Effective Orientation Advisors are Also Leaders

NASPA Journal ◽  
1997 ◽  
Vol 35 (1) ◽  
Author(s):  
Barry Z. Posner ◽  
Jeanne Rosenberger
Keyword(s):  
Leadership Development ◽  
Leadership Practices ◽  
Leadership Behaviors ◽  
Student Leaders ◽  
Orientation Programs ◽  
Perceived Effectiveness ◽  
New Students

This study investigated the leadership behaviors of Orientation Advisors (OAs) to determine whether certain practices made any difference in the effectiveness of OAs or in the value of the orientation programs to the new students. Relationships between the leadership practices of OAs and effectiveness assessments provided by both themselves and new students in their groups revealed significant and consistent relationships between leadership behaviors and perceived effectiveness and satisfaction. Implications and suggestions for structuring leadership development for student leaders are discussed.

scholarly journals Cultivating Connection

2019 ◽  
Vol 24 (1) ◽  
Author(s):  
Tura M. Magley ◽  
Matthew G. Barnes ◽  
Garrett P. Schlichte
Keyword(s):  
Leadership Development ◽  
Student Affairs ◽  
Student Leadership ◽  
Student Affairs Professionals ◽  
Transition To College ◽  
Student Leaders ◽  
College Campuses ◽  
Common Thread ◽  
New Students ◽  
Empathic Leadership

Student leadership is an increasingly utilized tool on college campuses for welcoming and supporting new students as they transition to college. In our various experiences as previous student leaders turned student affairs professionals, we found a common thread in our work which made a tremendous difference in the development of student leaders and the students they served—the ability to create and maintain meaningful empathic connections. This paper will provide structure for orientation, transition, and retention (OTR) professionals to cultivate empathy in student leaders who may use those skills to build stronger and more authentic connections as they welcome and help students successfully navigate their transition to college. The purpose of this paper is to fill a gap in empathic leadership development and its potential to positively impact the transition and retention of new students.

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.

scholarly journals Artificial Intelligence and Business Leadership Development: Applications and Solutions

2021 ◽  
pp. 7-11
Author(s):  
Enoch O. Antwi. EdD.
Keyword(s):  
Artificial Intelligence ◽  
Leadership Development ◽  
Leadership Practices ◽  
Positive Relationship ◽  
Business Leaders ◽  
Development Model ◽  
Business Leadership ◽  
Modern Business ◽  
Marketing Tool ◽  
Development Applications

Artificial intelligence (AI) is the promise of today and future businesses. Any leadership development model that ignores AI could miss out on modern business tools, technology, and resources. Though evaluations in developing business leaders present a positive relationship between AI and leadership development (Husain, 2017; Reese, 2018; Hosanagar, 2019), not many studies have been conducted in these areas. With Roomba Robots listening to social media and iRobot’s identifying customers and reaching out to them through private channels (Carr, 2011), a question arises: will AI be required to use business leadership practices in solving applicable challenges, or it will just be a marketing tool? Leadem (2017) quoted Colin Angle, iRobot’s founder, and CEO in an Entrepreneur Magazine, “I have been able to remain CEO, not because of the fact I was CEO yesterday, but because I've worked very hard to listen, learn and evolve in the seat." Developing business leaders could be rooted in AI knowledge, applicability, challenges, and solutions while paying attention to the three keywords of listening, learning, and evolving in leadership.

Effectiveness of full range leadership development among middle managers

2015 ◽  
Vol 34 (9) ◽  
pp. 1161-1180 ◽  
Author(s):  
Teerapun Chaimongkonrojna ◽  
Peter Steane
Keyword(s):  
Transformational Leadership ◽  
Leadership Development ◽  
Effective Leadership ◽  
Middle Managers ◽  
Leadership Behaviors ◽  
Full Range ◽  
Development Program ◽  
Content Type ◽  
Full Range Leadership ◽  
The Impact

Purpose – The purpose of this paper is to examine the impact of the Full Range Leadership Development Program (FR-LDP) of middle managers of a furniture company in Thailand and explore how they experience the leadership development phenomenon. It addresses the fundamental question of how effective leadership behaviors occur and are sustained. Design/methodology/approach – In total, 31 middle managers completed a six-month multi-methods development program of three alternating training sessions and on-the-job practice. A 360-degree feedback survey of the Multifactor Leadership Questionnaire 5X Short, comprising 284 questionnaires of “leaders” and “raters,” was used to measure the change in effective leadership behaviors and the overall leadership outcome. A sub-sample of 20 participants from these managers was selected for in-depth interviews at the end of the intervention. Semi-structured interviews and critical incident analysis was applied to understand the leadership experience of these managers. Findings – The study revealed that leadership behavior and overall outcome performance had improved over the course of the FR-LDP. The program did contribute positively to individual learning. Sustained effectiveness was not due solely to the development or intervention process, but also on individual objectives and action, together with supervisor interest and support. Research limitations/implications – The study provides a valid, in-depth insight into leadership in Thailand, which has practical application. However, the size of the sample may not be sufficient for broad generalizations in other cultural contexts or environments. Originality/value – The study extends the understanding of how middle managers develop transformational leadership in Thailand. The study contributes to how middle managers learn what they need to know, how they get to know it and factors that influence their practice of transformational leadership in their workplace. The findings provide to organizations options on resources, talent retention and sustaining organizational performance.

Case Study

2018 ◽  
pp. 45-68
Author(s):  
Sophia Palahicky ◽  
Adrianna Andrews-Brown
Keyword(s):  
Online Instruction ◽  
Online Courses ◽  
Orientation Programs ◽  
Design Development ◽  
Student Orientation ◽  
Online Programs ◽  
Online Orientation ◽  
Instructor Presence ◽  
New Students

Student orientation programs can enhance new student self-esteem, which is in turn a significant positive predictor of personal, social, and academic achievement (Hickman, Bartholomae, & McKenry, 2000). Furthermore, these programs can help students develop the basic technical skills they will need to be active learners. According to Dixson (2010), research into effective online instruction supports the argument that “online instruction can be as effective as traditional instruction, [and] to do so, online courses need cooperative/collaborative (active) learning, and strong instructor presence.” Likewise, online orientation programs for new students must provide opportunities for active engagement and strong facilitator presence to be effective. This chapter presents a case study that describes the design, development, implementation, and evaluation of the online orientation modules for new students at a Canadian postsecondary institution that offers primarily blended and online programs.

Educational leadership effectiveness: a Rasch analysis

2016 ◽  
Vol 54 (3) ◽  
Author(s):  
Claire Sinnema ◽  
Larry Ludlow ◽  
Viviane Robinson
Keyword(s):  
Leadership Development ◽  
Educational Leadership ◽  
Leadership Practices ◽  
Design Methodology ◽  
Rating Scale ◽  
Leadership Effectiveness ◽  
Scale Model ◽  
Educational Leadership Practices ◽  
Future Direction ◽  
Practical Implications

Purpose The purposes of this study are, firstly, to establish the psychometric properties of the ELP tool, and, secondly, to test, using a Rasch item response theory analysis, the hypothesized progression of challenge presented by the items included in the tool. Design/methodology/approach Data were collected at two time points through a survey of the educational leadership practices of school principals (n = 148) and their teachers (n = 5,425). The survey comprised seven effectiveness scales relating to school-wide dimensions of leadership, and one scale relating to the effectiveness of individual principals’ leadership. We undertook validation of the hypothesized structure of the eight ELP scales using the Rasch rating scale model. Findings We established constructs that underpin leadership practices that are more and less effectively performed and determined the nature of their progression from those that are relatively routine through those that are more rigorous and challenging to enact. Furthermore, a series of analyses suggest strong goodness-of-model fit, unidimensionality, and invariance across time and educator group for the eight ELP scales Research limitations/implications This study focused on experienced principals - future studies could usefully include school leaders who are new to their role or compare leadership patterns of higher and lower performing schools. A useful future direction would be to investigate the predictive validity of the ELP tool. Practical implications Originality/value This study reveals the ELP is a useful tool both for diagnosing leadership effectiveness and, given that it is essentially stable over time, may prove useful for charting the effectiveness of leadership development interventions.

scholarly journals Age and leadership: comparisons of age groups in different kinds of work environment

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Gerry Larsson ◽  
Christina Björklund
Keyword(s):  
Leadership Development ◽  
Work Environment ◽  
Leadership Behaviors ◽  
Age Groups ◽  
Young Male ◽  
Mentoring Programs ◽  
Destructive Leadership ◽  
Content Type ◽  
Gender Comparison ◽  
Self Confidence

Purpose The purpose of this study is twofold. First, to compare the self-rated leadership behaviors, leadership-related competencies and results of the leadership of younger, mid-aged and older leaders; and second to compare these aspects among younger leaders in different kinds of the work environment and between men and women. Design/methodology/approach Data was collected using the developmental leadership questionnaire from a sample of Swedish leadership course participants (N = 7,743). Findings The results showed that the younger group of leaders (29 years old or younger n = 539), rated themselves more negatively than the mid-aged (30–50 years, n = 5,208) and older (51 years or older, n = 1,996) leaders. Analysis of the group of younger leaders showed that those working in the private sector scored most favorably. The gender comparison revealed that young male leaders scored higher on negative conventional (transactional) and destructive leadership behaviors. A logistic regression analysis of the younger group showed that social competence, developmental leadership and destructive leadership (negative) influenced self-rated results of leadership. Research limitations/implications The study is based on leaders’ self-ratings only. Practical implications The results can be used in leadership development contexts and in individualized coaching or mentoring programs. Originality/value The results have new implications for leadership theory related to self-confidence, stereotypes, selection and organizational culture.

Cognitive Styles in Creative Leadership Practices: Exploring the Relationship between Level and Style

2003 ◽  
Vol 93 (3) ◽  
pp. 983-994 ◽  
Author(s):  
Scott G. Isaksen ◽  
Barbara J. Babij ◽  
Kenneth J. Lauer
Keyword(s):  
Leadership Practices ◽  
Leadership Behaviors ◽  
Cognitive Styles ◽  
Leadership Practices Inventory ◽  
Research And Practice ◽  
Creative Leadership ◽  
Two Measures ◽  
Meaningful Relationships ◽  
The Relationship ◽  
Modest Correlation

This study investigated the relationship between two measures used to assist change and transformation efforts, the Kirton Adaption–Innovation Inventory which assesses style or manner of cognition and problem-solving, not level or capability, and the Leadership Practices Inventory which measures the extent to which leaders exhibit certain leadership behaviors associated with accomplishing extraordinary results. These two measures of level and style should be conceptually distinct and show no or only modest correlation. Analysis yielded statistically significant and meaningful relationships between scores on the Kirton inventory and two scales of the Leadership Practices Inventory. Implications and challenges for research and practice were outlined.

scholarly journals The Integration of Technology in New Student Orientation Programs

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Michael Miller ◽  
Patty Viajar
Keyword(s):  
Orientation Programs ◽  
Student Orientation ◽  
Effective Strategies ◽  
Academic Transitions ◽  
Integration Of Technology ◽  
The Social ◽  
New Student Orientation ◽  
New Students ◽  
Technology Orientation ◽  
New Student

New student orientation programs are typically designed around a loosely defined set of expectations that assist in the social and academic transitions to college. An area that has only begun to receive considerable attention in these programs has to do with technology orientation. The current study reports what orientation coordinators perceive to be the most effective strategies for incorporating technology into new student orientatin programs. Coordinators agreed most strongly with the notion of emphasizing the importance of technology to new students coupled with providing new students email accounts immediately upon arrival to campus.

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