Application of 360 Feedback for Leadership Development

2019 ◽  
pp. 135-148 ◽  
Author(s):  
Cynthia McCauley ◽  
Stéphane Brutus
Keyword(s):  
Leadership Development ◽  
Employee Engagement ◽  
Leader Development ◽  
Leadership Capacity ◽  
Performance Evaluations ◽  
Direct Reports ◽  
Development Organizations ◽  
360 Feedback ◽  
Leader Performance ◽  
Collective Development

This chapter highlights well-established practices for using 360 Feedback for individual leader development and emerging practices for its use in the collective development of leadership capacity. The practice of 360 Feedback is strongly rooted in efforts to develop leadership in organizations. Although feedback as a mechanism for improving leader performance has a long history, the practice of systematically collecting evaluations of a focal leader’s behaviors and skills from the perspective of that leader’s manager, peers, and direct reports is a more recent development. Organizations are increasingly making use of 360 Feedback as a regular talent process, much like annual performance evaluations or employee engagement surveys. This chapter also addresses the debate about whether 360 Feedback for leadership development should be used only for development purposes.

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.

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.

Fueling leadership in yourself: a leadership development program for all types of health-care workers

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Nathan Houchens ◽  
Stacy L. Sivils ◽  
Elizabeth Koester ◽  
David Ratz ◽  
Jennifer Ridenour ◽  
...  
Keyword(s):  
Health Care ◽  
Leadership Development ◽  
Experiential Learning ◽  
Employee Engagement ◽  
Health Care Workers ◽  
Development Program ◽  
Learning Methods ◽  
Content Type ◽  
Daily Work ◽  
Care Workers

Purpose Leadership development may be a key strategy to enhance job satisfaction, reduce burnout and improve patient safety in health-care systems. This study aims to assess feasibility of a leadership development series in an effort to invigorate a collaborative culture, create peer networks and elevate autonomy in daily work. Design/methodology/approach The authors implemented a collectivistic leadership development series titled Fueling Leadership in Yourself. The series was designed for all types of health-care workers in the medicine service at a tertiary referral center for veterans. Two series of leadership development sessions with varied experiential learning methods were facilitated by content experts. Subjects focused on leadership approaches and attributes applicable to all roles within a health-care system. The authors collected participant perceptions using pre- and post-series surveys. Primary outcomes were understanding and applicability of leadership concepts, employee engagement in leadership, satisfaction with training and work environment and qualitative reflections. Findings A total of 26 respondents (of 38 participants) from 8 departments and several role types increased their knowledge of leadership techniques, were highly satisfied with and would recommend the series and found leadership principles applicable to their daily work. Participants continued to use skills years after the series. Practical implications Short, intermittent, collectivistic leadership development sessions appear effective in expanding knowledge, satisfaction and skills used in daily practice for a diverse group of health-care workers. Originality/value Novel programmatic aspects included inviting all types of health-care workers, practicing universally applicable content and using a variety of active, experiential learning methods.

Rater Congruency

2019 ◽  
pp. 291-308
Author(s):  
Adrian Furnham
Keyword(s):  
Direct Reports ◽  
360 Feedback ◽  
History Of ◽  
Rating Agreement

This chapter explores the meaning of, and implications for, differences in 360 Feedback ratings among individual raters (e.g., self, peers, direct reports). This chapter looks at possible causes and consequences for high and low agreement and why it is important. A detailed discussion of the history of rating difference research is followed by an analysis of these differences. This chapter addresses a number of issues related to congruity in feedback ratings: What is rater congruence? Why does it matter? Is it mainly due to people overrating themselves? What are the business implications for high or low congruence? What are the recommendations to increase it? The importance of self-other rating agreement in 360 Feedback is discussed.

A decade of teaching followership: retrospective and guide

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
John Basil Read III
Keyword(s):  
Leadership Development ◽  
Employee Engagement ◽  
Organizational Agility ◽  
Public And Private ◽  
Content Type ◽  
The Public ◽  
Industrial Age ◽  
Knowledge Age ◽  
Leadership Instruction ◽  
The Impact

Purpose The purpose of this paper is to explore the benefits of incorporating the tenants of followership into leadership curriculums as a means of increasing employee engagement in the organization’s mission. Design/methodology/approach Five years ago, the author reported on the impact instruction in followership had in helping a government agency achieve a significant change in workplace culture. This paper provides an update on the agency’s followership instruction, insights on how development of followership skills can enhance organizational agility, collaboration and engagement and strategies for incorporating followership into a leadership development curriculum. Findings The literature suggests that followers can partner with the leader to advance organizational objectives and enhance outcomes through proactive participation. Evidence from three followership programs suggests that indoctrination in followership principles leads to better understanding of the impact follower contributions play in achieving mission-related goals. Research limitations/implications Much of today’s leadership instruction leverages industrial-age concepts on treatment of followers in the workplace. This type of instruction limits leader/manager thinking on how to best leverage the knowledge-age talents resident in the workforce. This paper suggests that followership instruction increases the potential for followers to make meaningful contributions that enhance organizational agility and competitiveness while simultaneously improving leader strategies for engaging followers. Originality/value Instruction in the principles of followership is gaining momentum in academia and in the public and private sectors. Yet, the number of resources for teaching the subject is limited. This paper provides insights into the impact of teaching followership, suggestions on structuring a followership curriculum and recommends resources for creating meaningful instruction.

scholarly journals Emergent School Leadership: Creating the Space for Emerging Leadership through Appreciative Inquiry

2012 ◽  
Vol 2 (2) ◽  
pp. 55 ◽  
Author(s):  
Mark S. Dickerson
Keyword(s):  
Leadership Development ◽  
School Improvement ◽  
Learning Community ◽  
School Leadership ◽  
Appreciative Inquiry ◽  
Collaborative Work ◽  
Leadership Capacity ◽  
Work Culture ◽  
Emerging Leadership ◽  
Big Picture

Much has been written on the importance of increasing leadership capacity in schools and managed systems for leadership development; however, little focus has been given to creating conditions to facilitate the emergence of leadership. This research study examines associations of strength-based reflexive processes to the emergence of educational leadership. Specifically, through qualitative analysis, the author explores the emergence of school leadership during an appreciative inquiry initiative in a large, urban school district and identifies the features of appreciative inquiry that were conducive to such emergence. In addition, the author notes that the initiative also provided participants with many of the elements considered vital to leading a healthy learning community: a greater understanding of the big picture, opportunities for professional reflection and sense making, a safe and affirming learning community, time to dialogue with others in the system regarding their core values and commitments, a collaborative work culture, space for networking, and the freedom to take action.   Keywords: Emergent Leadership, Appreciative Inquiry, School Improvement

scholarly journals Case for rethinking system leadership and its development in public health

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
T Smith
Keyword(s):  
Public Health ◽  
Leadership Development ◽  
Performance Management ◽  
System Development ◽  
Leadership Capacity ◽  
System Leadership ◽  
Systems Leadership ◽  
Management Staff ◽  
Leadership Research ◽  
Developing System

Abstract Background There is growing recognition of the importance of leadership in Public Health (PH) practice, and the need to embed it into the education and training of PH professionals. However the theoretical discourse within leadership research has changed significantly and there is recognition that previous conceptualisations of leadership, and our ways of developing it may be flawed, and need to be changed in practice. Objectives This presentation will discuss development of leadership theory, and system leadership. In particular it will highlight how System Leadership differs from previous understandings of leadership and the implications of this for ph practitioners and those charged with developing system leadership capacity within public health. Body of the session Leadership in organisations is mostly focused on current/anticipated internal challenges (strategy, performance management, staff engagement, etc.). Leaders are generally developed via individual leader development rather than a focus developing Leadership capacity across organisations/systems. Within PH it is increasingly realised that single organisations can no longer respond effectively to the “wicked” issues they face. They do not possess sufficient know-how to address the complex and multi-dimensional problems faced, so leadership models based on a single hierarchical organisation are not sustainable. There is a need to work collectively in an ecosystem-based approach (not an ego-based system). System Leadership development requires that participants are actively engaged in real attempts to improve PH System. Development requires that underlying values are made explicit, explored and diversity embraced. The emphasis will be on supporting learners in the doing rather than critiquing or talking about it. Conclusions There is need to appreciate fully the nature of systems leadership, together with implications for PH practice and the development of system leadership capacity throughout the PH workforce.

Coaches' views on how to develop shared leadership

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Gerrit van Dalfsen ◽  
Jo Van Hoecke ◽  
Hans Westerbeek ◽  
Veerle De Bosscher
Keyword(s):  
Leadership Development ◽  
Shared Leadership ◽  
Positive Influence ◽  
Leadership Capacity ◽  
Social Constructionist ◽  
Team Processes ◽  
Content Type ◽  
Youth Football ◽  
Micro Level ◽  
The Individual

PurposeThe purpose of this paper is to investigate coaches' views on developing leadership and shared leadership capacity in particular in competitive youth football.Design/methodology/approachThis qualitative examination focusses on the leadership philosophy of ten male coaches at the sub-elite competitive level in youth football in The Netherlands and applies the theory of shared leadership to examine coaches' views on developing leadership capacity.FindingsOnly few coaches have a clear philosophy on the development of leadership in general and/or shared leadership in particular. Most coaches do not have a distinct view on how to involve players in the team processes. Shared leadership development in youth teams occurs occasionally but can be implemented more intentionally.Research limitations/implicationsAlthough this study lacks generalizability, coaches' views are required in understanding how shared leadership is to be developed in youth sport.Practical implicationsFor implementing shared leadership in football purposefully, a clear view on the development of youth is required, whereas coaches need to be taught, how to involve the individual players in team processes such as decision-making. In addition, leadership development in sport may have the potential of transfer of skills to other domains.Social implicationsLearning shared leadership at a young age by athletes can have a positive influence on relationships in teams on micro-level and might have an impact on meso-level within a football club because of its social constructionist approach.Originality/valueThis study is one of the first to apply shared leadership at the micro-level of competitive youth football making use of football coaches' view.

scholarly journals Developing Leadership Capacity in Others: An Examination of High School Principals' Personal Capacities for Fostering Leadership

2017 ◽  
Vol 12 (1) ◽  
Author(s):  
Kristin Shawn Huggins
Keyword(s):  
High School ◽  
Leadership Development ◽  
High School Principals ◽  
School Principals ◽  
Educational Leaders ◽  
The United States ◽  
Leadership Capacity ◽  
Professional Networks ◽  
Informal Leaders

In this multisite case study, we examine the personal capacities of six high school principals who have developed the leadership capacities of other leaders in their respective schools. Participants were purposefully selected by two teams of researchers in two states of the United States, one on the east coast and one on the west coast, who engaged their professional networks of current and former educational leaders to obtain recommendations of high school principals known to develop the leadership capacities of formal and informal leaders in their schools. The findings indicate that the principals possessed a strong commitment to developing leadership capacity, understood leadership development as a process and tolerated risk. This study adds to the rapidly growing corpus of literature focused on distributed leaders by illustrating the complexities of developing leadership capacity in an attempt to increase organizational leadership capacity, and by highlighting the relevant characteristics of principals who have intentionally sought to do so.

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