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Journal articles on the topic 'Approach to leadership'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 February 2022

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1

Paulienė, Rasa. "The Complexity Approach New Leadership Phenomenon." International Journal of Advances in Management and Economics 01, no. 04 (July 2, 2012): 48–59. http://dx.doi.org/10.31270/ijame/01/04/2012/08.

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Sahertian, Dr Pieter. "Local Wisdom and Excellent Leadership: A Phenomenological Approach." Journal of Advanced Research in Dynamical and Control Systems 12, no. 01-Special Issue (February 13, 2020): 869–75. http://dx.doi.org/10.5373/jardcs/v12sp1/20201139.

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3

Rost, Joseph, and Anthony Smith. "Leadership: A postindustrial approach." European Management Journal 10, no. 2 (June 1992): 193–201. http://dx.doi.org/10.1016/0263-2373(92)90069-g.

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4

Galli, Brian J. "A Shared Leadership Approach to Transformational Leadership Theory." International Journal of Strategic Decision Sciences 7, no. 3 (July 2016): 1–37. http://dx.doi.org/10.4018/ijsds.2016070101.

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The main objective of this paper is to identify the research philosophy as well as research methodologies that are most appropriate for the research fields identified above; this paper will highlight the research methodologies that are most applicable to this research effort by reviewing the research methodologies utilized in research performed by other researchers, in similar fields of research to those identified above. This paper acts as a guide in order to outline the research philosophies, research canons, ethical considerations, research methodologies/designs, data collection and analysis methods, sample size requirements, and “what to measure” requirements. Based on the decision to utilize the quantitative research philosophy, the paper discusses other significant research topics in terms of the quantitative research philosophy. The topics will be discussed from the quantitative perspective in order to provide the reader with the full understanding of how the quantitative research philosophy needs to be accounted for in every aspect of the research design/approach. Finally, the paper discusses a general summary of the various section of the paper and the final section also details the future intentions and responsibilities of the researcher.

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Ngambi, Hellicy. "RARE leadership: An alternative leadership approach for Africa." International Journal of African Renaissance Studies - Multi-, Inter- and Transdisciplinarity 6, no. 1 (June 2011): 6–23. http://dx.doi.org/10.1080/18186874.2011.592387.

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Rodriguez, Richard A., Mark T. Green, Yu Sun, and Barbara Baggerly-Hinojosa. "Authentic Leadership and Transformational Leadership: An Incremental Approach." Journal of Leadership Studies 11, no. 1 (July 2017): 20–35. http://dx.doi.org/10.1002/jls.21501.

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7

Qureshi, Muhammad Azeem. "Servant Leadership: A Taxonomic Approach towards Systematic Literature Review." IBT Journal of Business Studies 15, no. 1 (2019): 2019–230. http://dx.doi.org/10.46745/ilma.jbs.2019.15.01.18.

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Connection between inferior leadership and massive business meltdown and inadequacy of seasoned leadership models create an urge to seek leadership equipped with ethical behavior, concern for subordinates, all the stakeholders and the society as a whole. This literature survey examines existing literature addressing servant leadership theory. Servant leadership theory has not yet been legitimized as a mainstream leadership theory therefore, it is worthy to examine its antecedents, outcomes and different mediating and moderating mechanisms to have in-depth knowledge of servant leadership concept and to understand how it differs from other mainstream leadership theories. This study analyzed the literature using descriptive approach as proposed by Turnnidge & Côté (2016). The study has been carried out in three phases. First phase is concerned with screening of abstracts and citations related to variable of interests, in second phase, peer discussion was made to retain valuable literature and exclusion of literature which does not fall in set criterion. In the third phase, full text of articles and relevant literature were reviewed which were potentially related to and are of interest. It was found that servant leadership is a different concept which is more comprehensive and predicts more positive outcomes than its predecessor leadership models. Systematic literature review provided detailed insight with respect to servant leadership theory and its outcomes which led to the development of taxonomy which was further used to develop integrated model of causal fl ow through mediating and moderating mechanisms; and then was further refined to identify servant leadership interaction with different organization and behavioral variables. Findings of this research suggest possible impact of servant leadership in power distant culture which is inconsistent in contemporary research and needs to be investigated for validation of servant leadership’s concept in Third World countries.

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Ziemiański, Paweł. "Versatile Leadership Model as Flexibility Based Approach to Leadership." Kwartalnik Ekonomistów i Menedżerów 47, no. 1 (March 15, 2018): 13–24. http://dx.doi.org/10.5604/01.3001.0012.1427.

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In the time of very dynamic development and rapidly changing conditions that need to be faced by contemporary organizations and employees, flexibility is becoming a key characteristic. Several theoretical approaches to effective leadership emphasize the importance of leader’s broad repertoire of possible behaviors combined with the ability to utilize them adequately in diverse situations. The goal of this article is to conduct an analysis of one of such approaches, namely the versatile leadership model. The author of the article made an attempt to situate this model among other theoretical approaches which stress the importance of leader’s flexibility. Additionally a possible contribution of the versatile leadership model assumptions to advancement of understanding of leader’s effectiveness is scrutinized. The article concludes with highlighting possible avenues for further research with the use of the described model.

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9

Schieffer, Alexander. "Co-creative Leadership: An Integrated Approach towards Transformational Leadership." Transition Studies Review 13, no. 3 (October 2006): 607–23. http://dx.doi.org/10.1007/s11300-006-0129-5.

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10

Lee, Keun Jung, Alma Alpeissova, and Ayaulym Akisheva. "BUSINESS LEADERSHIP EFFECTIVENESS: KAZAKHSTAN APPROACH." Archives of Business Research 7, no. 10 (October 12, 2019): 1–12. http://dx.doi.org/10.14738/abr.710.7171.

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This is interest in the research of the leadership in business sector in Kazakhstan and in the responder’s attitude and preferences as to the leadership styles business executives employ, taking into consideration the developing stage of business activities in Kazakhstan. This study focus on the analysis of the leadership styles with employee performance and the survey research method was used. The questions were arranged according to six point Likert scale. Kazakhstan employees prefer such leadership styles as transformational, father, democratic, transactional and in some cases authoritative leadership styles. Kazakhstani employees prefer to be heard and supported, prefer to be a part of the organizational endeavors, contribute and add value to organizational development. Furthermore, as the study shows, Kazakhstani employees reject the coercive leadership style. They do not want to be a part of an organization, where force and ignorance of people’s values are considered to be as a normal attitudes. Nowadays within the development processes in Kazakhstan, leadership has big influence on organizational performance and company’s effectiveness.

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Raelin, Joseph A., Stephen Kempster, Howard Youngs, Brigid Carroll, and Brad Jackson. "Practicing leadership-as-practice in content and manner." Leadership 14, no. 3 (February 1, 2018): 371–83. http://dx.doi.org/10.1177/1742715017752422.

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A collective and collaborative response to an article appearing in Leadership’s “Leading Questions” department is prepared by a team subscribing to the leadership-as-practice approach. The focus is to represent the manner in which leadership-as-practice operates as a leadership theory and in its communal practice orientation. Among the themes addressed are leadership-as-practice’s theory development, its contribution in comparison to critical leadership theory, its approach to power, and its practicality. Emerging issues in leadership-as-practice theory and application are also reviewed.

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12

Sarfraz, Haniya. "Differentiated time management skills between leadership styles: simplified with a cross-cultural approach." Development and Learning in Organizations: An International Journal 31, no. 6 (November 6, 2017): 14–18. http://dx.doi.org/10.1108/dlo-02-2017-0009.

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Purpose A common conception is that transformational, transactional, and other types of leaders implement similar time management skills; however, this paper aims to state that this is not true to a very large extent. Design/methodology/approach The characteristics of transactional, transformational, and other leadership styles are defined, while the popular and latest time management principles are incorporated with this description. There are eight time management categories, and this paper connects the respective categories to nine leadership styles based on each style’s nature. Cross-cultural leadership’s approach to time management is used to highlight and provide simplification for this process. Together, this showcases the importance and need to further investigate the relationship between leadership style, time management, and time conception. Findings This time management differentiation between transformational, transactional, and other leaders needs to be acknowledged, as this will deliver insight about how leaders can advance their leadership style. This differentiation brings greater understanding of the link between leadership and time management thus giving leaders deeper awareness on how they form their groundbreaking strategies and, with the cross-cultural leadership’s time management approach, mold their personal traits and experiences in coordination with this link. Originality/value This review states and highlights the difference in time management skills between nine leadership styles. The cross-cultural leadership approach helps identify three time and behavioral conceptions and the countries to which these conceptions are prominent in. The time conceptions assist leaders in understanding why they portray certain time management behaviors based on their cultural background, thus providing simplification in applying the time management skills for their leadership style.

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13

Güth, Werner, Wieland Müller, and Yossi Spiegel. "Noisy leadership: An experimental approach." Games and Economic Behavior 57, no. 1 (October 2006): 37–62. http://dx.doi.org/10.1016/j.geb.2006.05.004.

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14

Lazear, Edward P. "Leadership: A personnel economics approach." Labour Economics 19, no. 1 (January 2012): 92–101. http://dx.doi.org/10.1016/j.labeco.2011.08.005.

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15

Hill, Shane. "Police administration: a leadership approach." Police Practice and Research 13, no. 3 (June 2012): 294–96. http://dx.doi.org/10.1080/15614263.2012.654936.

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16

Sharma, Lal Narain. "Leadership Analysis: Psycho-Political Approach." Indian Journal of Public Administration 46, no. 1 (January 2000): 20–37. http://dx.doi.org/10.1177/0019556120000103.

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17

Tubbs, Stewart L. "Team Leadership: A Systems Approach." Journal of Leadership Studies 1, no. 2 (March 1994): 27–45. http://dx.doi.org/10.1177/107179199400100204.

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18

Distefano, Susan M., and Dana Nicholson Bledsoe. "A balanced approach to leadership." Nurse Leader 1, no. 5 (September 2003): 32–35. http://dx.doi.org/10.1067/s1541-4612(03)00113-7.

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19

Rogus, Joseph F. "Instructional Leadership: an Informal Approach." NASSP Bulletin 72, no. 510 (October 1988): 17–22. http://dx.doi.org/10.1177/019263658807251003.

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20

Carroll, Constance M., and Martha Gandert Romero. "Leadership Development: A Collaborative Approach." New Directions for Community Colleges 2003, no. 123 (2003): 83–91. http://dx.doi.org/10.1002/cc.124.

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21

Trachtenberg, Stephen J. "The apprenticeship approach to leadership." New Directions for Higher Education 1988, no. 61 (1988): 37–41. http://dx.doi.org/10.1002/he.36919886109.

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22

Adams, Dolly L. "Personality Type and Leadership Approach." Journal of Leadership Education 8, no. 2 (September 1, 2009): 111–34. http://dx.doi.org/10.12806/v8/i2/rf1.

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23

Levine, Sol. "AN APPROACH TO CONSTRUCTIVE LEADERSHIP." Journal of Social Issues 5, no. 1 (April 14, 2010): 46–53. http://dx.doi.org/10.1111/j.1540-4560.1949.tb02107.x.

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24

Lloyd, Bruce. "A new approach to leadership." Leadership & Organization Development Journal 17, no. 7 (December 1996): 29–32. http://dx.doi.org/10.1108/01437739610148358.

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25

Leonard, H. Skipton. "A teachable approach to leadership." Consulting Psychology Journal: Practice and Research 69, no. 4 (December 2017): 243–66. http://dx.doi.org/10.1037/cpb0000096.

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26

Walji, Nazir. "Leadership: an action research approach." AI & SOCIETY 23, no. 1 (October 16, 2007): 69–84. http://dx.doi.org/10.1007/s00146-007-0162-x.

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27

Lovegrove, Ian. "Leadership development: a complexity approach." Action Learning: Research and Practice 18, no. 1 (January 2, 2021): 84–88. http://dx.doi.org/10.1080/14767333.2021.1869203.

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Mihaela, Herciu. "A synergistic approach of cross-cultural management and leadership style." JOURNAL OF INTERNATIONAL STUDIES 7, no. 2 (September 20, 2014): 106–15. http://dx.doi.org/10.14254/2071-8330.2014/7-2/9.

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29

Griffith, Jennifer A., John Edward Baur, and Michael R. Buckley. "Insourced Leadership: Applying the Real Options Approach to Leadership Development." Academy of Management Proceedings 2016, no. 1 (January 2016): 10478. http://dx.doi.org/10.5465/ambpp.2016.10478abstract.

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30

Price, Terry L. "A “critical leadership ethics” approach to the Ethical Leadership construct." Leadership 14, no. 6 (June 7, 2017): 687–706. http://dx.doi.org/10.1177/1742715017710646.

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This paper uses moral philosophy to critique leadership theory and the phenomenon of leadership itself. It is an example of what I call “critical leadership ethics,” which engages the existing literature to locate, catalog, and—ultimately—respond to the primary ethical problems of this applied context. I illustrate the approach by analyzing the Ethical Leadership construct. One positive aspect of this construct is that it helps us identify the ethically troubling features of leadership. But the main objective of the paper is ultimately a negative one. My primary thesis is that the Ethical Leadership construct fails to capture the true depth of the critique of leadership. In the final section of the paper, I draw on particular moral theories to develop the beginnings of a response to these problems. I also suggest how critical leadership ethics might move forward as a research agenda.

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31

Duthely, Lunthita M. "Individual Flourishing and Spiritual Leadership: An Approach to Ethical Leadership." Journal of Leadership Studies 11, no. 2 (October 2017): 66–68. http://dx.doi.org/10.1002/jls.21530.

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32

Hai, Thanh Nguyen, and Quang Nguyen Van. "Servant Leadership Styles: A Theoretical Approach." Emerging Science Journal 5, no. 2 (April 1, 2021): 245–56. http://dx.doi.org/10.28991/esj-2021-01273.

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The main objective of the article is to examine the leadership style through a number of analyses, evaluations and researches from available sources, in order to discover suggested facts related to leadership activities through the prisms of servant leadership theory. So far, many leadership theories have been developed, proposing different leadership styles. One of the most discussed leadership styles is the servant leadership, which implies that a person must be human first, leader second. Every leader must whole heartedly serves an organization to which he/she belongs. This is both an honor and a great responsibility for the leader. The main methods used in the article are analysis, synthesis, evaluation based on literature review. The article aims to point out the outstanding strengths of the servant leadership style that a leader needs. The article focuses on specifying the strengths in servant leadership that leaders need in the current context of ever changing world, and hence, proposes guidelines for leaders to learn and practice so that they can better serve their public organizations. Doi: 10.28991/esj-2021-01273 Full Text: PDF

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Male, Trevor, and Ioanna Palaiologou. "Learning-centred leadership or pedagogical leadership? An alternative approach to leadership in education contexts." International Journal of Leadership in Education 15, no. 1 (January 2012): 107–18. http://dx.doi.org/10.1080/13603124.2011.617839.

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McCauley, Kelly Davis, Emily Hammer, and Amanda S. Hinojosa. "An Andragogical Approach to Teaching Leadership." Management Teaching Review 2, no. 4 (October 27, 2017): 312–24. http://dx.doi.org/10.1177/2379298117736885.

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Students in today’s college classroom are diverse in age and work, leadership, and life experiences; hence, students transitioning into adulthood may understand and relate core leadership knowledge to their own experiences differently than mature adults. As such, we call upon andragogy, a theory of adult learning, to inform our approach to teaching leadership. We employ andragogy and its six assumptions (the learners’ self-concept, the role of experience, readiness to learn, orientation to learning, motivation, and the need to know) as a guiding framework for the selection and development of leadership instructional tools, thus creating an individualized learning experience for emerging and full-fledged adults that bridges the leadership theory and practice gap. We offer examples of leadership instructional tools that align with andragogical assumptions and provide suggestions for scaling these assignments and activities to address students’ learning needs at different stages of adulthood.

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35

Volckmann, Russ. "Assessing executive leadership: an integral approach." Journal of Organizational Change Management 18, no. 3 (June 2005): 289–302. http://dx.doi.org/10.1108/09534810510599434.

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Nicholls, J. R. "A New Approach to Situational Leadership." Leadership & Organization Development Journal 6, no. 4 (April 1985): 2–7. http://dx.doi.org/10.1108/eb053578.

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Barge, J. Kevin, and Gail T. Fairhurst. "Living Leadership: A Systemic Constructionist Approach." Leadership 4, no. 3 (August 2008): 227–51. http://dx.doi.org/10.1177/1742715008092360.

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Shaked, Haim. "A paradoxical approach to instructional leadership." International Journal of Educational Management 34, no. 10 (July 18, 2020): 1637–46. http://dx.doi.org/10.1108/ijem-04-2020-0181.

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PurposePerceptual inhibitors to instructional leadership are based on disagreements with the premises of instructional leadership. This study explored how the paradoxical approach, which advocates “both/and” approach to conflicting demands, may moderate the influence of the perceptual inhibitors of instructional leadership.Design/methodology/approachThe current study is qualitative in nature. Study participants were 30 Israeli school principals, representing the larger body of Israeli principals in terms of sex, age, years of experience, education and school level. Data were collected through semi-structured interviews. Data analysis included a two-step theory-driven coding process.FindingsThis study found that the paradoxical approach allowed school principals to hold conflicting perspectives on instructional leadership simultaneously. Thus, it has reduced the effect of the perceptual inhibitors of instructional leadership, as it permitted principals to delay the decision between the expectation to fulfill the role of instructional leader and their disagreements with it.Originality/valueDespite prolonged pressures, school principals demonstrate limited involvement in instructional leadership, in part because of perceptual inhibitors. The findings of this study can be used in dealing with these inhibitors.

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39

Gunter, Helen. "A sociological approach to educational leadership." British Journal of Sociology of Education 31, no. 4 (July 2010): 519–27. http://dx.doi.org/10.1080/01425692.2010.484927.

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40

Nobbe, June, and Krista M. Soria. "Leadership Assessment from an Institutional Approach." New Directions for Student Leadership 2016, no. 151 (August 9, 2016): 93–105. http://dx.doi.org/10.1002/yd.20203.

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41

Ibrahim, Rania, and Akila Sarirete. "Constructivist Approach applied to Leadership Learning." International Journal of Knowledge Society Research 4, no. 4 (October 2013): 27–35. http://dx.doi.org/10.4018/ijksr.2013100104.

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This paper introduces student-initiated projects outside the classroom as an effective method for developing intended learning outcomes (ILOs) based on Effat university graduate characteristics and national accreditation standard for learning and teaching. The characteristics of the university graduate are based on the IQRA values (core values that stand for: adopting research for life, social values, responsible and creative leadership, and effective communication). Furthermore, the academic programs ILOs are designed according to National Qualification Framework (NQF) of the National Commission of Academic Assessment and Accreditation (NCAAA). Effat Ambassadors Program (EAP) is a co-extra-curricular program with ILOs that focus on developing Effat student as ambassadors of IQRA values. ILOs related to social and educational values and responsible leadership are the most difficult to achieve and assess; therefore a construtivist approach towards leadership learning is described as “Life Immersion Learning Learning Model” (LIM). This paper demonstrates LIM by focusing on one of the EAP projects initated by the Student Government, which was to launch a TEDx EffatU chapter for Effat University in Saudi Arabia. This project, as a real life project, was found to yield excellent results in terms of meeting characteristics of Effat graduate, especially for social & educational values and responsible leadership. Another result is the optimum student and teacher satisfaction and involvement.

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42

Borgese, Anthony, Jonathan Deutsch, and Christoph Winkler. "A Multifaceted Approach to Leadership Education." Journal of Leadership Education 3, no. 3 (December 1, 2004): 38–43. http://dx.doi.org/10.12806/v3/i3/ab1.

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43

Skelton-Green, Judith, Beverley Simpson, and Julia Scott. "An Integrated Approach to Change Leadership." Nursing Leadership 20, no. 3 (September 14, 2007): 0. http://dx.doi.org/10.12927/cjnl.2007.19277.

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44

Sypher, Beverly Davenport. "A Message-Centered Approach to Leadership." Annals of the International Communication Association 14, no. 1 (January 1991): 547–59. http://dx.doi.org/10.1080/23808985.1991.11678807.

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45

Allen, Richard, and Bruce Nixon. "Developing a New Approach To Leadership." Management Education and Development 19, no. 3 (October 1988): 174–86. http://dx.doi.org/10.1177/135050768801900303.

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46

Allen, William. "Leadership Theory: A Different Conceptual Approach." Journal of Leadership Education 17, no. 2 (April 2018): 149–61. http://dx.doi.org/10.12806/v17/i2/t1.

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47

Schack, Gina D. "An Activities Approach to Leadership Training." Gifted Child Today Magazine 11, no. 6 (November 1988): 20–22. http://dx.doi.org/10.1177/107621758801100607.

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48

McDermott, Rose, Anthony C. Lopez, and Peter K. Hatemi. "An Evolutionary Approach to Political Leadership." Security Studies 25, no. 4 (September 21, 2016): 677–98. http://dx.doi.org/10.1080/09636412.2016.1220204.

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Sherman, Rose O. "Using a Trauma-Informed Leadership Approach." Nurse Leader 19, no. 4 (August 2021): 321–22. http://dx.doi.org/10.1016/j.mnl.2021.05.001.

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Tippeconnic, John. "Identity-based and Reputational Leadership: An American Indian Approach to Leadership." Journal of Research on Leadership Education 1, no. 1 (April 2006): 1–3. http://dx.doi.org/10.1177/194277510600100115.

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