Addressing the problem of global leadership theory: proposing a cognitive process model for leadership training and development

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jeffrey McClellan
Keyword(s):  
Leadership Development ◽  
Leadership Training ◽  
Cognitive Process ◽  
Process Model ◽  
Leadership Competencies ◽  
Training And Development ◽  
Global Leadership ◽  
Leadership Theory ◽  
Development Study ◽  
Content Type

Purpose The application of leadership theory to training and development in international leadership contexts is burdened by the idealistic, western-centric, prescriptive nature of many leadership theories. Consequently, theories are needed that are culturally neutral, descriptive and practically applicable to the culturally diverse contexts in which leadership interaction takes place. To this end, the cognitive process model of (Denis et al., 2012) leadership was developed to facilitate leadership development study in a variety of cultural contexts. The model is based on how the human brain functions at its most basic level in leadership situations across cultures and outlines basic principles of leadership associated with these functions. These principles include awareness, decision-making, attention, relationship building, communication and action. This study aims to discuss this model and how it can be used as a framework for doing leadership training and development study in international settings. Design/methodology/approach This paper is conceptual in nature and uses psychological studies on brain function as a foundation for developing a process model of leadership. Findings In contrast the cognitive process model of leadership provides a foundation for understanding what is truly universal when it comes to leadership activities by examining what happens in the brain in any given leadership moment. It then provides a framework for promoting the development of leadership competencies that are essential to practicing the principles and competencies and applying them as one takes action in specific leadership moments at the self, interpersonal, group and team, organizational and social and political community levels. Research limitations/implications The paper has implications for the content, structure and process of leadership development study in relation to training and coaching. Practical implications This model makes it possible to identify how to provide training and education in relation to leadership competencies by identifying which aspects of the competencies are universal and which are situational or culture dependent. Originality/value This study is an original paper exploring the application of this model in the context of global leadership training and development.

A cognitive process model of trust repair

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Edward C. Tomlinson ◽  
Christopher A. Nelson ◽  
Luke A. Langlinais
Keyword(s):  
Structural Change ◽  
Organizational Justice ◽  
Attribution Theory ◽  
Cognitive Process ◽  
Process Model ◽  
Causal Attribution ◽  
Content Type ◽  
Trust Repair ◽  
Nuanced Understanding ◽  
Practical Implications

Purpose This paper aims to investigate how the reparative efforts of extensive apologies, compensation and structural change affect trust after a violation has occurred. Specifically, this paper presents a cognitive process model positing that voluntary reparative efforts will shape the victim’s stability attributions for the cause of the violation such that it will be deemed less stable (i.e. unlikely to recur); as a result, the victim is more likely to perceive the transgressor as being fair, and hence extend subsequent trust. Design/methodology/approach Two experiments were conducted to test the cognitive process model. Findings The results of both experiments supported this predicted sequence for extensive apologies. Support for the predicted sequence was also found when compensation and structural change are invoked as reparative efforts. Originality/value This research has theoretical and practical implications for a more nuanced understanding of how causal attribution theory and organizational justice theory can be integrated within the context of trust repair.

Leading toward new horizons with soft skills

2018 ◽  
Vol 26 (3) ◽  
pp. 247-259 ◽  
Author(s):  
Nida’a K. AbuJbara ◽  
Jody A. Worley
Keyword(s):  
Leadership Development ◽  
Leadership Training ◽  
Soft Skills ◽  
Research Literature ◽  
Assessment Tools ◽  
Measurement Development ◽  
Next Generation ◽  
Soft Skill ◽  
Content Type ◽  
Professional Disciplines

Purpose This paper aims to highlight the importance of soft skills for leadership and offers recommendations for soft skill development training for the next generation of leaders. Design/methodology/approach An integrated review of current research literature was conducted on management, leadership and soft skills to develop recommendations for integrating the development of soft skills in leadership development training protocol. Findings A one-size-fits-all approach does not work for soft skills development or measurement. Each soft skill is defined differently and should be assessed based on different behavioral actions. Progress in this area of measurement development will make a great impact on the use of soft skills. The development of assessment tools for the different soft skills across professional disciplines is assumed to enhance other aspects of transformational leadership such as coaching and mentoring. Research limitations/implications Current strategies for the assessment and measurement of soft skills present an obstacle for including these skills in current leadership training models. Practical implications The paper includes implications for the development of soft skills for the next generation of leaders and offers recommendations for integrating the development of soft skills in leadership training programs. Originality/value This paper fulfills an identified need to study how soft skills can be measured and assessed. This is important given that specific skills vary across professional disciplines and organizational contexts.

A small initiative in the journey of making leaders with the help of authentic leadership model

Kybernetes ◽  
2018 ◽  
Vol 47 (10) ◽  
pp. 1956-1972 ◽  
Author(s):  
Archana Shrivastava
Keyword(s):  
Leadership Development ◽  
Process Model ◽  
Authentic Leadership ◽  
Research Study ◽  
Self Regulation ◽  
Main Stream ◽  
Self Awareness ◽  
Content Type ◽  
Effective Manner ◽  
Mind Maps

Purpose This research study uses authentic leadership (AL) model for leadership development. The purpose of this paper is to focus on the developmental perspective where the attention is on the processes. As the authenticity involves both owing one’s personal experiences and acting in accordance with one’s true self, the emphasis is on self-awareness and self-regulation. The influence of the person’s personal history and trigger events are considered as significant antecedents for generating AL. As the research was facilitated by the participation and collaboration of the number of individuals with the researcher for common purpose, i.e. developing AL, action research methodology is adopted. Design/methodology/approach The methodology used was based on the self-assessment exercises in the controlled environment. The programme used intensive counselling sessions, Neuro Linguistics programming (NLP), career autobiographies, mind maps, workshops and storytelling sessions as tools. Certified counsellors and trainers were out-sourced for conducting such sessions. With the information generated through various sources, detailed career autobiographies of students’ self-image were generated. These reports were then critically analysed on “Nvivo”, a software that supports qualitative and mixed research methods. Comprehensive data analysis was done to pull the information together and make sense of it. The development process model of AL began with how individuals interpret their accumulated life experiences with the “Who I am?” approach. NLP was used as a research instrument which involved question-based discussions, value elicitation exercise and “Anchoring and Mentor table”. The results that came after the exercises were reported by the students in a one-page autobiography. Findings The students learnt to live by their inner compass. They were finally able to relate themselves and their identity with their beliefs, thereby, understanding the term, “Who Am I”; the intentions closely related with the components of AL. Students realized that each one of them was unique. What lied beneath were exposed and the students were more at ease once they realized that they were able to balance these emotions and use them towards behaving congruently. The research concluded that doing such kind of exercises along with the main stream subjects is definitely going to help students emerge as a better person, employee and an authentic leader in the future. Practical implications The approach helped students become self-aware and self-confident and therefore enhanced their capacity to adapt positively to social set ups personally and professionally. The results suggest that such leadership development programmes along with the main stream subjects can foster AL giving students new abilities and embodied skills to deal with the practical challenges of life in a more effective manner. Originality/value This research study supports new emerging strategy of educating managers to become effective leaders and demonstrate that the development of AL can be fostered by such interventions during their journey of becoming leaders. Further, researches on whether AL can be developed through planned interventions can be certified through longitudinal studies in this area.

Identifying global leadership potential

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Claudia Knoll ◽  
Dietmar Sternad
Keyword(s):  
Multinational Corporations ◽  
Cognitive Complexity ◽  
Process Model ◽  
Customer Orientation ◽  
Global Leadership ◽  
Motivation To Lead ◽  
Content Type ◽  
Leadership Potential ◽  
Business Competencies ◽  
Global Corporations

PurposeThis article investigates which criteria and processes are used to identify global leadership potential (GLP) in multinational corporations.Design/methodology/approachFirst, the literature at the intersection between leadership potential and global leadership is reviewed to identify a set of criteria that can be used for assessing GLP. The findings are then validated in a qualitative study against a sample of nine global corporations.FindingsSeveral traits (integrity and resilience), attitudes (learning orientation, motivation to lead, change orientation, drive for results, customer orientation and a global mindset) and competencies (cognitive complexity and intercultural, interpersonal, leadership, learning, change and business competencies) are associated with GLP. The core steps in the GLP identification process are nomination, assessment and confirmation. These steps can be complemented by a preassessment phase and a subsequent talent dialogue.Practical implicationsThe results of this research can inform human resource (HR) management practitioners in their endeavor to successfully identify and assess potential future global leaders.Originality/valuePrior research has focused either on defining global leadership or on assessing leadership potential in general, without a clear focus on identifying global leaders. In this article, the two concepts of global leadership and leadership potential are combined, thus providing an integrated content and process model that indicates how global corporations select their future global leaders.

Trigger events and crucibles in authentic leaders' development

2020 ◽  
Vol 39 (3) ◽  
pp. 324-333 ◽  
Author(s):  
Mark R. Shannon ◽  
Maurice Buford ◽  
Bruce E. Winston ◽  
James Andy Wood
Keyword(s):  
Leadership Development ◽  
Critical Incident ◽  
Authentic Leadership ◽  
Relevant Literature ◽  
Leadership Theory ◽  
Content Type ◽  
Moral Perspective ◽  
Authentic Leadership Theory ◽  
Authentic Leadership Development ◽  
Trigger Events

PurposeThe purpose of this study is to examine the role of trigger events and leadership crucibles in the lives of authentic leaders. The study was based on two theories: authentic leadership theory and born versus made theory.Design/methodology/approachParticipants were included in the study if they scored between 64 and 80 on the Authentic Leadership Questionnaire (ALQ). The qualified leaders were then asked to participate in a qualitative interview utilizing an interview guide born out of the relevant literature. The interview followed the guidelines of the Critical Incident Technique (CIT).FindingsThe data indicated that trigger events and leadership crucibles play a significant role in authentic leadership development.Practical implicationsPractitioners should emphasize the prominent themes of self-awareness, relational transparency, balanced processing and moral perspective and the connection with other themes that emerged from the current study when developing or training leaders. Furthermore, practitioners concerned with creating an authentic leadership culture may consider the findings of the current study to develop and employ hiring and promotion strategies that increase the probabilities of hiring and promoting leaders that exhibit authentic leadership behaviors.Originality/valueThe findings of the research indicate that trigger events and crucibles both affect authentic leadership development. The research findings confirm characteristics associated with authentic leadership theory were predominant in the participants. However, one theme that prevailed was that of spirituality, which may or may not be considered to be part of an authentic leader's moral perspective

Leadership competencies of first-level military leaders

2020 ◽  
Vol 41 (8) ◽  
pp. 953-970
Author(s):  
Artur Meerits ◽  
Kurmet Kivipõld
Keyword(s):  
Leadership Development ◽  
Three Dimensional ◽  
Leadership Competencies ◽  
Change Leadership ◽  
Military Leaders ◽  
Content Type ◽  
Leadership Behaviour ◽  
Study Results ◽  
Task Change

PurposeThe purpose of this paper is to determine the quality of the leadership competencies of first-level military leaders according to three behavioural dimensions: task, change and relational competencies.Design/methodology/approachThe study was conducted in the Estonian Defence Forces (EDF) among first-level commanders (N = 89), whose leadership competencies were assessed by their subordinates (N = 1,655). The Leader Reward and Punishment Questionnaire was used to assess task competencies, the Transformational Leadership Behaviour Inventory was used to assess change competencies and the Extended Authentic Leadership Measure was used to assess relational competencies. Cluster analyses were conducted to identify the level of leadership competencies in the sample and to determine the commanders' leadership profile.FindingsThe study reveals that in terms of leadership competencies, only two competencies from task, two from change and none from the relational dimension are sufficient. In addition, the results highlight that the relational competencies of leadership are connected to each other, while task and change leadership competencies are not.Practical implicationsThe study results make it possible to work out the main principles for a leadership development programme for first-level commanders. In addition, the developed methodology makes it possible to assess the leadership competencies of individual commanders using the three-dimensional framework.Originality/valueThis paper demonstrates how quality of the leadership competencies and profiles of first-level EDF commanders are determined within three behavioural dimensions: task, change and relational competencies.

Incorporating medical leadership into undergraduate curricula: a proposal for a spiral curriculum

2019 ◽  
Vol 32 (3) ◽  
pp. 435-444 ◽  
Author(s):  
Ross I. Lamont ◽  
Ann L.N. Chapman
Keyword(s):  
Leadership Development ◽  
Leadership Training ◽  
Learning Opportunities ◽  
Competency Framework ◽  
Medical Council ◽  
Undergraduate Level ◽  
Content Type ◽  
Leadership Competency ◽  
Spiral Curriculum ◽  
Medical Leadership

Purpose There is increasing recognition of the importance of incorporating medical leadership training into undergraduate medical curricula and this is now advocated by the General Medical Council (GMC) and supported through the development of the Undergraduate Medical Leadership Competency Framework (MLCF). However to date, few medical schools have done so in a systematic way and training/experience in medical leadership at undergraduate level is sporadic and often based on local enthusiasm. The purpose of this paper is to outline a theoretical curriculum to stimulate and support medical leadership development at undergraduate level. Design/methodology/approach This study describes a theoretical framework for incorporation of medical leadership training into undergraduate curricula using a spiral curriculum approach, linked to competences outlined in the Undergraduate Medical Leadership Competency Framework. The curriculum includes core training in medical leadership for all students within each year group with additional tiers of learning for students with a particular interest. Findings This curriculum includes theoretical and practical learning opportunities and it is designed to be deliverable within the existing teaching and National Health Service (NHS) structures. The engagement with local NHS organisations offers opportunities to broaden the university teaching faculty and also to streamline medical leadership development across undergraduate and postgraduate medical education. Originality/value This theoretical curriculum is generic and therefore adaptable to a variety of undergraduate medical courses. The combination of theoretical and practical learning opportunities within a leadership spiral curriculum is a novel and systematic approach to undergraduate medical leadership development.

Situational leadership theory: a test from a leader-follower congruence approach

2018 ◽  
Vol 39 (5) ◽  
pp. 574-591 ◽  
Author(s):  
Geir Thompson ◽  
Lars Glasø
Keyword(s):  
Leadership Development ◽  
Leadership Style ◽  
Information Source ◽  
Situational Leadership ◽  
Leadership Theory ◽  
Business Organizations ◽  
Leadership Development Programs ◽  
Content Type ◽  
Self Rating ◽  
Situational Leadership Theory

Purpose Empirical tests of Hersey and Blanchard’s situational leadership theory (SLT) have demonstrated that the assessment of follower competence and commitment, critical contextual features dictating optimal leadership style, poses several problems in testing the validity of this theory. As well, most previous studies have used leader rating as the only information source in making these assessments. The purpose of this paper is to use the degree of agreement between leader rating and follower self-rating to determine follower competence and commitment, and consequently an optimal leadership style. Design/methodology/approach Survey data collected from both supervisors and employees in business organizations in Norway were analyzed to test the predictions put forward in SLT. Findings The results show that SLT principles are supported when leader rating and follower self-rating are congruent. However, no support was obtained for Blanchard’s suggestion to apply followers’ self-ratings of competence and commitment in the case of discrepant ratings of follower development level. But data do support the contention that leader assessment would be a better basis for providing followers with appropriate direction and support. Originality/value So far SLT has been a very popular but as yet under-researched theory. An important contribution of the present study is by making SLT an evidence-based theory, as opposed to just being intuitively sound. As such, the authors think SLT in an updated “convergent” version should be applied in organizations and taught in leadership development programs.

The role of HR in leadership development

2019 ◽  
Vol 33 (5) ◽  
pp. 20-23
Author(s):  
Shilpa Kabra Maheshwari ◽  
Jaya Yadav
Keyword(s):  
Leadership Development ◽  
Performance Management ◽  
Empirical Studies ◽  
Management Training ◽  
Training And Development ◽  
Content Type ◽  
Business Environments ◽  
Leadership Capability ◽  
Recruitment Performance

Purpose Business environments have become more complex, dynamic, and uncertain in the past few decades. To navigate this complexity, organizations need to enhance their competitiveness, improve performance, and build leadership. Though leadership contributes to strategic advantage, the challenge for human resources (HR) to build the next generation of leaders remains. This has sparked the need for practitioners to understand the role of HR in enhancing leadership capability. Design/methodology/approach Using qualitative analysis and practitioner insights, this paper contributes to the understanding of the role of HR in leadership development. Findings The study proposes the HR PACE model for the role of HR in leadership development. Practical implications This study has potentially significant implications for HR, leadership development scholars, and practitioners while designing and implementing leadership development in organizations. Originality/value While empirical studies on how HR practices of recruitment, performance management, training, and development impact organizations exist, there are rare studies assessing the role of HR in leadership development. This study examines the role of HR in leadership development.

scholarly journals Academic leadership development programs: a model for sustained institutional change

2014 ◽  
Vol 27 (6) ◽  
pp. 1008-1024 ◽  
Author(s):  
Ortrun Zuber-Skerritt ◽  
Ina Louw
Keyword(s):  
Higher Education ◽  
Leadership Development ◽  
Institutional Change ◽  
Process Model ◽  
Academic Staff ◽  
Action Learning ◽  
Development Program ◽  
Theory And Practice ◽  
Content Type ◽  
Multiplier Effect

Purpose – The purpose of this paper is to evaluate a leadership development program (LDP) for senior academic staff on “qualitative research” after two years to establish the success, limitations and overall impact of the program in terms of personal, professional and organizational benefits. Design/methodology/approach – The paper presents the background, outline of the LDP and evaluation of results through participant feedback: at the end of the program; and after two years, using a “participatory action learning and action research” (PALAR) approach. Findings – All participants were very positive about the design, conduct and learning outcomes of the program in terms of their own and their students’ learning during and after the program. But although the workshop had prepared them, some had not cascaded their learning and skills by conducting similar programs in their department, faculty or university wide, which was one of the main original objectives to achieve a multiplier effect across the institution. The authors discuss various reasons for this shortcoming and develop a process model for positive institutional change management in higher education. Research limitations/implications – Medium- and long-term effects of an LDP need to be followed up after a timespan of one to three or five years to establish whether the development has been effective and sustainable and to learn from limitations and shortcomings for future R&D activities. Practical implications – The authors identify the limitations and suggest practical institutional changes that encourage cascading of learning in theory and practice with a multiplier effect. Social implications – The paper aims to assist higher education institutions to ensure sustainability in their LDPs. Originality/value – The process model for leadership development in higher education can be adopted, adapted or further developed by other scholars interested in designing, conducting and evaluating a sustainable LDP in their field and organization.

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