadership styles. This chapter reviews the most popular and influential leadership styles currently used and present a comprehensive view of two leadership approaches. The purpose of this chapter is to investigate the theoretical perspective of the transformational and relational leadership styles among contemporary leadership approaches. It is expected that research results will be a source for both educational and business contexts.


2022 ◽  
pp. 1-21
Author(s):  
Sajjad Nawaz Khan ◽  
Hafiz Mudassir Rehman ◽  
Mudaser Javaid

Leadership is the backbone of organizational success, and it is evident from the fact that leadership has been researched for more than 50 years. In literature, leadership has been discussed based on different schools of thoughts. This chapter articulates different leadership approaches in order to provide a clear understanding of leadership development with the passage of time. It describes trait approach, behavioral approach, and contingency approach to leadership. Furthermore, it also explains full range leadership model and some emerging leadership styles in the organizational context.


Author(s):  
Shubing Guo ◽  
Xueli Zhan ◽  
Junhai Ma

This article conducts a theoretical analysis and empirical study on the complex relations among five elements (leadership, followership, leader-member exchange, leadership situation, and leadership performance) based on a two-stage least square method (TSLS). Results show that in China leadership and followership are positively correlated with performance; LMX (Leader–Member eXchange) is negatively correlated with performance; LMX show significant positive correlations with leadership and followership; circle and face are positive correlated with leadership and followership, but favor is negatively correlated with leadership, followership, and LMX. Moreover, a SLRFP (Situation, Leadership, Relationship, Followership, Performance) five-force relational leadership model was constructed, revealing the core contents of relational leadership. These elements mainly include relational structure, dynamics and process, and provide a theoretical framework for establishing a unified theory of leadership based on the integration of traditional theories. The present study has high academic and favorable reference value.


2011 ◽  
Vol 64 (11) ◽  
pp. 1425-1449 ◽  
Author(s):  
Ann L Cunliffe ◽  
Matthew Eriksen

This article aims to extend contemporary work on relational leadership theory by conceptualizing leadership as embedded in the everyday relationally-responsive dialogical practices of leaders. Relational leadership requires a way of engaging with the world in which the leader holds herself/himself as always in relation with, and therefore morally accountable to others; recognizes the inherently polyphonic and heteroglossic nature of life; and engages in relational dialogue. This way of theorizing leadership also has practical implications in helping sensitize leaders to the importance of their relationships and to features of conversations and everyday mundane occurrences that can reveal new possibilities for morally-responsible leadership. We develop and illustrate the notion of relational leadership by drawing on the work of Bakhtin and Ricoeur, and on an empirical study of Federal Security Directors.


2019 ◽  
Vol 7 (11) ◽  
pp. 1208-1224
Author(s):  
Charles Mbugua ◽  
Sammy Mang'eli ◽  
Mary Ragui

The article examines the role that mentoring, a critical relational leadership process would have in preventing and countering violent extremism by first examining the contexts of radicalization into violent extremism and past violent extremist attacks. Youths and adolescents in Kenya have been radicalized into violent extremism with resultant acts of terror that have resulted in; mass fatalities, casualties, destruction of facilities, disruption of livelihoods and business, and creation of immense fear within the public. The first major attack that seemed to have opened this cycle of al Qaeda and al Shabaab-led Jihadist attacks was the August, 1998 twin-bombing of the USA embassies in Kenya and Tanzania. Since then, we have had the advent of; al Qaeda, its affiliate al Shabaab, and ISIS attacks rising within the African continent with heavy impacts of death trails, casualties, and destruction. This year, Kenya has suffered a number of attacks targeting both soft and hard targets. Among the soft targets was the attack targeting Dusit Hotel in the upmarket 14 Riverside Complex, which left 21 Kenyans and foreigners dead. By extension there have been a number of IED attacks targeting the security services of Kenya many fatalities and casualties. All these attacks have been executed by violent extremists among who are Kenyan youth who have been recruited and radicalized into violent extremism as an ideology that is leveraged on the Islam religion. This ideology of Jihadism is skewed but uses narratives that easily appeal to those targeted for radicalization. Consequently there is an urgent need to have in place relevant mentoring leadership practice to enhance worldviews and perspectives among youth and adolescents which are in tandem with what a sane world subscribes to. It then becomes imperative to have a faith-based mentoring approach that is devoid of extremism and which gives the pool of those targeted a leadership component. This deliver a countering and preventive relational leadership model enhancing resilience of individuals and communities, while countering narratives and propaganda inherent in the recruitment and radicalization to violent extremism. Following literature review and conceptualization of the variables, this article concludes that preventive and countering violent extremism measures are best deployed first amongst the youth, who form the largest and most vulnerable pool of those targeted for radicalization due to; their crave for an identity, promises of a utopian caliphate on earth and life upon death, poverty, joblessness, presence of ungoverned spaces such as the complex cyber space, and dysfunctional social systems including families.


Author(s):  
L. Zahrai ◽  
O. Fedoruk

The paper focuses on the problem of leadership. The gender’s specificity issue of leadership is being analyzed. The transformational leadership model of the justification is presented. The purpose of the article is to perceive the «leader» students concept in the picture of the world in gender’s context. Different leadership theories are analyzed. Three key approaches to leadership interpretation are particularly described: personality features, situation interaction, behavior. The modern leadership theories are analyzed. These theories are methodological basis for transformational leadership model formation. Indicators of the transformation model are being differentiated: interaction with the followers, but not the subordinates; the followers goals transformation; stimulation of their self-development and their result achievements. The research methodology for the students leadership concept is described. The methods applied: uncompleted sentences; psychosemantic differential. While considering the picture of the world, the «leadership» concept content among most students is masculine. Leadership concept includes characteristics such as: dominance, power, success and the ability to be the first and to lead. Personal characteristics in particular emotional and voluntary self-regulation, organizational, mental abilities, moral and communicative features are not important. Gender specificity in the students «leadership» concept content is differentiated. The psychosemantic constructions of power-dominated relations, competition and domination are dominated in the men. The key characteristics of the psychosemantic content of women’s leadership models are the ability to lead, success and dominance. The stereotyped level of the leadership model formation is typical for most students.  


2020 ◽  
Vol 1 (1) ◽  
pp. 1-17
Author(s):  
M Samkhan M

The problems in Islamic education today can be said to be confronted in terms of quality and poor cycles. Several studies have resulted in his analysis which has shown that leadership is the most important fact in an effort to change the cycle for the better. Therefore, it is necessary to construct a paradigmatic science, especially in the framework of the epistemology is able to bring strong leadership. This effort is intended to be carried out in developing and strengthening Islamic education with better management and in which there are Islamic values ​​as elan fundament of education management. Where these values ​​can build motivation and work performance that results in two goals, because the process developed is not only aimed at satisfaction and productivity, but also oriented towards values transcendental-eschatological (worship and the pleasure of God). The leadership is a visionary leadership and is able to build effective, efficient and productive organizational processes in conducive learning. This leadership model is none other; spiritual leadership that is able to give birth to the sun in the world of education. Keywords: epistemology, spiritual leadership, Islamic education   Problematika dalam pendidikan Islam saat ini bisa dikatakan berhadapan dalam masalah kualiatas dan siklus yang kurang baik. Dari beberapa penelitian telah mengahasilkan analisisnya yang telah menunjukkan bahwa kepemimpinan adalah fakta paling penting dalam upaya mengubah siklus yang lebih baik. Oleh karena itu, perlu adanya konstruks paradigmatik keilmuan terutama dalam kerangka epistemologi yang mampu melahirkan kepemimpinan yang kuat (strong leaderhip). Upaya ini guna dilakukan dalam membangun dan memperkuat pendidikan Islam dengan pengelolaan yang lebih baik dan didalamnya terdapat nilai-nilai Islam sebagai elan fundamen pengelolaan pendidikan. Yang dimana nilai-nilai tersebut dapat membangun motivasi dan performa kerja yang mengahasilkan dua tujuan, karena proses yang dikembangkan tidak hanya bertujuan pada kepuasan dan produktivitas, melainkan juga berorientasi pada nilai-nilai trasendental-eskatologis (ibadah dan keridhaan Allah). Kepemimpinan terebut merupakan kepemimpinan yang visoner dan mampu membangun proses organisasi yang efektif, efisien dan produktif dalam pembelajaran yang kondusif. Model kepemimpinan ini tidak lain adalah kepemimpinan spiritual yang mampu melahirkan surya dalam dunia pendidikan. Kata Kunci: epistemologi, kepemimpinan spiritual, pendidikan Islam


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