Leadership Development Return on Investment: The Influence of Followership

<p>In this research paper the role of followers in a leader's development is explored. The research findings show that leadership development remains a “slippery” subject and in spite of all the commitment made by organisations to develop leadership, the return on this investment, as viewed by followers is poor. Even though followers are the indirect recipients of leadership development and without them the role of leader does not exist, they are largely excluded from the process. Leaders see the important contribution they could have if provided the opportunity. Moreover, the development of followership is not evident even though both followers and leaders alike see the critical role of followership in a leader's success. The focus of leadership and followership is dominated by the leader's views. While not researching sensemaking in depth, this research presents evidence that the sensemaking of followers is accurate, insightful and meaningful. The research begins to explore the reasons for the low return on leadership development and highlights harmful aspects that can arise where care is not taken to consider a leader's maturity and situational context. The research shows how organisations are not actively encouraging authenticity and inner development of followers. Where this occurs it is largely a passive process and takes place through mimicry. Given the imbalance of resource allocation to be almost totally to the benefit of leadership, authenticity awareness and development is seen to be reserved for those that desire the title of leader. Finally, the research suggests that implementing followership development in a similar way to that which occurs in leadership would be positive although limiting. The current commoditisation of leadership results from the way mainstream thinking considers the leader's role and encourages a relational and dualistic view between the leader and follower. This view does not align to the everyday experience of people who share conversation, who create meaning together and who together help construct the leader role.</p>

Leadership Development Return on Investment: The Influence of Followership

<p>In this research paper the role of followers in a leader's development is explored. The research findings show that leadership development remains a “slippery” subject and in spite of all the commitment made by organisations to develop leadership, the return on this investment, as viewed by followers is poor. Even though followers are the indirect recipients of leadership development and without them the role of leader does not exist, they are largely excluded from the process. Leaders see the important contribution they could have if provided the opportunity. Moreover, the development of followership is not evident even though both followers and leaders alike see the critical role of followership in a leader's success. The focus of leadership and followership is dominated by the leader's views. While not researching sensemaking in depth, this research presents evidence that the sensemaking of followers is accurate, insightful and meaningful. The research begins to explore the reasons for the low return on leadership development and highlights harmful aspects that can arise where care is not taken to consider a leader's maturity and situational context. The research shows how organisations are not actively encouraging authenticity and inner development of followers. Where this occurs it is largely a passive process and takes place through mimicry. Given the imbalance of resource allocation to be almost totally to the benefit of leadership, authenticity awareness and development is seen to be reserved for those that desire the title of leader. Finally, the research suggests that implementing followership development in a similar way to that which occurs in leadership would be positive although limiting. The current commoditisation of leadership results from the way mainstream thinking considers the leader's role and encourages a relational and dualistic view between the leader and follower. This view does not align to the everyday experience of people who share conversation, who create meaning together and who together help construct the leader role.</p>

To lead or to influence?

One skill set identified within the CanMEDS Framework (CanMEDS) as essential to training future physicians is the Leader role. Arguably however, the term Leader carries certain connotations that are inconsistent with the abilities outlined by CanMEDS as necessary for physicians. For example, the term Leader may connote hierarchical authority and formalized responsibilities, while de-emphasizing informal day-to-day influencing. This CanMEDS role was first labelled Manager, but was re-named Leader in 2015. Perhaps the focus of this CanMEDS role should be further refined by adopting a more representative term that reflects the concept of intentional influence. Through this lens, learners can discern significant opportunities to influence positively each of the clinical and non-clinical environments they encounter. We suggest that re-framing the Leader role as an Influencer role will be more comprehensive and inclusive of its full scope and potential. Accordingly, given the potential for broader applicability and resonance with learners, collaborators, and the populations we serve, consideration should be given to re-characterizing the CanMEDS role of Leader as that of Influencer.

Power and knowledge negotiations in a collectivity of practice: From peripheralization to epistemological suspicion

Knowledge co-creation at the boundaries of communities of practice (CoPs) can lead to heightened tensions and power struggles. This study examines how power struggles among CoPs can begin to structure knowledge creation processes. Drawing on a qualitative case study of a new medical research project, the study shows how power and knowledge negotiations became manifested through conflicting discursive positioning and coercive power affecting knowledge co-creation efforts. One CoP adopted an authoritative leader role, prioritized their own problem definition and knowledge creation process, and engaged in the peripheralization of other CoPs. The power and discursive moves prevented the development of shared problems and interconnected practices contributing to epistemological suspicion among the participating CoPs. The study offers new insights to research on power dynamics in situated learning and knowing by problematizing the relationship between localized practices and emerging interconnected practices, by shedding light on how discursive positioning and coercive power operate together, and by developing peripheralization and epistemological suspicion as potential explanations for how and why knowledge workers struggle to act on opportunities for knowledge co-creation.

Now You See Me, Now You Don’t: A Conceptual Model of the Antecedents and Consequences of Leader Impostorism

Impostorism, a phenomenon whereby a person perceives that the role they occupy is beyond their capabilities and puts them at risk of exposure as a “fake,” has attracted plentiful attention in the empirical literature and popular media. However, despite evidence that impostorism is frequently experienced by people in leadership positions, there has been little consideration of why this happens. In this theoretical article, we explain why formal leadership roles—roles that are characterized by elevated expectations, high visibility, and high levels of responsibility—are fertile ground for impostorism experiences. We also discuss how the associated self-conscious emotions of shame and fear, can increase leaders’ risk-aversion and enhance leader role performance, yet at the same time drive emotional exhaustion, and reduce their motivation to lead. This can ultimately inhibit leaders from seeking, claiming, and thriving in leadership roles. We offer individual-, dyadic-, and organization-level contextual characteristics that can either enhance or reduce this phenomenon. We also discuss how supportive organizations can mitigate leadership impostorism. Furthermore, we highlight how women and minority-status leaders may be more vulnerable to this experience and conclude by suggesting the practical implications of the leader impostorism phenomenon for individuals and organizations.

EVALUASI KUALITAS JASA SEKOLAH DASAR DENGAN MODEL SERVQUAL UNTUK MENANGANI PENURUNAN JUMLAH PESERTA DIDIK

This study aims to evaluate the service quality of Kanaan Christian Elementary School in Banjarmasin. Type of research is evaluative research with descriptive qualitative methods using SERVQUAL model which measures the gap between consumer perceptions and expectations based on dimensions of reliability, responsiveness, assurance, empathy, and tangibility. Data were collected by interview, also using a SERVQUAL and school’s input, process and output aspect questionnaire. The results showed that the perception of service from customers is quite good and able to meet the minimum expectations although it has not reached the desired expectations. The order of SERVQUAL's five dimensions from most satisfying to least satisfying is: tangibility, reliability, empathy, assurance, and responsiveness. It can be concluded that the dimension of responsiveness is in the most unsatisfactory position because currently the management of Kanaan Christian Elementary School in Banjarmasin seems like there is no one taking a leader role. Things that can be considered by Kanaan Christian Elementary School are to keep and prove the promise that has been delivered so that customers are not easily disappointed and also involve parents in a word of mouth marketing strategy due to the character of target customers are critical, like to gather and chat together. Keywords: educational service; school quality; SERVQUAL Abstrak: Penelitian ini bertujuan mengevaluasi kualitas jasa di SD Kristen Kanaan Banjarmasin. Jenis penelitian ini adalah penelitian evaluatif dengan metode kualitatif deskriptif menggunakan model SERVQUAL yang mengukur kesenjangan antara persepsi dan ekspektasi konsumen berdasarkan dimensi reliabilitas, daya tanggap, jaminan, empati, dan bukti fisik. Teknik pengumpulan data dengan wawancara, dibantu kuesioner berinstrumen SERVQUAL dan aspek input, proses dan output sekolah. Hasil menunjukkan bahwa persepsi layanan jasa dari pelanggan cukup baik dan cukup memenuhi harapan minimum walaupun belum mencapai harapan yang diinginkan. Urutan lima dimensi SERVQUAL dari yang paling memuaskan hingga yang paling tidak memuaskan adalah: bukti fisik, keandalan, empati, jaminan, dan daya tanggap. Disimpulkan dimensi daya tanggap berada di posisi paling tidak memuaskan adalah karena saat ini manajemen SD Kristen Kanaan Banjarmasin seolah seperti tidak ada yang mengambil peran pemimpin. Hal yang dapat menjadi pertimbangan SD Kristen Kanaan adalah agar dapat menjaga dan membuktikan janji yang telah disampaikan agar pelanggan tidak mudah kecewa dan dapat melibatkan orang tua murid dalam strategi pemasaran mulut ke mulut mengingat karakter target pelanggan yang kritis, suka berkumpul dan mengobrol. Kata kunci: jasa pendidikan; kualitas sekolah; SERVQUAL

Drivers or Drifters? The “Who” and “Why” of Leader Role Occupancy—A Mixed-Method Study

This study investigated the reasons that leaders have given for their leader role occupancy. By using a mixed-method approach and large leader data, we aimed to provide a more nuanced picture of how leader positions are occupied in real life. We examined how individual leadership motivation may associate with other reasons for leader role occupancy. In addition, we aimed to integrate the different reasons behind leader role occupancy into the framework of sustainable leader careers and its two indicators: leader’s health (occupational well-being) and performance (measured indirectly as followers’ occupational well-being). The survey data consisted of 1,031 leaders from various sectors of working life. Qualitative analysis revealed that leaders mention various factors behind their leader role occupancy, resulting 26 themes. After inductive investigation of the data, theory-driven analysis focused on the sustainable career components (person, context, time) and agency vs. non-agency. Qualitative data was quantitized based on the theory-driven categories for statistical analysis. Based on the these analysis, we found out that only Affective-Identity MTL predicted all of the studied reasons behind leader role occupancy, whereas the other motivation types (Non-calculative MTL and Social-Normative MTL) did not. All of the reasons for leader role occupancy except non-agentic ones were related to both leaders’ own and their followers’ occupational well-being. Leaders with more person-related and agentic reasons for leader role occupancy experienced better occupational well-being. Person- and context-related and agentic reasons behind leader role occupancy associated also with followers’ occupational well-being, but the associations differed from those of leaders’ well-being: person-related and agentic reasons associated with followers’ exhaustion, but this association was not found among leaders. Our study provided important information for practitioners in the field of human resources and development, as it has shown that if the reasons for leader role occupancy mainly reflect circumstances or other non-person-related reasons, the experienced occupational well-being and person-career fit may remain weak. It is necessary to try to support the leadership motivation for those leaders, or to shape the job description in such a way that it can also offer the experiences of meaningfulness from aspects other than self-realization through a managerial role.