Putting the Development in Leadership Development: Implications for Theory and Practice

2003 ◽  
pp. 263-288
Keyword(s):  
Leadership Development ◽  
Theory And Practice

scholarly journals Problematizing leadership learning facilitation through a trickster archetype: An investigation into power and identity in liminal spaces

Leadership ◽  
2021 ◽  
pp. 174271502199822
Author(s):  
Gareth Edwards ◽  
Beverley Hawkins ◽  
Neil Sutherland
Keyword(s):  
Leadership Development ◽  
Power Relations ◽  
Theory And Practice ◽  
Liminal Spaces ◽  
Learning Facilitation ◽  
Reflective Conversations ◽  
Permanent Resident ◽  
Shadow Side ◽  
Learning Development

This study uses the archetype of a ‘trickster’ to reflect back on, and hence problematize, the role of the educator/facilitator identity in leadership learning. This is based on the view that a trickster is a permanent resident in liminal spaces and that these liminal spaces play an important role in leadership learning. Our approach was based on the reading of the trickster literature alongside reflective conversations on our own experiences of facilitation of leadership learning, development and education. We suggest that paying attention to the trickster tale draws attention to the romanticization of leadership development and its facilitation as based on a response to crisis that leads to a further enhancement of the leader as a hero. Hence, it also offers ways to problematize leadership learning by uncovering the shadow side of facilitation and underlying power relations. We therefore contribute by showing how, as facilitators, we can use the trickster archetype to think more critically, reflectively and reflexively about our role and practices as educators, in particular, the ethical and power-related issues. In our conclusions, we make recommendations for research, theory and practice and invite other facilitators to share with us their trickster tales.

Towards understanding a multi-stakeholder approach in a youth leadership development program

2016 ◽  
Vol 12 (2) ◽  
pp. 143-153
Author(s):  
Manuel J. De Vera ◽  
Jose Enrique R. Corpus ◽  
Donn David P. Ramos
Keyword(s):  
Leadership Development ◽  
Stakeholder Engagement ◽  
Development Program ◽  
Theory And Practice ◽  
Youth Leadership ◽  
Content Type ◽  
Stakeholder Approach ◽  
Youth Leaders ◽  
Youth Leadership Development ◽  
Multi Stakeholder

Purpose The purpose of this paper is to explore the experiences gained by participants of youth leadership development (YLD) programs that introduce multi-stakeholder processes as part of its training within the last five years. Moreover, the study delves into how participants are able to apply leadership and multi-stakeholder processes in their everyday lives and in their communities. Design/methodology/approach A perception survey of 41 respondents was conducted to examine leadership concepts identified and youth leadership practices in different social reform contexts. Findings Diverse challenges in terms of multi-stakeholder mobilization were evident in youth leaders’ engagement in communities. In spite of this, the YLD programs’ emphasis on multi-stakeholder process is very much embedded in the current youth leaders’ practice. Research limitations/implications The study contributes to the conduct of YLD programs, as well as on stakeholder engagement. Moreover, it contributes to advancing public leadership theory and practice by demonstrating how it extends to youth leadership experiences. Practical implications Multiple dimensions of YLD, especially in the realm of multi-stakeholder engagement, are discussed that may contribute to YLD programs. Originality/value To the best of knowledge, the authors provide the first study that investigates the contribution of the Bridging Leadership Framework that utilizes a multi-stakeholder approach in a YLD program using empirical data.

Current Trends in Practicing Leadership

2020 ◽  
pp. 137-165
Author(s):  
Deniz Palalar Alkan ◽  
Ayşegül Özbebek Tunç
Keyword(s):  
Leadership Development ◽  
Leadership Style ◽  
Harvard Business Review ◽  
Theory And Practice ◽  
Theoretical Development ◽  
Leadership Studies ◽  
Related Literature ◽  
Current Trends ◽  
Current Leadership ◽  
Organizational Leader

There is a growing body of theoretical and practical studies conducted on a variety of subjects under the multifaceted leadership concept. In this chapter, the authors first explain recently discussed concepts in the Leadership Quarterly by category (leader, contingency, outcome, and leadership development) and subcategory (traits; leader-subordinate interaction, leadership style, organizational; leader, followers, organizational), explore current leadership trends at practice by analyzing Harvard Business Review articles, and then compare them. The essential objective of this chapter is to explore the current trends emerging from real business life in comparison to theoretical development in the leadership field and to highlight common concepts coming from the theory and practice of leadership. From this aspect, this chapter may provide a basis for comparative leadership studies and contribute to the related literature and practical studies. The strength of this study is to present a comparison between current theoretical and practical leadership trends by conducting a content analysis.

Leader, “know yourself”: bringing back self-awareness, trust and feedback with a theory O perspective

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Ngaio Crook ◽  
Ozan Nadir Alakavuklar ◽  
Ralph Bathurst
Keyword(s):  
Leadership Development ◽  
Organizational Context ◽  
Small Sample ◽  
Theory And Practice ◽  
Self Awareness ◽  
Structured Interviews ◽  
Theory U ◽  
Conceptual Tool ◽  
Content Type ◽  
Experience Of Change

PurposeThis paper explores how leaders identify their roles and selves when they lead change in a dynamic organizational context.Design/methodology/approachUsing a qualitative approach, ten ICT leaders participated in semi-structured interviews depicting their experiences of change. A thematic method of interpretative analysis was used to develop findings, supported by Theory U as a conceptual tool for leadership self-awareness.FindingsLeaders struggle with organizational constraints and boundaries, specifically the complexities that form and limit their leadership underpinned by unrealistic expectations due to the construction of romanticized heroic leadership. While these restrictions lead to feelings of detachment of leaders from their organizations, leadership development exists in the acts of letting go of old behaviors, and welcoming emergence and experimentation by trusting more.Research limitations/implicationsThis study may be limited by its small sample and the use of one framework to make sense of the leaders' experience of change. It confirms that change can challenge organizing norms and how leadership is identified.Practical implicationsDespite the feeling of detachment from their organizations, developing greater self-awareness, being open to new ideas and trusting more can bring about better organizational outcomes, which is represented with Theory O as a contribution both for theory and practice.Originality/valueThis study illustrates (1) leaders' inner work or personal experience of change, and (2) how improvement of self-awareness can contribute to the involvement of leaders to the change process. Based on self-awareness, trust and feedback relationship, this study suggests a new practical and conceptual tool called Theory O by advancing Theory U.

scholarly journals Academic leadership development programs: a model for sustained institutional change

2014 ◽  
Vol 27 (6) ◽  
pp. 1008-1024 ◽  
Author(s):  
Ortrun Zuber-Skerritt ◽  
Ina Louw
Keyword(s):  
Higher Education ◽  
Leadership Development ◽  
Institutional Change ◽  
Process Model ◽  
Academic Staff ◽  
Action Learning ◽  
Development Program ◽  
Theory And Practice ◽  
Content Type ◽  
Multiplier Effect

Purpose – The purpose of this paper is to evaluate a leadership development program (LDP) for senior academic staff on “qualitative research” after two years to establish the success, limitations and overall impact of the program in terms of personal, professional and organizational benefits. Design/methodology/approach – The paper presents the background, outline of the LDP and evaluation of results through participant feedback: at the end of the program; and after two years, using a “participatory action learning and action research” (PALAR) approach. Findings – All participants were very positive about the design, conduct and learning outcomes of the program in terms of their own and their students’ learning during and after the program. But although the workshop had prepared them, some had not cascaded their learning and skills by conducting similar programs in their department, faculty or university wide, which was one of the main original objectives to achieve a multiplier effect across the institution. The authors discuss various reasons for this shortcoming and develop a process model for positive institutional change management in higher education. Research limitations/implications – Medium- and long-term effects of an LDP need to be followed up after a timespan of one to three or five years to establish whether the development has been effective and sustainable and to learn from limitations and shortcomings for future R&D activities. Practical implications – The authors identify the limitations and suggest practical institutional changes that encourage cascading of learning in theory and practice with a multiplier effect. Social implications – The paper aims to assist higher education institutions to ensure sustainability in their LDPs. Originality/value – The process model for leadership development in higher education can be adopted, adapted or further developed by other scholars interested in designing, conducting and evaluating a sustainable LDP in their field and organization.

scholarly journals Maximizing Organizational Performance and Goal-Achievement through Competency-Based Education

2019 ◽  
Author(s):  
King Costa
Keyword(s):  
South Africa ◽  
Leadership Development ◽  
Organizational Performance ◽  
Human Resource Development ◽  
Curriculum Design ◽  
Thinking Skills ◽  
Theory And Practice ◽  
Cognitive Approach ◽  
Problem Solving Skills ◽  
Competency Based

This paper presents a brief account and rationale for implementation of competency-based learning in any form of management and leadership development programmes in South Africa. The fact that competency-based learning (CBL), also known as outcomes-based learning has been scrapped from the schooling system in South Africa is unfortunate as this method enhances critical thinking skills and practical problem-solving skills. This paper presents CBL as a model of meta-cognitive approach to learning that integrates both theory and practice into experiential learning through six dimensions, namely, active learning, constructive learning, cumulative learning, goal-oriented learning, learner-centred and curriculum design strategies. In the advent of the fast-paced global economy, managers and leaders need to seek those business schools that value real-time practical approach to curriculum for relevance and to maximize shareholder value through human resource development. This brief presentation ends by recommending an approach through CBL that fosters three critical pillars of leadership development, namely: intellectual, behavioural and emotional agenda.

scholarly journals Leadership Standpoints

2021 ◽  
Author(s):  
Don Waisanen
Keyword(s):  
New York ◽  
Leadership Development ◽  
Open Access ◽  
Nonprofit Sector ◽  
Theory And Practice ◽  
Three Dimensions ◽  
Next Generation ◽  
Informed Decisions ◽  
Leadership Framework ◽  
Community Trust

This project offers a new leadership framework for the next generation of nonprofit professionals. Based on five years of data collected from the New York Community Trust Leadership Fellowship - designed to address leadership development gaps in the nonprofit sector - it constructs three dimensions and eleven themes for the theory and practice of leadership standpoints. Leadership standpoints are a framework for practicing inclusion, building spaces for performance, and thinking and acting with range. Those using leadership standpoints continuously interact with diverse stakeholders, constantly verify others' views and interests, and remain keenly attentive to power distributions, material constraints, and hidden or unacknowledged voices that need surfaced, while expanding their personal and social outlooks to elevate performance and meet pressing demands best addressed through broadly informed decisions. This title is also available as Open Access on Cambridge Core.

scholarly journals "Coaching the Camp Coach: Leadership Development for Small Organizations" Resource Review

2009 ◽  
Vol 4 (3) ◽  
pp. 124-126
Author(s):  
Jason Hedrick ◽  
Greg Homan
Keyword(s):  
Leadership Development ◽  
Professional Growth ◽  
Theory And Practice ◽  
Summer Camps ◽  
Limited Resources ◽  
Cd Rom ◽  
Non Profit ◽  
Small Organizations ◽  
Self Evaluation ◽  
Coach Leadership

Coaching is an important component of successful professional growth for leaders within any organization. However, organizations with limited resources may have challenges providing such coaching opportunities. This can be especially true for small business, non profit organizations and summer camps. “Coaching the Camp Coach; Leadership Development for Small Organizations” by Shelton, M. (2003) provides a framework, both in theory and practice, for camp leaders to improve interpersonal and intrapersonal skills through self evaluation. Accompanying the book is a CD-ROM that has multiple worksheets to be used in conjunction with the text.

scholarly journals Exploring leadership in the context of dentistry in the UK

2016 ◽  
Vol 29 (2) ◽  
pp. 201-216 ◽  
Author(s):  
Stephen George Willcocks
Keyword(s):  
Leadership Development ◽  
Relevant Literature ◽  
Leadership Theory ◽  
Theory And Practice ◽  
Leadership Role ◽  
Limited Attention ◽  
Content Type ◽  
The Uk ◽  
Leadership Approaches ◽  
Recent Policy

Purpose The purpose of this paper is to explore selective leadership approaches in the context of dentistry in the UK. Design/methodology/approach This is a conceptual paper utilising published sources from relevant literature about leadership theory and practice and the policy background to dentistry in the UK. Findings This paper suggests that there is merit in identifying and applying an eclectic mix of leadership theory to the case of dentistry. It offers insight into individual aspects of the leadership role for dentists and applies this to the dental context. It also contrasts these individual approaches with shared leadership and suggests this may also be relevant to dentistry. It highlights the fact that leadership will be of growing concern for dentistry in the light of recent policy changes. Research limitations/implications This paper points out that there are developmental implications depending on the particular approach taken. It argues that leadership development will become increasingly important in dentistry in the UK. Originality/value This paper addresses a topic that has so far received limited attention in the literature.

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