Future

2018 ◽  
Author(s):  
Barbara Kellerman
Keyword(s):  
Leadership Development ◽  
Adult Development ◽  
Meaning Making ◽  
Good Reason ◽  
Limited Period

The chapter moves from where learning to lead was and is, to where it could go. It explores three domains to which attention must be paid. First is meaning-making—specifically the meaning we make of becoming a leader. Second is developing—specifically changing and growing during adulthood. Third is learning—specifically learning to lead lifelong, notably, again, during adulthood. The focus is on three different terms that, for no good reason, are used interchangeably: leadership education, leadership training, and leadership development. Finally, the discussion homes in on leadership development, which, not incidentally, is related to adult development. Why? Because limiting leadership learning to a limited period limits leadership learning, period. We can agree that it generally takes years or even decades to develop a first-rate professional cook, say, or a first-rate professional pianist. Time to apply the same standard to becoming a leader—a first-rate professional leader.

Growing leaders in schools and out: building internal capacity for the mid-21st-century

2019 ◽  
Vol 34 (2) ◽  
pp. 49-52
Author(s):  
Eleanor Drago-Severson ◽  
Jessica Blum-DeStefano
Keyword(s):  
Qualitative Research ◽  
Mixed Methods ◽  
Leadership Development ◽  
Adult Development ◽  
21St Century ◽  
Developmental Approach ◽  
Content Type ◽  
21St Century Leadership ◽  
Internal Capacity ◽  
Do So

Purpose This article highlights key elements of a developmental approach to leadership development and their promising connections to mid-21st-century capacities. Methods To do so, the authors draw from more than three decades of mixed-methods and qualitative research, as well as insights from their teaching and consulting with leaders of all kinds about adult development. Findings Specifically, four critical strategies are highlighted for enhancing collaboration that can help build internal capacity in schools and organizations. Value This research shows that building internal capacity in this way can help prepare leaders – and those in their schools and communities – for the complexities and opportunities of mid-21st-century leadership and learning.

scholarly journals Applying adult development theories to improvement science

2017 ◽  
Vol 30 (7) ◽  
pp. 617-627 ◽  
Author(s):  
Sofia Kjellström ◽  
Ann-Christine Andersson
Keyword(s):  
Adult Development ◽  
Personal Development ◽  
Design Methodology ◽  
Meaning Making ◽  
Improvement Science ◽  
Content Type ◽  
Knowledge Domains ◽  
Developmental Capacity ◽  
Practical Implications ◽  
System Knowledge

Purpose The purpose of this paper is to address how adult development (AD) theories can contribute to quality improvement (QI). Design/methodology/approach A theoretical analysis and discussion on how personal development empirical findings can relate to QI and Deming’s four improvement knowledge domains. Findings AD research shows that professionals have qualitatively diverse ways of meaning-making and ways to approach possibilities in improvement efforts. Therefore, professionals with more complex meaning-making capacities are needed to create successful transformational changes and learning, with the recognition that system knowledge is a developmental capacity. Practical implications In QI and improvement science there is an assumption that professionals have the skills and competence needed for improvement efforts, but AD theories show that this is not always the case, which suggests a need for facilitating improvement initiatives, so that everyone can contribute based on their capacity. Originality/value This study illustrates that some competences in QI efforts are a developmental challenge to professionals, and should be considered in practice and research.

scholarly journals Defining Self-Awareness in the Context of Adult Development: A Systematic Literature Review

2021 ◽  
pp. 105256292199006
Author(s):  
Julia Carden ◽  
Rebecca J. Jones ◽  
Jonathan Passmore
Keyword(s):  
Leadership Development ◽  
Literature Review ◽  
Adult Development ◽  
Systematic Literature Review ◽  
Management Education ◽  
Future Research ◽  
Self Awareness ◽  
Working Definition ◽  
Self Knowledge ◽  
Definition Of

Self-awareness is often seen as a critical component in leadership and career success, and has therefore become a feature in MBAs, leadership development, and management education. It has become a popular “buzzword” in management literature, yet when reviewing this literature, there appears to be no consistent definition of the construct. This article reports a systematic literature review, covering how the construct of self-awareness is defined and how it differs from self-consciousness and self-knowledge within the context of management education. After screening, 31 articles were included in the review, analysis of which identified there is an overlap with how self-awareness, self-consciousness, and self-knowledge are defined. Other themes from our analysis include the identification of the components of self-awareness, how to be self-aware, and the purpose of self-awareness. The contribution of our article is the provision of clarity on the construct of self-awareness and a working definition, which can be used in the fields of leadership and management development by practitioners in education and organizations, and for future research within the context of adult development and the workplace.

The Call of Wisdom: Adult Development within Christian Community, Part I: The Crisis of Modern Theories of Post-Formal Development

1996 ◽  
Vol 24 (2) ◽  
pp. 83-92 ◽  
Author(s):  
Eric L. Johnson
Keyword(s):  
United States ◽  
Adult Development ◽  
Faith Development ◽  
Meaning Making ◽  
The United States ◽  
Gradual Transition ◽  
Common Ancestry ◽  
Christian Community ◽  
Modern Thought ◽  
Adult Cognition

Becoming an adult is a distinct, but gradual transition in the development of an individual. A number of theories exist that attempt to describe some important features that distinguish early adult cognition from adolescent, including differences in moral reasoning (Kohlberg), meaning-making (Perry), and faith development (Fowler), among others. After reviewing these three influential theories, some of their similarities are noted, including their common ancestry in modernity. A case is then made that present theories of qualitative adult cognitive development are only of limited value to the Christian community because they are as much an expression of modern thought as they are a documentation of how young adults in the United States accommodate to the modern thought to which they are exposed.

The Critique of Regression

2016 ◽  
Vol 64 (6) ◽  
pp. 1097-1131 ◽  
Author(s):  
Gregory S. Rizzolo
Keyword(s):  
Adult Development ◽  
Meaning Making ◽  
Theoretical Framework ◽  
Mental Development ◽  
Mental Life ◽  
Core Concept ◽  
Models Of Development ◽  
Genetic Fallacy ◽  
Object Of Study

The term regression refers to the idea that a person can return to earlier phases of mental development and the primitive modes of functioning associated with them. A core concept in both conflict and deficit models of development, the idea has nonetheless come under increasing scrutiny from critics who argue that it misleads us into a genetic fallacy whereby we reduce the issues of adolescent and adult development to their childhood precursors. Inderbitzen and Levy (2000) suggest that we focus on transformations, or shifts, in mental organization, instead of on regressions. But discarding the concept of regression has theoretical implications: to adopt instead a focus on shifts in mental organization we must (1) consider our object of study to be the meaning-making person, not isolated instincts or needs; (2) understand conscious and unconscious mental life to be embedded in the here-and-now relational field; and (3) adopt a lifespan model of development. The aim here is to outline a theoretical framework in which we can more fully explore the possibility of discarding “regression” in favor of a focus on transformations in the developmental present.

Developing Self-Authorship in College to Navigate Emerging Adulthood

2014 ◽  
Author(s):  
Marcia Baxter Magolda ◽  
Kari B. Taylor
Keyword(s):  
Young Adults ◽  
College Student ◽  
Emerging Adulthood ◽  
Emerging Adults ◽  
Adult Development ◽  
Student Development ◽  
Meaning Making ◽  
Personal Characteristics ◽  
Young Adult Development ◽  
Self Authorship

Many emerging adults find themselves navigating the complex transition from adolescence to adulthood while enrolled in college. The key to navigating the demands of college (and emerging adulthood) is not simply what decisions one makes but also how one makes them. This chapter foregrounds college student development research regarding the developmental capacities that underlie young adults’ decision-making processes. Drawing upon two longitudinal studies of college student and young adult development, the authors show how young adults move from uncritically following external formulas learned in childhood toward gaining the capacity for self-authorship—a journey that involves developing internal criteria for crafting one’s identities, relationships, and beliefs and yields the ability to navigate external demands. The authors emphasize that diverse combinations of personal characteristics, experiences, and meaning-making capacities yield diverse pathways toward self-authorship. They also highlight how higher education can promote self-authorship and explore further research to better understand self-authorship’s relevance across cultures.

scholarly journals Developing Leadership Capacity Through Organizational Learning

2008 ◽  
Vol 5 (3) ◽  
Author(s):  
Julia Buchanan
Keyword(s):  
Leadership Development ◽  
Organizational Learning ◽  
Learning Organization ◽  
Adult Development ◽  
Collective Intelligence ◽  
Leadership Capacity ◽  
Global Environment ◽  
Or Groups ◽  
Relationship Of ◽  
The Relationship

The relationship of human development to leadership growth and organizational learning is becoming more significant as organizations recognize the value of skilled leadership. In order to foster collective intelligence and innovation in groups, leadership throughout an organization benefits from the understanding of processes involved in collectives or groups. The idea of creating a learning organization is gaining more attention as organizations strive to adapt and respond to a changing global environment in fast paced and demanding arenas. It is now becoming a needed skill to build a learning organization as a leadership competency. Those organizations that place learning as a priority will have an advantage over those that fail to learn and adapt. In order to understand how adult development is connected to organizational learning the work of Kegan (1982), Argyris (1992) and Senge (1990) will be examined. In addition the concept of dialogue, for learning, and creating culture will be explored in order to gain insight for developing leadership in organizational learning, Schein (2004); Isaacs (1996). Because of the growing complexity of the global environment, developing leadership in the organization is becoming more sophisticated in the ways in which learning is approached and orchestrated and therefore a greater understanding of leadership development is needed.

Developing citizen leadership in Myanmar: the DeBoer fellowship

2016 ◽  
Vol 12 (2) ◽  
pp. 129-142 ◽  
Author(s):  
Timothy Steffensmeier ◽  
Julia Fabris McBride ◽  
Peter Dove
Keyword(s):  
Leadership Development ◽  
Adult Development ◽  
Single Case ◽  
Development Program ◽  
Development Theory ◽  
Future Research ◽  
Content Type ◽  
Civic Agency ◽  
The Impact

Purpose The purpose of this paper is to understand the impact of the DeBoer fellowship, a citizen leadership development program in Myanmar. The challenge in Myanmar of catalyzing transformative change facing government and civil society cannot be overstated. Autocratic, centralized, and a traits-based approach to leadership has been, until recently, the primary way to assess leaders in Myanmar. In this dynamic civic context, new ways of leading and learning are needed. Design/methodology/approach Interviews of DeBoer fellowship alumni were analyzed using a single case study method. The project focuses on individual participants of the program as the primary unit of analysis. In addition, direct observation and contributions from DeBoer fellowship administration and faculty were used to describe this case study. Findings The DeBoer fellows understood their challenge as one of energize others, a concept of adaptive leadership. Moreover, individuals experienced deep degrees of transformational development. Civic agency was the least noticable concept that was studied. Research limitations/implications Future research could more explicitly measure and examine the degree to which civic agency is being nurtured in leadership development programs. Practical implications Civic leadership curriculum designers should be more conscious of adult development theory when choosing programming objectives and activities. Social implications Leadership development initatives in more authoritative systems can be effective developmental experiences for participants who are motivated to improve their organizations and communities. Originality/value To the authors’ knowledge, this is the first effort to analyze a citizen leadership program in Myanmar.

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