Developing the Theater of Leadership

2015 ◽  
Vol 17 (3) ◽  
pp. 337-347 ◽  
Author(s):  
Tammy Tawadros
Keyword(s):  
Leadership Development ◽  
Experiential Learning ◽  
Leadership Behavior ◽  
Systematic Evaluation ◽  
Self Awareness ◽  
Improvisational Theater ◽  
Group Context ◽  
Interactive Drama ◽  
Hrd Professionals ◽  
Effective Use

The Problem Recent models of leadership emphasize the importance of adaptive, strategic, and socio-emotional capabilities for success. The development of leadership has transformed from teaching about the concept to an experiential learning of leadership, an approach that focuses on identity and problem solving. Over the past decade, improvisational theater and interactive drama based leadership development has received increasing attention; moreover, many advocate its use as a powerful and innovative experiential learning tool, to foster self-awareness and increase ability to deal with the unexpected and unpredictable. Through simulated, unscripted scenarios with actors, improvisation allows experimentation, discovery, and rehearsal of leadership behavior in a group context. It generates individual, relational learning that is immediate, emergent, and relevant to the emotional and cognitive complexities of real-world leadership. There is a paucity of literature on theater-based leadership. This makes it difficult for HRD professionals to justify giving theater-based leadership development (TBLD) techniques preference over other, less resource-intensive techniques. The Solution This article proposes a practical model for the systematic evaluation of TBLD techniques . A pathway mapping approach will be used. The model draws on recent social psychology research on social interaction and identity. Based on this, “micro” analytic techniques of discursive psychology and conversation analysis are proposed to examine patterns of leadership interaction behavior. The findings are to be used as a basis for building a “high fidelity,” evidence-based methodology for role-play and improvisation as development training for leaders. The approach offers a clear framework for HRD professionals. It will be used to analyze and inform the effective use of TBLD. This article is purely theoretical; it does not include empirical research. The Stakeholders Many can potentially benefit by using TBLD techniques, including human resource (HR) professionals and HRD practitioners, leadership development specialists and training providers, organization development practitioners, and professional actor trainers.

Taking the outsider route to learning

2016 ◽  
Vol 30 (2) ◽  
pp. 28-30
Author(s):  
Graham Cole
Keyword(s):  
Leadership Development ◽  
Experiential Learning ◽  
Case Studies ◽  
Team Building ◽  
Action Learning ◽  
Organizational Success ◽  
Self Awareness ◽  
Transfer Of Knowledge ◽  
Key Factors ◽  
Content Type

Findings When it comes to identifying key factors to organizational success, leadership is invariably uppermost in many minds. It is thus hardly surprising that firms afford leadership development as the top priority. Expert in the field Morgan McCall perfectly articulated its importance when commenting on the imprudence of leaving leadership development to chance. Leadership development comes in an array of shapes and sizes. Mentoring, action learning, case studies, job assignments and experiential learning are just some of the methodologies commonly utilized. Transfer of knowledge, team building, raising self-awareness and increasing the ability to interact with others are core objectives typically pursued.

Determining and Improving Shared Leadership in an Elite Junior Volleyball Team

2020 ◽  
Vol 34 (2) ◽  
pp. 162-169
Author(s):  
Mette van Kruijsbergen ◽  
Jan Robert Pijpers ◽  
Rebecca Ivana Hutter
Keyword(s):  
Leadership Development ◽  
Collective Efficacy ◽  
Shared Leadership ◽  
Intervention Program ◽  
Leadership Behavior ◽  
Leadership Skills ◽  
Systematic Evaluation ◽  
Applied Study ◽  
Team Functioning ◽  
Leadership Intervention

Shared leadership contributes to team functioning, collective efficacy, and team resilience. This applied study aimed to increase shared leadership by providing role clarification and tailored leadership interventions and to systematically evaluate the effects of these interventions. A leadership-intervention program was delivered with a female elite junior volleyball team of 20 players (age, M = 15.14, SD = 0.73). The intervention included acquaintance, recognition, analysis, and practice with leadership behavior during training/competition and was conducted before the start of the season. Changes in leadership were evaluated with a social-network analysis. Results showed that after role clarification, social- and external-leadership scores increased significantly. Task-, motivational-, and social-leadership scores improved significantly after the leadership-development intervention. The study offers a detailed description of the intervention and a systematic evaluation of results. Role clarification and a leadership program provide quick and practical avenue to increase awareness and shared leadership skills.

scholarly journals Leadership Development for Program Directors

2010 ◽  
Vol 2 (4) ◽  
pp. 502-504 ◽  
Author(s):  
Robert Bing-You ◽  
Whitney Wiltshire ◽  
Jenny Skolfield
Keyword(s):  
Leadership Development ◽  
Leadership Style ◽  
Online Survey ◽  
Leadership Behavior ◽  
Program Directors ◽  
Self Awareness ◽  
Positive Leadership ◽  
Participant Satisfaction ◽  
Conflict Situations ◽  
Style Preferences

Abstract Background Residency program directors have increasingly challenging roles, but they may not be receiving adequate leadership development. Objective To assess and facilitate program directors' leadership self-awareness and development at a workshop retreat. Methods At our annual program director retreat, program directors and associate program directors from a variety of specialties completed the Thomas-Kilmann Conflict Mode Instrument (TKI), which evaluates an individual's behavior in conflict situations, and the Hersey-Blanchard Situational Leadership (HBSL) model, which measures individuals' preferred leadership style in working with followers. Participants received their results during the retreat and discussed their leadership style results in the context of conflict situations experienced in the past. An online survey was distributed 3 weeks after the retreat to assess participant satisfaction and to determine whether participants would make changes to their leadership styles. Results Seventeen program directors attended the retreat and completed the tools. On the TKI, 47% preferred the Compromising mode for handling conflict, while 18% preferred either the Avoiding or Accommodating modes. On the HBSL, 71% of program directors preferred a Coaching leadership style. Ninety-one percent of postretreat-survey respondents found the leadership tools helpful and also thought they had a better awareness of their conflict mode and leadership style preferences. Eighty-two percent committed to a change in their leadership behaviors in the 6 months following the retreat. Conclusions Leadership tools may be beneficial for promoting the professional development of program directors. The TKI and HBSL can be used within a local retreat or workshop as we describe to facilitate positive leadership-behavior changes.

Authentic leadership development: scrutiny of an apparent paradox

2014 ◽  
Author(s):  
António Calheiros
Keyword(s):  
Leadership Development ◽  
Authentic Leadership ◽  
Organizational Context ◽  
Social Identification ◽  
Self Awareness ◽  
True Self ◽  
Apparent Paradox ◽  
Positive Behaviors ◽  
Individual Self ◽  
Authentic Leadership Development

Leadership has long been a topic of interest for both academics (Hiller, DeChurch, Murase, & Doty, 2011; Sanders & Davey, 2011) and practitioners (Bennis, 2007; George, 2003). Academics have tried to understand the concept and identify its consequences and determinants. Practitioners have focused their efforts in its training and development hoping to reap its promised benefits. Over the last decade, authentic leadership has emerged as the fashionable leadership theory. More than just promising impacts on performance and subordinates’ work satisfaction, authentic leadership addresses management’s long term demand for and ethic and moral commitment (Ghoshal, 2005; Rosenthal et al., 2007). Authentic leadership is “a process that draws from both positive psychological capacities and a highly developed organizational context, which results in both greater self-awareness and self-regulated positive behaviors on the part of leaders and associates, fostering positive self-development” (Luthans and Avolio, 2003). The components of authentic leadership’s self-regulated authentic positive behaviours are balanced (non-prejudice) processing, relational orientation and internalized moral perspetive. One key point of authentic leadership is the authenticity of leaders, which can be defined as “knowing, accepting, and remaining true to one’s self” (Avolio et al., 2004). Recent research (Ford & Harding, 2011) have argued that this demand for one’s true self privileges a collective (organizational) self over an individual self and thereby hampers subjectivity to both leaders and followers, and could lead to destructive dynamics within organizations. This paper discusses the seeming paradox of developing authenticity in leaders, (namely addressing the issues raised by Ford & Harding) and clarifies the aim of authentic leadership development. It also assesses the suitability of traditional leadership development methodologies in meeting the challenges posed by a process-based approach to leadership with a focus on individual and social identification.

scholarly journals Medical Student Leadership Development through a Business School Partnership Model: A Case Study and Implementation Strategy

2021 ◽  
Vol 8 ◽  
pp. 238212052110104
Author(s):  
Timothy P Daaleman ◽  
Mindy Storrie ◽  
Gary Beck Dallaghan ◽  
Sarah Smithson ◽  
Kurt O Gilliland ◽  
...  
Keyword(s):  
Leadership Development ◽  
Medical Students ◽  
Medical School ◽  
Business School ◽  
Medical Curriculum ◽  
School Curriculum ◽  
Learning Model ◽  
Lessons Learned ◽  
Self Awareness ◽  
Program Outcomes

Background: There is an ongoing call for leadership development in academic health care and medical students desire more training in this area. Although many schools offer combined MD/MBA programs or leadership training in targeted areas, these programs do not often align with medical school leadership competencies and are limited in reaching a large number of students. Methods: The Leadership Initiative (LI) was a program created by a partnership between a School of Medicine (SOM) and Business School with a learning model that emphasized the progression from principles to practice, and the competencies of self-awareness, communication, and collaboration/teamwork. Through offerings across a medical school curriculum, the LI introduced leadership principles and provided an opportunity to apply them in an interactive activity or simulation. We utilized the existing SOM evaluation platform to collect data on program outcomes that included satisfaction, fidelity to the learning model, and impact. Results: From 2017 to 2020, over 70% of first-year medical students participated in LI course offerings while a smaller percentage of fourth-year students engaged in the curriculum. Most students had no prior awareness of LI course material and were equivocal about their ability to apply lessons learned to their medical school experience. Students reported that the LI offerings provided opportunities to practice the skills and competencies of self-awareness, communication, and collaboration/teamwork. Discussion: Adding new activities to an already crowded medical curriculum was the greatest logistical challenge. The LI was successful in introducing leadership principles but faced obstacles in having participants apply and practice these principles. Most students reported that the LI offerings were aligned with the foundational competencies.

Toward a Pedagogy of Self

2009 ◽  
Vol 111 (12) ◽  
pp. 2732-2759
Author(s):  
Craig E. Richards
Keyword(s):  
Leadership Development ◽  
Social Intelligence ◽  
Intervention Program ◽  
Research Question ◽  
Development Program ◽  
Self Awareness ◽  
Teachers College ◽  
Innovative Leadership ◽  
Core Skill ◽  
Journal Entries

Background/Context The literature on emotional and social intelligence, based on the theoretical constructs of several authors, identifies self-awareness as a core skill for leadership development. However, there is very little research or theory on how one might develop a pedagogy of self-awareness for leaders. Purpose/Objective/Research Question/Focus of Study This study describes an innovative leadership development program in self-awareness in the Summer Principals Academy at Teachers College. It describes both the theoretical and practical pedagogy of self-awareness training. What follows is a description of that pedagogy and some preliminary research results based on the journals and feedback of 45 students who completed the program in 2006. Intervention/Program/Practice The intervention consisted of daily 45-minute sessions of training in sensory awareness. The primary modes of training focused on breath, body sensations, listening, and visualizations. The training occurred as part of a five-day-per-week, six-week intensive leadership development master's degree program over two summers. Research Design Participants recorded their thoughts and feelings in semistructured journal entries immediately following the training sessions. At the end of each week, they reviewed their journal notes and wrote a weekly reflection on their experiences with the practice. In addition to the weekly reflections, they wrote three-week, six-week, and summative reflections on their experiences with the practice. These qualitative data were entered into NVivo software, coded, and analyzed for themes. Findings/Results The themes that emerged from the data led to the development of cognitive maps for practitioners that provide heuristics and developmental guides for practice, as well as refinements of the training protocols.

(Dis)Ableing Notions of Authentic Leadership Through the Lens of Critical Disability Theory

2017 ◽  
Vol 19 (4) ◽  
pp. 362-377 ◽  
Author(s):  
Greg Procknow ◽  
Tonette S. Rocco ◽  
Sunny L. Munn
Keyword(s):  
Leadership Development ◽  
Human Resource Development ◽  
Interpersonal Relationships ◽  
Leadership Style ◽  
Authentic Leadership ◽  
Belief Systems ◽  
Self Awareness ◽  
Persons With Disabilities ◽  
Deficit Model ◽  
The Disabled

The Problem Persons with disabilities (PWD) are regarded as “the Other” and are sequestered from “normative” society because of their “Otherness.” “Othering” results in discrimination and the systemic preclusion of PWD. Ableism is the belief that being without a disability, impairment, or chronic illness is the norm. The notion that people without disabilities are the norm and are inherently superior is accepted without critique by those that advocate for authentic leadership. This privileges ableism and furthers the “Othering” of PWD within a leadership style intended to promote self-awareness, beliefs and ethics, and interpersonal relationships. The Solution The disabled experience and differently abled voice must be restored through relationally “being” with others and authentic dialogue. What is needed is a shift from the deficit model of authentic leadership to a social paradigm of authentic leadership, welcoming of bodily and psychic difference. This will better enable both leaders and employees to craft an authentic profile in the workplace. The Stakeholders Leaders and those who seek to become leaders following an authentic leadership approach can benefit from a better understanding of how their ingrained belief systems impact those that they lead who are both “able-bodied” and “disabled.” Human resource development (HRD) practitioners and leadership development practitioners can use this information to deconstruct and reconstruct leadership development opportunities to be inclusive as an authentic leader.

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.

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.

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