Strategic leadership development: simplified with Bloom’s taxonomy

2017 ◽  
Vol 49 (1) ◽  
pp. 40-47 ◽  
Author(s):  
Haniya Sarfraz
Keyword(s):  
Leadership Development ◽  
Development Process ◽  
Bloom's Taxonomy ◽  
Global Leadership ◽  
Strategic Leadership ◽  
Practical Implementation ◽  
Content Type ◽  
Self Evaluation ◽  
Survey Statistics ◽  
Bloom’S Taxonomy

Purpose The purpose of this paper is to suggest and state that an individual or company who aims to follow through the strategic leadership improvement pathway will find Bloom’s taxonomy useful practically when it comes to self-evaluation and simplification. Design/methodology/approach The global leadership survey statistics and findings are stated to define why global leadership is important and needed. In addition, there is an emphasis on the global confluence of markets, economy and technology, and how in the upcoming decades individuals would be required to build the skills stated in Bloom’s taxonomy in order to sustain and enhance their employment value. A strategic leadership development toolkit is used. Then Bloom’s taxonomy is infused with it, hence providing a practical implementation of how taxonomy simplifies the strategic leadership development process in organizations. Findings Statistics and facts of global leadership and technological surveys and studies are highlighted to emphasize the significance of strategic leadership. The required abilities needed in strategic leadership are linked to the six levels of thinking in Bloom’s taxonomy, thus implying that it can be used in the strategic leadership development process. Originality/value It is suggested that Bloom’s taxonomy should not only be used for educational purposes but can aid leaders in their quest to develop strategic leadership abilities and simplify the process to start and sustain their organization’s prosperity.

The prosocial leadership development process as a means to prepare the next generation of organizational leaders

2018 ◽  
Vol 26 (3) ◽  
pp. 225-237
Author(s):  
Timothy Ewest
Keyword(s):  
Social Justice ◽  
Leadership Development ◽  
Design Methodology ◽  
Development Process ◽  
Leadership Behaviors ◽  
Pedagogical Practices ◽  
Organizational Leaders ◽  
Content Type ◽  
Social Challenges ◽  
Practical Implications

Purpose This paper aims to outline the prosocial leadership development process for guiding pedagogical and social justice course goals as a means to foster prosocial leadership values within the millennial generation. Design/methodology/approach The paper is guided by a social justice framework and proven classroom pedagogies as a means to align millennial characteristics within the four stages of the prosocial leadership development process. Findings An educational rubric is provided as a means to guide classroom pedagogies, course goals and millennial characteristics through a prosocial leadership development process. Research limitations/implications The paper is conceptual in nature, and therefore, theoretical correspondence remains speculative. Practical implications The research in this paper provided guidelines for educators to use pedagogical practices as a means to develop prosocial values as a basis for organizational leadership behaviors. Social implications This leadership development process when facilitated through proven pedagogical techniques (guided by established social justice curriculum goals) and is within the context of millennial characteristics (those born between the years 1982 and 2005) becomes catalytic in empowering leaders to be a remedy for the world’s environmental and social challenges. Originality/value This paper connects characteristics of millennials to a prosocial leadership development model.

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.

Six Sigma learning evaluation model using Bloom’s Taxonomy

2018 ◽  
Vol 9 (1) ◽  
pp. 156-174 ◽  
Author(s):  
Gabriela Fonseca Amorim ◽  
Pedro Paulo Balestrassi ◽  
Rapinder Sawhney ◽  
Mariângela de Oliveira-Abans ◽  
Diogo Leonardo Ferreira da Silva
Keyword(s):  
Six Sigma ◽  
Conceptual Knowledge ◽  
Evaluation Model ◽  
Evaluation Process ◽  
Bloom's Taxonomy ◽  
Content Type ◽  
Learning Evaluation ◽  
Bloom’S Taxonomy ◽  
Innovative Learning ◽  
Training Quality

Purpose This paper aims to propose a learning evaluation model for Green Belts and Black Belts at the training level. A question bank has been developed on the basis of Bloom’s learning classification and applied to a group of employees who were being trained in Six Sigma (SS). Their results were then used to decide on the students’ approval and to guide the instructor’s plan of teaching for the next classes. Design/methodology/approach An action research has been conducted to develop a question bank of 310 questions based on the revised Bloom’s Taxonomy, to implement the evaluation model, and to apply it during the SS training. Findings The evaluation model has been designed so that the students do not proceed unless they have acquired the conceptual knowledge at each step of the DMAIC (Define, Measure, Analyze, Improve and Control) roadmap. At the end of the evaluation process, the students’ results have been analyzed. The number of mistakes in all stages of DMAIC was equal, implying that the training was uniform the entire roadmap. However, the opposite happened in each of the Bloom’s Taxonomy levels, showing that some skills need to be better stimulated by the instructor than others. Research limitations/implications The learning evaluation model proposed in this paper has been applied to a group of 70 employees who were being trained in SS at a Brazilian aircraft manufacturer. The data have been analyzed using Microsoft Excel® and Minitab® 17 Statistical Software. Originality/value Despite the abundance of courses offering the SS Green Belt and Black Belt certifications, there is no standard evaluation to ensure the training quality. Thus, this paper proposes an innovative learning evaluation model.

Effective leadership today – character not just competence

2016 ◽  
Vol 44 (1) ◽  
pp. 20-29 ◽  
Author(s):  
Brian Leavy
Keyword(s):  
Leadership Development ◽  
Design Methodology ◽  
Development Process ◽  
Business Success ◽  
Self Awareness ◽  
Content Type ◽  
Key Skills ◽  
Self Development ◽  
New Directions ◽  
Primary Focus

Purpose – Three recent publications by noted authors offer valuable insights into the new directions that leadership development thinking and practice now need to take, with all of three books placing particular emphasis on the importance of character, identity and values, not just competence. Design/methodology/approach – Organizational psychologist Fred Kiel’s book, Return On Character sets out to show that the strength of a leader’s character is an important driver of business success and to examine the implications for leadership development. Discover Your True North by Harvard professor and former CEO of Medtronic Bill George examines why the self-development process of discovering one’s core values and passion (authenticity) to lead is essential to becoming an engaging and empowering leader. The theme of leadership as a life-long developmental challenge is Robert Kaplan’s primary focus in What You Really Need to Lead. Findings – Kiel’s data revealed a clear relationship between the strength of a leader’s character and demonstrated mastery of these key skills, with virtuosos “consistently” outperforming their more self-focused peers. Originality/value – One of the reasons that character matters is that leaders who more consciously and persistently search for greater self-awareness over the course of their careers tend to become ever more capable of questioning “not only the ideas of others” but even their “own most cherished beliefs,” and as a result, their understanding of their life, their business, their marketplace, and the global forces that shape them “enters a state of continual growth and development.”

Global leadership development, strategic alignment and CEOs commitment

2014 ◽  
Vol 33 (5) ◽  
pp. 487-502 ◽  
Author(s):  
Jordi Canals
Keyword(s):  
Leadership Development ◽  
Corporate Strategy ◽  
Empirical Work ◽  
Global Leadership ◽  
Leadership Programs ◽  
Global Business ◽  
Content Type ◽  
Business Context ◽  
Global Leadership Development ◽  
Global Companies

Purpose – Global corporate strategy has moved faster than global leadership development in many companies. This outcome has created some leadership problems: global companies may not have enough leaders in their growth markets or leaders with the required global competencies in their headquarters. The purpose of this paper is to offer some concepts that may help companies tackle those problems. Design/methodology/approach – This paper has a conceptual basis. It draws on previous theoretical knowledge on global leadership development and the experience of some leadership programs in global companies. Findings – The first is that global leadership competencies should be based on the functions that global leaders need to perform and their specific context, not on some theoretical notions isolated from the business context. The second is the need for alignment of global leadership development with the firm's purpose and strategy. The third is that CEOs’ commitment is a key factor in making global leadership initiatives successful. Research limitations/implications – This is a conceptual paper based on business experience. It needs to be complemented with additional empirical work. Practical implications – Global leadership development should be based on real global business functions. Global leadership development should be aligned with the firm's purpose and strategy and its success depends on CEOs’ commitment. Originality/value – The study of global capabilities needs to observe what happens in companies that have global leadership programs. Global leadership development takes place in specific organizations. This paper gets theory closer to the practice of global leadership development.

Strategic leadership competencies: what is it and how to develop it?

2016 ◽  
Vol 48 (8) ◽  
pp. 394-399 ◽  
Author(s):  
Zumalia Norzailan ◽  
Rozhan B. Othman ◽  
Hiroyuki Ishizaki
Keyword(s):  
Leadership Development ◽  
Leadership Competencies ◽  
Learning Theories ◽  
Strategic Leadership ◽  
Development Programs ◽  
Leadership Programs ◽  
Empirical Examination ◽  
Leadership Development Programs ◽  
Content Type ◽  
Practice Experience

Purpose The purpose of this paper is to discuss the nature of strategic leader competencies and the learning methodologies that should be used to develop them. Design/methodology/approach A review of the literature on strategizing was done to formulate a model of strategic leadership competencies. This paper also draws from various work on learning to propose how strategic leadership competencies program should be designed. Findings The literature highlights the importance of incorporating deliberate practice, experience density, reflective learning and mentoring into strategic leadership development programs. Research limitations/implications This is a conceptual work that draws from secondary material. Further empirical examination can help validate the ideas proposed here. Practical implications This paper provides a better understanding of how developing strategic leadership competencies are distinct from other leadership programs. It also provides practitioners with an understanding on how to design their strategic leadership development programs. Originality/value This paper adds a new dimension to the discourse on strategic leadership development programs by bringing together learning theories from sports education and managerial learning.

Benchmarking higher education programs through alignment analysis based on the revised Bloom’s taxonomy

2018 ◽  
Vol 25 (8) ◽  
pp. 2828-2849 ◽  
Author(s):  
Kwok Hung Lau ◽  
Tri Khai Lam ◽  
Booi Hon Kam ◽  
Mathews Nkhoma ◽  
Joan Richardson
Keyword(s):  
Higher Education ◽  
Bloom's Taxonomy ◽  
Assessment Methods ◽  
Academic Programs ◽  
National Standards ◽  
Education Programs ◽  
Content Type ◽  
Business Programs ◽  
Revised Bloom's Taxonomy ◽  
Bloom’S Taxonomy

Purpose The purpose of this paper is to propose a scalable quantitative approach to evaluate alignment within and between courses and programs in higher education for benchmarking purpose. Design/methodology/approach The revised Bloom’s taxonomy, which combines a cognitive process dimension and a knowledge dimension, is used as a basis for categorizing national standards, program and course learning outcomes (CLOs) and assessment methods. Alignments between programs and national standards, programs and courses and assessment tasks and courses are then measured using a series of Cohen’s κ statistics. Two undergraduate business programs offered at an Australian university were used as examples to demonstrate the proposed method as an alignment evaluation tool. Findings The findings reveal that the two sample programs are better aligned with national standards than with their respective constituent courses. The degree of alignment between CLOs and assessment methods varies from course to course within the programs. This might be related to the lack of clarity of some learning outcome statements and the complexity of certain assessment methods. Research limitations/implications This study lends insight into the use of an alignment mapping for benchmarking academic programs in higher education. To serve mainly as an illustration of the proposed approach, the case study is limited to two undergraduate business programs offered at the same university. Practical implications Universities can use the proposed approach to benchmark their academic programs against the national standards and similar programs offered by other competing educational institutions. The alignment indices can also serve as yardsticks to continuously improve the consistencies within and among academic programs to ensure quality. Originality/value The proposed method offers a consistent basis to compare the degrees of alignment of different higher education programs with national standards and their respective constituent courses, hence enabling benchmarking for continuous improvement. It also reveals how the alignment between different parameters in teaching and learning can be improved, thereby facilitating incremental learning and enhancing student performance.

Leadership development in a global chemical manufacturer

2018 ◽  
Vol 32 (4) ◽  
pp. 1-4
Author(s):  
Marianne Tracy
Keyword(s):  
Leadership Development ◽  
Development Program ◽  
Global Leadership ◽  
Content Type ◽  
Development Team ◽  
Direct Reports ◽  
Global Leadership Development ◽  
Global Team ◽  
The People ◽  
Leadership Development Program

Purpose A People Leader Development Series (PLDS) was implemented in the manufacturing division of a global chemical manufacturer, as there was a need for improving leadership skills among leaders to meet the demands of the business. The purpose of this paper is to present this as a case study to describe this approach and provide successful implementation program notes. Design/methodology/approach A global team of leadership professionals planned a three-stage people leadership development program. This was stepping up, starting out, and sharpening up. Stepping up was for individual contributors who desired to become people leaders. Starting out was for people leaders who are new in the role. Sharpening up was developed for existing people leaders in the role for three to five years. All were designed with assessments, classroom training, and Web-enabled training for reinforcement, and with a global peer development network. Manager involvement and coaching were critical for the success of the programs. Company executives were sponsors as well as instructors. Findings The complete group of attendees said that they feel supported in their development plans. Three-fourth of the managers said that they feel their front-line people leader training is very effective, and the remainder one-quarter, said that they feel it is extremely effective as they see these results as the performance of people leaders has improved. The most important outcome for all of the managers and attendees was the development of the peer network. It was recommended that the program continue with one new emphasis, of increasing the post-program support with managers of the people leaders. Research limitations/implications It was important to design the evaluation from the start, as this was necessary to prove the return on investment. The global team designed a survey built around leadership competencies so that the transfer of learning could be understood and documented. Data were collected via an online survey which consists of the company’s leadership competency model. A change rating scale (1 = change for the worse to 5 = significant positive change) was used to assess the effect of change in behavior or performance on the critical competencies that were the main focus of the PLDS. The survey was administered to participants and their supervisors to compare the rate of change in behavioral competencies, as a result of the PLDS. Managers of the participants were interviewed over the phone to collect qualitative data about the effectiveness of the PLDS to clarify its impact on individuals as well as the organization. The company surveyed the pilot groups, and this was all. In the future, a commitment toward a strategic evaluation plan would be appropriate. Practical implications Practically speaking, these are the factors that contributed to the success of this program: the regional human resource (HR) managers played an important role in the coordination and developmental feedback. They interpreted the assessment data and were trained on how to do this. The Managers of the PLDS participants were coached in the methods and ways of leading this development for their direct reports. The regional executives taught and played an important role, as they are now mentors with PLDS attendees. The global leadership development team (who resided in the regions) designed the whole process from beginning to end. They were skilled and had resources to do this. The global leadership development team was led by a real star who developed her own direct reports. This is as the culture of this business demanded this. Social implications As this leadership development program was held in multiple cultures, there were differences in some of the timings and the socialization needed for success. An additional day was added for this reason; so, the people leaders felt that they had enough time to socialize what they learned. A peer learning network was developed as part of the design. This was as anticipated, a major success. Originality/value There are three ways of approaching people leader development, depending upon the maturity and the skills of the people leader. This is important because there are differing needs.

How to become an inspirational leader, and what to avoid

2017 ◽  
Vol 36 (5) ◽  
pp. 614-625 ◽  
Author(s):  
Sarah Bonau
Keyword(s):  
Leadership Development ◽  
Leadership Style ◽  
Critical Role ◽  
Shared Vision ◽  
Practical Implementation ◽  
Self Awareness ◽  
Research Attention ◽  
Content Type ◽  
Management Actions ◽  
The Right

Purpose The leadership style of inspirational leadership has not gained substantial research attention. Studies have found inspirational leadership to be particularly relevant for practitioners. The purpose of this paper is to analyse the theoretical aspects of inspirational leadership and present practical steps for applying the theory. Design/methodology/approach First, inspirational leadership is defined in the context of other leadership theories, with particular emphasis on the vision that is central to inspirational leadership. Consequently, effective leadership behaviour is contrasted against management actions, to then define main areas leaders should focus on. Moreover, this paper outlines specific actions to be implemented in these focus areas. Findings Comparing the different perspectives on inspirational leadership theory, it becomes evident that self-awareness and authenticity are the main foundations for inspiring followers and implementing a shared vision. Practical implications A tool is presented for practical implementation that allows leaders to measure different characteristics of inspirational leadership and to assess their progress in these areas. In this context, this paper discusses the critical role of authentic behaviour and the challenge of showing the right level of authenticity as a leader. Special attention is given to authentic leadership development, and how organisations must work to avoid over-dependency on inspirational leaders. Originality/value The ideas outlined in this paper serve as a guide for leaders to practise inspirational leadership.

scholarly journals Developing Academic Leaders: Evaluation of a Leadership Development Intervention in Higher Education

SAGE Open ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 215824402199181
Author(s):  
Asia Zulfqar ◽  
Martin Valcke ◽  
Uzma Quraishi ◽  
Geert Devos
Keyword(s):  
Higher Education ◽  
Transformational Leadership ◽  
Leadership Development ◽  
Leadership Behaviors ◽  
Development Program ◽  
Bloom's Taxonomy ◽  
Future Research ◽  
Academic Leaders ◽  
Bloom’S Taxonomy ◽  
The Impact

Leadership development is not considered as a core component in higher education policies specifically when we examine the higher education polices of developing countries. To fill this gap, an intervention is designed to evaluate the impact of a leadership development program in academic leaders. The prime objective of this intervention was to promote awareness among university deans and heads by adopting transformational leadership in their leadership practices. An experimental research design was adopted to map the effects of a 6-week intervention and to evaluate the variations in related six transformational leadership behaviors. Up to 37 academic deans and heads from public universities were involved in this research. Content analysis was carried out to analyze the collected data. Bloom’s taxonomy was adopted as a framework for the analysis. Three lower levels of Bloom’s taxonomy were used to identify the awareness indicators. An extensive increase in awareness levels was identified in relation to all six transformational leadership behaviors, and more specifically, a prominent progress was observed at the application level. In addition to implications and limitations, directions for future research were also discussed.

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