scholarly journals Connecting Leadership and Learning: Do Versatile Learners make Connective Leaders?

2016 ◽  
Vol 6 (1) ◽  
Author(s):  
Jill L. Robinson
Keyword(s):  
Leadership Development ◽  
Learning Styles ◽  
Leadership Styles ◽  
Learning Style ◽  
Leadership Style ◽  
Development Programs ◽  
Leadership Development Programs ◽  
Connective Leadership ◽  
Learning Flexibility ◽  
Leader Training

<p align="center"><strong>Abstract</strong></p><p>Recent failures in leadership, suggest that creating better-quality leadership development programs is critical. In moving from theory to practice, this paper examined the relationship between learning style and leadership style which may enable us to move away from one-size-fits-all leadership development programs. Utilizing Kolb’s Experiential Learning Model and Connective Leadership theory, approximately 3600 college students were analyzed to discover whether versatility in learning styles translates into versatility in leadership styles. One group of versatile learners reported using a wider range of leadership styles suggesting that learning flexibility may transfer to leadership flexibility. Surprisingly, learners of all types reported utilizing Power and Intrinsic styles of leadership above all others. Implications for leadership development include considering individual differences when crafting leadership programs, matching learning styles to leader training, and the need to move beyond one set of leadership behaviors to increase flexibility in dealing with complex situations. Using a large sample rarely seen in management studies, this paper makes key contributions to the literature. </p>

Leadership development strategy: the missing links

2018 ◽  
Vol 32 (1) ◽  
pp. 11-14 ◽  
Author(s):  
Shilpa Kabra Maheshwari ◽  
Jaya Yadav
Keyword(s):  
Leadership Development ◽  
Development Strategy ◽  
Scale Up ◽  
Competitive Growth ◽  
Development Programs ◽  
Leadership Development Programs ◽  
Content Type ◽  
The Individual ◽  
Business Complexity ◽  
Practical Implications

Purpose Current volatile environments, business complexity, and leadership gaps are compelling organizations to deploy effective leadership development strategies. Fueled by competitive growth and people challenges, efforts continue to scale up but fail to create the desired leaders. This paper aims to address the missing links and calls for new ways of deploying leadership development strategy. Design/methodology/approach Qualitative data on experiential feedback have been collected from participants and stakeholders of leadership development programs in Indian organizations. Findings An integrated six-step approach to leadership development has been proposed for scholars and practitioners. Practical implications From the practitioner’s perspective, this study contributes to the field of leadership development by challenging the relevance of current approaches. It also adds to the scholarly literature on leadership development in the context of the organization and the individual. Originality/value Current studies in the area of leadership development in the Indian context are scarce.

Identity-safe or threatening? Perceptions of women-targeted diversity initiatives

2018 ◽  
Vol 21 (5) ◽  
pp. 745-766 ◽  
Author(s):  
Jessica L. Cundiff ◽  
Sohee Ryuk ◽  
Katie Cech
Keyword(s):  
Leadership Development ◽  
Women's Leadership ◽  
Development Programs ◽  
Diversity Initiatives ◽  
Leadership Development Programs ◽  
Upper Management ◽  
Undergraduate Women ◽  
Women Employees ◽  
A Company ◽  
Identity Safety

One strategy for addressing gender disparities in STEM and leadership focuses on women-targeted diversity initiatives, such as women’s networking groups and women’s leadership development programs. Although well intentioned, targeting diversity initiatives specifically toward women instead of all employees may unwittingly make workplaces appear unwelcoming and biased to prospective employees. To test this notion, undergraduate women and men read a recruitment brochure for a company that framed its diversity initiatives as either targeting women employees or all employees. Both women and men felt less social fit and comfort with the company and were more concerned about being treated negatively and unfairly when diversity initiatives were framed as women-targeted rather than all-inclusive. These results held regardless of whether the company was portrayed as male-dominated or gender equitable (Study 1, N = 117). However, results were somewhat attenuated for women, but not men, when the women-targeted program was portrayed as initiated and led by women employees rather than upper management (Study 2, N = 152). Overall, our results suggest that diversity initiatives may more effectively convey identity safety to both women and men when framed in a way that includes all employees rather than targeting only women.

Disability and Dominant Leadership Models Over Time

2020 ◽  
pp. 274-293
Author(s):  
Melanie Lee
Keyword(s):  
Higher Education ◽  
Leadership Development ◽  
Students With Disabilities ◽  
Personal Narrative ◽  
Student Leadership ◽  
Development Programs ◽  
Leadership Development Programs ◽  
Leadership Models ◽  
Models Of Disability ◽  
Over Time

This chapter is grounded in scholarly sources and personal narrative, and it concludes with recommended best practices about fostering more socially just higher education environments for college students. Specifically, the author focuses on the development of more equitable inclusion of students with disabilities in curricular and co-curricular leadership development programs. This chapter provides a context of major models of disability over time, a chronological scaffold of dominant student leadership models, and recommendations for educators inside and outside of classroom spaces. The intersection of models of disability and leadership models has not been explored. This chapter fills that gap in the literature.

Leadership self-efficacy: review and leader development implications

2019 ◽  
Vol 38 (8) ◽  
pp. 637-650
Author(s):  
Laura Paglis Dwyer
Keyword(s):  
Leadership Development ◽  
Self Efficacy ◽  
Cognitive Modeling ◽  
Group Performance ◽  
Leader Effectiveness ◽  
Future Research ◽  
Big Five Personality ◽  
Development Programs ◽  
Leadership Development Programs ◽  
Content Type

Purpose The purpose of this paper, on self-efficacy and leadership, has two objectives. First, it comprehensively reviews approximately 25 years of research on leadership self-efficacy (LSE), beginning with LSE measurement and related criticisms. Findings concerning LSE’s relationships with leader effectiveness criteria, as well as individual and contextual influences on LSE, are presented. Second, it examines the evidence on efficacy enhancement interventions and offers some preliminary recommendations for increasing LSE through leadership development programs. Design/methodology/approach The author conducted a comprehensive literature review of the existing research on LSE, covering the main contributors to this research stream and their findings. Findings The review revealed substantial diversity in LSE construct development and measurement approaches. Regarding LSE and leader effectiveness, many studies reported positive relationships with potential, performance and behavioral ratings of leaders. Collective (team) efficacy has emerged as a significant mediator between LSE and group performance. Influences on LSE include several of the Big Five personality traits, while contextual antecedents are under-researched, and potentially fruitful areas for further study. Executive coaching and mentoring, as well as cognitive modeling techniques and training in constructive thought patterns, received support for enhancing LSE in developing leaders. Originality/value This paper’s review and implications should be of substantial value to current and future LSE researchers, as it summarizes past research, synthesizes the findings to draw out common themes and consistent, corroborated findings, and identifies opportunities for future research. For practitioners, the reviewed research on interventions for increasing LSE through leadership development programs provides practical guidance.

scholarly journals Leadership Development Programs for Women in Engineering Industry

2013 ◽  
Author(s):  
Catherine Mavriplis ◽  
Elizabeth Croft
Keyword(s):  
Leadership Development ◽  
Gender Diversity ◽  
Vice President ◽  
Women In Science ◽  
Engineering Industry ◽  
Development Programs ◽  
Leadership Development Programs ◽  
Diverse Workforce ◽  
Women In Engineering ◽  
Engineering Organizations

Many engineering organizations are realizing the benefits of diversity for innovation in their product development and team dynamics. While women remain a minority in the classroom and the workplace when it comes to engineering, they have registered significant gains. Despite decades of increases in percentages of women at lower levels however, gender diversity at high levels remains woefully low. Without integrating diversity at all levels of an organization, the full benefits of diversity cannot be reached. Furthermore, highly trained and experienced workers become dissatisfied and/or eventually leave if they cannot see a path to career advancement. Leadership development programs for women have recently sprung up in a number of engineering organizations to reap the full benefits of these companies’ investments in a diverse workforce. At Pratt & Whitney Canada, in 2007, a committee was struck to develop a Women’s Leadership Initiative that has been vibrant ever since, registering successes such as promotion of several women to Vice President status. In 2011, the NSERC Chair for Women in Science and Engineering, BC and Yukon sponsored six introductory Leadership Development workshops developed by the Canadian Centre for Women in Science, Engineering, Trades and Technology hosted at engineering workplaces across British Columbia. The presentation and paper will discuss the need for such programs, their essential ingredients and provide a preliminary assessment of their effectiveness.

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.

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