Transformational Leadership An Imperative for Army Reserve Readiness in the 21st Century

Academic libraries in the 21st century are in the midst of constant and tumultuous change caused by advances in technology, shifting demands of faculty and students, declining budgets, and transformations in publishing and in other methods of acquiring scholarly research. Librarians working in this environment must cope with continuous change while still providing research support to their primary clientele - faculty and students. This chapter addresses the research on change leadership styles and behaviors employed by leaders in academic libraries today. Included in the chapter are reinforcement and transactional leadership, consultative and participatory leadership, participatory and transformational leadership, shared leadership and self-leadership. The chapter concludes with a review of areas in need of future research.

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Change Leadership Styles and Behaviors in Academic Libraries

Advances in Library and Information Science - Advanced Methodologies and Technologies in Library Science, Information Management, and Scholarly Inquiry ◽

10.4018/978-1-5225-7659-4.ch035 ◽

2019 ◽

pp. 439-450

Author(s):

John Kennedy Lewis

Keyword(s):

Transformational Leadership ◽

Leadership Styles ◽

Transactional Leadership ◽

21St Century ◽

Academic Libraries ◽

Change Leadership ◽

Future Research ◽

Continuous Change ◽

Participatory Leadership ◽

And Behaviors

Academic libraries in the 21st century are in the midst of constant and tumultuous change caused by advances in technology, shifting demands of faculty and students, declining budgets, and transformations in publishing and in other methods of acquiring scholarly research. Librarians working in this environment must cope with continuous change while still providing research support to their primary clientele: faculty and students. This chapter addresses the research on change leadership styles and behaviors employed by leaders in academic libraries today. Included in the chapter are reinforcement and transactional leadership, consultative and participatory leadership, participatory and transformational leadership, shared leadership, and self-leadership. The chapter concludes with a review of areas in need of future research.

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Optimistic Leadership for the 21st Century and Beyond

Journal of Values-Based Leadership ◽

10.22543/0733.142.1360 ◽

2021 ◽

Vol 14 (2) ◽

Author(s):

Vincent Techo

Keyword(s):

Transformational Leadership ◽

Servant Leadership ◽

21St Century ◽

Visionary Leadership ◽

Leadership Theory ◽

Distance Decay ◽

Leadership Theories ◽

Global Organizations ◽

Differentiated Leadership ◽

Leadership Approaches

This paper proposes a future-driven leadership theory — the optimistic leadership theory — suitable for leading global organizations in the 21st century and beyond. The author argues that a new leadership approach is needed for these organizations due to the complexities that come with globalization, including the high need for knowledge and experience, distance decay, and cultural amalgamation. Five leadership approaches (Visionary Leadership, Differentiated Leadership, Servant Leadership, Flexible Leadership, and Reflective Leadership) are identified as the components of optimistic leadership. Following a review of the rare literature on these five leadership approaches, they are found to constitute the best determinants of successful future-driven leadership. There is an overlap of some approaches and some are within other leadership theories such as transformational leadership. A model of optimistic leadership is suggested, and a test based on the variables is proposed.

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Total Force Component: A Transformed Army Reserve for the 21st Century Security Environment

10.21236/ada448797 ◽

2006 ◽

Author(s):

Asdrubal Rivera

Keyword(s):

21St Century ◽

Total Force ◽

Force Component ◽

Army Reserve ◽

Security Environment

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Karakteristik Kepemimpinan Transformasional di Madrasah Ibtidaiyah (MI) serta Relevansinya dengan Visi Pendidikan Abad 21

MANAGERIA Jurnal Manajemen Pendidikan Islam ◽

10.14421/manageria.2019.41-09 ◽

2019 ◽

Vol 4 (1) ◽

pp. 147-168

Author(s):

Muhammad Shaleh Assingkily ◽

Mesiono Mesiono

Keyword(s):

Transformational Leadership ◽

Human Resources ◽

Interpersonal Communication ◽

21St Century ◽

Cost Savings ◽

Transformational Leader ◽

21St Century Education ◽

Form Of Life ◽

Idealized Influence ◽

Skills Learning

This paper discusses the characteristics of transformational leadership in Islamic Elementery School (MI). It focuses on how the basic concepts of this kind of leadership are relevant to the 21st century education vision, on the what are the essential steps of a transformational leader on investigaties the strengths and weaknesses of transformational leadership in developing the quality of human resources in managing a school. This research used a qualitative approach with the main data of a literary study. The results of this research indicate that (1) the characteristic of transformational leadership through idealized influence, inspirational motivation, intelectual stimulation, and individual consideration (4I) are relevant to the vision of 21st century education. The characteristics are built in the form of life and career skills, learning and innovation skills, information, media, and technological skills, (2) the steps for a transformational leader to face the vision of 21st century education are described in the concept of 4I which is combined with 4C (critical thinking and problem solving, creativity and innovation, communication, and collaboration) towards 3 vision of education in the 21st century, and (3) the advantages of transformational leadership are in cost savings, high commitment, actualization of the potential human resources, and interpersonal communication, while the weaknesses are that it requires a relatively longer time, uneven empowerment, needs intense attention, and is difficult to apply to members in the number of units.

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Digitally Mediated Leadership

Advances in Educational Marketing, Administration, and Leadership - Predictive Models for School Leadership and Practices ◽

10.4018/978-1-5225-5858-3.ch005 ◽

2019 ◽

pp. 78-96

Author(s):

Patrick Camilleri

Keyword(s):

Transformational Leadership ◽

Educational Leadership ◽

21St Century ◽

Work Experience ◽

First Generation ◽

School Leaders ◽

Digital Technologies ◽

Leadership Qualities ◽

Long Time ◽

Radical Transformation

The introduction of digital technologies and accompanying arbitrated attitudes in formal educational contexts have for a long time been expected to trigger radical transformation in schools. Yet, these still have to materialize. The subsequent engagement of the first generation of maturing digital natives as school-leaders is in itself not a guarantee that the associated and much-anticipated change will take place. In the interim, the situation is weighed against a theoretical backdrop that merges transformational leadership qualities, work experience and embraced interpretational traits, a designated group of Maltese school-leaders manifest with respect to technology inclusion in their school. Subsequently disclosed experiences and insights were used to synthesize forward directions that current school-leaders and future educational leadership personnel may choose to adopt for the initiation and setting of today's 21st century school leaders in the anticipation of tomorrow's schools.

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