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Eva, Nathan, and Sen Sendjaya. "Creating future leaders: an examination of youth leadership development in Australia." Education + Training 55, no. 6 (2013): 584–98. http://dx.doi.org/10.1108/et-08-2012-0082.
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Ali, Anees Janee, Shabana Gul Sarang, Ali Sarvghadi, Jamshed Khalid, and Brandon May. "AFLES’s Inspirations and Its ASEAN Youth Community Development (ASEAN Future Leaders Summit)." ICCD 1, no. 1 (2018): 362–69. http://dx.doi.org/10.33068/iccd.vol1.iss1.54.
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This article is discussing about experiences of conducting AFLES (ASEAN Future Leaders Summit), which started in 2013 with the collaboration between Universiti Sains Malaysia (USM) and Prince of Songkla University, Thailand (PSU). AFLES is an action-packed summit meant for ASEAN youth with exciting forums, discussions, lectures, team-work, outdoor activities, community work, services, sight-seeing and cultural events. With the main objectives of developing ASEAN youth community in terms of their leadership skills and to serve as a platform for ASEAN youth to get together and connected to each other, AFLES for the last sixth term (2013-2018), has evolved to be a looking after summit to participate by ASEAN university student leaders. Over the years AFLES has developed and progressed with a few more collaborators, namely AKEPT (Malaysia Higher Education Leadership Academy), UiTM (Universiti Teknologi MARA), UUM (Universiti Utara Malaysia) and UKM (Universiti Kebangsaan Malaysia). Community development, ASEAN unity and harmonization, and Internationalization of Higher Education Institutions in ASEAN are discussed regarding to the sustainability of AFLES in conducting an international program for youth across ASEAN region.
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Tarigan, Nuah Perdamenta. "Effective Nation Characters Leaders in Connection with Inclusive Design for Preparing The Visionary and Effective of Youth Leaders for Urban Society." Humaniora 5, no. 2 (2014): 940. http://dx.doi.org/10.21512/humaniora.v5i2.3194.
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While we are looking for a leadership in Jakarta Municipal City from time to time, it is already worsening and not look good for many people, the author is very keen to conduct a research, starting from 2012 up to 2013. There are many degradation already appear in Jakarta in these years, especially for the disappearance of humility, urban genuine life vanish and social alienation, more specific for Jakarta Youth People who will be receiving the next turn of leadership position for Indonesia development and city of Jakarta and its surrounding areas. Before this is too late, the author make a small steps for the development and to transform this situation with the approach of Emphatic Leadership and Management related to CRPD (Convention on The Rights for People with Disability) to enrich and develop the existence of the Youth and the future generation of Indonesia. The approach of this research based on various literatures and journals which are relevant to Community Development, Leadership, Social Entrepreneurship and Management with the depth approach with.
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Басов, Oleg Basov, Крюкова, Nataliya Krukova, Малярова, and Natalya Malyarova. "Methodological bases of development young leaders: competence approach." Clusters. Research and Development 2, no. 3 (2016): 19–26. http://dx.doi.org/10.12737/24247.
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The authors analyze the methodological bases of identification and development of leadership
 competencies youths. The article draws our attention on the tools and methodology of competencies assessment, as
 well as on the development of future leaders. Article presents practical aspects of competence approach to
 student’s leadership development.
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Makokoro, Patrick. "What does Africa’s young leadership mean for the continent’s early childhood development future? And what stands in its way?" Global Studies of Childhood 10, no. 2 (2019): 195–201. http://dx.doi.org/10.1177/2043610619857218.
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Africa’s emerging leadership is made up of young people who have energy, passion, and vision for the continent. Harnessed well, this passion and energy will ensure African countries will be able to benefit from an array of human capital that can take the early childhood development agenda on the continent forward. But many challenges stand in the way of the emerging young leadership – and it is essential that we give our children and youth the tools to overcome them. Early Childhood Development is a pillar and tool that can assist young leaders to pick up their role in the development of their nations and continent. Early investments in young children through early childhood development programmes that support a strong start and foundation have been proven to be cost-effective. As the continent boasts of a young population, how prepared are the youth to lead in early childhood development in the future that lies ahead? It is essential that young people be a central and active pillar in the continents development agenda and participate in early childhood development. For the transformation and development process of the continent to forge ahead, leadership capacity promotion in early childhood development must be a priority to help create a secure, prosperous, and peaceful continent. The author highlights some capacity promotion initiatives that he has participated in and the role they have played in building leadership capacity in early childhood development.
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Martin, Katlyn. "Summer Camp Youth Leadership Development: An Investigation of Adolescents’ Perceptions of Best Practices." Journal of Youth Development 13, no. 1-2 (2018): 161–82. http://dx.doi.org/10.5195/jyd.2018.536.
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This qualitative study explored adolescent participants’ perceptions of the Leaders-in-Training (LIT) program at Waycross Camp, a residential summer camp. The main data set was collected through interviews with former LIT program participants. A constant comparison data analysis of LIT program feedback revealed four emergent themes: (a) bridging the gap, (b) giving permission to be human, (c) rolling up your sleeves, and (d) serving the greater good. Each theme yielded an outcome, including (a) community, (b) openness, (c) empowerment, and (d) character, respectively. Concepts depicted in relevant literature were synthesized with these four themes and outcomes, yielding (a) social relationships; (b) identity and self-image; (c) agency and engagement; and (d) spirituality, ethicality, and morality, respectively. Together, these themes, outcomes, and concepts were integrated to produce a camp-based model of youth leadership development that reflected participant feedback on the LIT program’s best practices. Implications for future practice are discussed.
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Quinn, Ronald W. "Sport as a Tool for Social Change within Undeserved Communities: A Description of the First Urban Soccer Collaborative National Youth Leadership Institute." Journal of Coaching Education 4, no. 2 (2011): 99. http://dx.doi.org/10.1123/jce.4.2.99.
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This presentation will describe through lecture and video the first Urban Soccer Collaborative National Youth Leadership Institute, a weeklong residence program held at Xavier University to assist future leaders within underserved communities. This program could serve as a model for teaching sport leadership and service to children between the ages of 14-18. The weeklong program consisted of a youth soccer coaching education certification course, goal-setting sessions, personal and career development workshops, service through soccer training, and a cultural experience via a field trip to the Freedom Center on the Underground Railroad. Upon completion of the program the students made a commitment to design and implement a service-learning project within their undeserved community within the calendar year. An update of their service projects will also be presented.
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Sathithada, Kittiya, and Poschanan Niramitchainont. "Scenarios of a Sustainable E-leadership for Thai Higher Educational Institution Leaders in 2027." Discourse and Communication for Sustainable Education 10, no. 1 (2019): 81–90. http://dx.doi.org/10.2478/dcse-2019-0007.
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Abstract E-leadership has not been thoroughly explored, especially in Thai higher educational institutions. This study was conducted in a scenario planning workshop with 20 participants who were administrators, lecturers, staff members, and stakeholders of both Thai public and private higher educational institutions. The aim of this research was to develop the scenarios for Thai higher educational institution leaders to use E-leadership in 2027. The three scenarios for educational leaders to use E-leadership were developed for future Thai higher educational institutions and were e-leaders and international collaborations; e-leaders, innovation and sustainable environment; and e-leaders and the current situation. The scenarios were developed using STEEP analysis. The social aspect includes the phenomenon of youth called “digital natives”, increased individual learning and society of learning, generation gap, well-educated employees, and an aging society. The technological aspect is acclimatizing to the need of users, advancing technology and innovation, technology being everywhere, and competition within technology development. The economic aspect considers increase in oil prices, investment in university, increasing numbers of cross-institutions, and rapid economic growth in ASEAN. The environmental aspect considers global warming, climate change, and redesigns learning space. Lastly, the political aspect considers government policies in education and improved environmental governance. It does not only benefit higher education, but also schools or any organization that could apply this sustainable education research to develop human resources for the future.
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Petrucka, Pammla M., Deanna Bickford, Sandra Bassendowski, et al. "Positive Leadership, Legacy, Lifestyles, Attitudes, and Activities for Aboriginal Youth: A Wise Practices Approach for Positive Aboriginal Youth Futures." International Journal of Indigenous Health 11, no. 1 (2016): 177. http://dx.doi.org/10.18357/ijih111201616017.
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<p>Adolescence is a dynamic and complex period in any society, but within the Aboriginal population this time is one of significant social pressures, critical decisions, and struggles to emerge healthy. The Positive Leadership, Legacy, Lifestyles, Attitudes, and Activities for Aboriginal Youth (PL<sup>3</sup>A<sup>3</sup>Y) project created youth and Elder teams to explore cultural practices that may inform the youth’s paths to living well. Using a community-based participatory research approach, Elder–youth dyads developed and delivered five modules to 78 students at a local elementary school in response to the research question: What are the critical components of a “Living Well” healing initiative for Aboriginal youth? Through a 4-step process that included engagement, module creation, co-delivery, and knowledge sharing, the project’s community-based research team innovatively and using culturally appropriate approaches brought forward critical topics of Leaders and Leadership, Legacy, Lifestyles, Attitudes, and Activities. Not only did the Elder–youth dyads develop a series of highly relevant, creative, useful products that were shared extensively with youth in the community, but the experience became a culturally appropriate leadership development opportunity for the youth researchers. The involvement of Elder–youth teams was a strength in linking past to present and in jointly envisioning a positive, healthier future for Aboriginal youth. With youth as co-researchers, the Elders as partners were highly effective in the development and delivery of culturally relevant teachings and knowledge that strengthened youth’s ability to achieve holistic personal and community wellness.<strong></strong></p>
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Vlasova, Victoria Vladimirovna. "KOMI OLD BELIEVER’S COMMUNITIES AT THE TURN OF THE XXth - XXIst CENTURIES: TRANSFORMATION OF RELIGIOUS INSTITUTIONS." Yearbook of Finno-Ugric Studies 13, no. 4 (2019): 688–96. http://dx.doi.org/10.35634/2224-9443-2019-13-4-688-696.
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The history of the spread of Old Belief among Finno-Ugric peoples, its role in the formation of local ethno-confessional groups had drew attention of researchers for several decades. Special attention is paid to studying of the mechanisms of self-preservation of Old Believer’s communities, in particular such institutions as the Old Believer community and religious leadership ( nastavnichestvo ). The Old Belief, which became widespread among the Komi-Zyryans at the end of the XVIIIth century, significantly influenced their culture and way of life. By the end of the XIX century three ethno-confessional groups of Komi Old Believers were formed: Udora, Upper Vychegda and Upper Pechora. Socio-political and economic transformations of the Soviet period had a strong influence on their development. The purpose of the article is to present and analyze the changes that occurred in the late 1990s - early 2000s with the most important institutions of the Old Belief: the religious community and religious leadership. The study is based on field materials collected during ethnographic expeditions in 1999-2014. The collected materials allow us to talk about significant changes in the socio-religious life of the Komi-Zyryan’s Old-Believer communities. The author shows several variants of changes of studied religious institutions: their preservation (with a simplification of the structure); disappearance; gradual secularization (blurring of intra- and inter-confessional borders). The main problems of all Komi Old-Believer communities of this period are: small numbers, predominance of older women and the absence of youth. The author demonstrates the role of Old-Believers leaders in determining of the religious communities future fate.
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Portnyagina, Elena V., Larisa Yu Khamnueva, Andrey V. Shcherbatykh, Tamara Is Shalina, and Vladislava A. Portnyagina. "Experience in implementing pedagogical technologies for smoking prevention among youth." Perspectives of Science and Education 48, no. 6 (2020): 154–66. http://dx.doi.org/10.32744/pse.2020.6.12.
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Introduction. The development and implementation of pedagogical technologies aimed at preventing socially negative phenomena (smoking, alcohol abuse, drug addiction) in higher education institutions is one of the key tasks of educational work. This is particularly important for medical higher education institutions as it allows future doctors to master the competences that form both the readiness for educational activity intended to eliminate risk factors of socially negative phenomena (SNP) and to promote commitment to a healthy lifestyle in the population, which also facilitates professional and personal self-development of the students. Materials and methods. To study the frequency and causes of tobacco smoking and to reveal the effectiveness of the smoking prevention program implemented by the members of the center of voluntary activity “Tvoy Viybor” (Russian for “Your choice”), a research was performed in Irkutsk State Medical University (ISMU). In the ascertaining stage of the research, an initial anonymous survey among 200 students was conducted in 2015. In the formative stage of the research, targeted work on the prevention of SNP was carried out among students by the members of the volunteer center. The control stage of the survey was conducted in 2017 with 492 students of ISMU. Results. The center of voluntary activity "Tvoy Viybor», which was organized in ISMU, solves the stated tasks using the opportunities of the medical university by attracting active successful students. The public work of activists based on the "equal-to-peer" principle as well as organization of various social events including psychological trainings, seminars with application of methods of problem education and illustrative-explanatory training, quests and quizzes about SNP prevention, allowed to reduce the number of smoking students in the university and form a negative attitude to other SNP among youth. Thus, in 2015, 63% of students indicated themselves as smokers, while two years later according to the repeat survey, this proportion reduced significantly to 12% among students, who were actively involved into the preventive work. More than 94% of students quit smoking in the presence of children, family members and patients. A lower number of smokers in public places was pointed out in ISMU. Conclusions. Therefore, a community of youth leaders and successful representatives of their generation dedicated to the healthy life style was formed in Irkutsk State Medical University with the support of the Ministry of Youth Policy and the Centre of Drug Prevention of Irkutsk Region. The implementation of modern pedagogical technologies and active involvement of volunteers into the preventive work allow to successfully form health saving competencies of students. The activity of the voluntary center “Your choice” facilitates the development of communication skills and leadership qualities among medical students and enables future doctors, based on the acquired experience and knowledge, to become leaders and form a negative attitude among youth towards SNP and to attract new volunteers.
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Savchenko-Shlapak, Yuliia, Regina Savchenko, and Pan Qianyi. "Vocal ensemble: organization and functioning in the musical and educational environment." LAPLAGE EM REVISTA 7, no. 3 (2021): 71–79. http://dx.doi.org/10.24115/s2446-62202021731258p.71-79.
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The article deals with the problem of the organization and functioning of a vocal ensemble as a means of developing the performing skills of students of higher educational institutions of a musical and pedagogical profile. The criteria for the quality of training a future specialist for the effective implementation of his practical activities as a leader of a children's and youth vocal group are indicated. The purpose of the article is a theoretical substantiation of the content of work on the organization and functioning of the vocal ensemble of students as a way of developing their performing skills. Organization of a vocal ensemble is leadership and work on the functioning of a vocal ensemble as a creative team, the realization of its needs. Being an organized social group, the ensemble has a number of features, which include: creative self-development and the desire for creative interaction; increased self-organization and focus.
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Ationg, Romzi, Irma Wani Othman, Mohd Sohaimi Esa, Budi Anto Mohd Tamring, Mohd Nur Hidayat Hasbollah Hajimin, and Jais Abdul Hamid. "LEADERSHIP ETHICS FOR SUSTAINABLE DEVELOPMENT OF YOUTH VOLUNTARY ASSOCIATION IN MALAYSIA." International Journal of Law, Government and Communication 6, no. 23 (2021): 171–85. http://dx.doi.org/10.35631/ijlgc.6230012.
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This paper presents a discussion on the need to improve leadership ethics for sustainable development of youth voluntary associations through the examination of theoretical literature that focuses on understanding leadership, particularly the leadership of youth voluntary associations. It also discusses the concept of youth, leadership, and youth voluntary associations. For this reason, this paper is being organized according to subtopics namely the concept of youth, youth voluntary associations, leaders and leadership, leadership ethics, and the need to improve leadership ethics among youth leaders. It is hoped that this preliminary discussion on the need to improve leadership ethics among the leaders of youth voluntary associations provides room for national development that focuses on youth development.
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Alomair, Miznah Omair. "Peace leadership for youth leaders: a literature review." International Journal of Public Leadership 12, no. 3 (2016): 227–38. http://dx.doi.org/10.1108/ijpl-04-2016-0017.
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Purpose The purpose of this paper is to review current literature on peace leadership and youth leadership. It aims to shed a light on the extent to which peace leadership can afford youth leaders and youth peace activists to engage in peace processes and peacebuilding initiatives. By understanding how notions of peace leadership are realized in youth leadership practices, the paper hopes to contribute to the ongoing dialogue on advancing the practice of peace leadership for present and future young leaders. Design/methodology/approach The literature review explored peace leadership from the approaches of peacebuilding processes, nonviolence, and an integral perspective; expanded the current understanding of youth leadership by presenting the theoretical foundations and the role of youth in leadership that align with an advanced view of youth leadership; and described the intersection of peace leadership and youth leadership by identifying how youth leadership is related to peace leadership within three overarching contexts: political systems, schools, and communities. Findings The literature review highlights the reciprocity between peace leadership and youth leadership. It identifies nonviolence, communication, dialogue, conflict resolution, mediation, building social capital, and relationship building as practices in which youth leaders engage in to promote peaceful and sustainable change in varying contexts. Originality/value This review of the literature presents the need for further research on the intersection of peace leadership with youth leadership to help advance both areas within the field of leadership studies and understand how peace leadership for youth informs leadership theory and practice across contexts and areas of discipline.
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Shaikh, Majidullah, Corliss Bean, and Tanya Forneris. "Youth Leadership Development in the Start2Finish Running & Reading Club." Journal of Youth Development 14, no. 1 (2019): 112–30. http://dx.doi.org/10.5195/jyd.2019.674.
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Researchers have asserted that offering intentional leadership roles to youth can help them to develop life skills (e.g., communication, decision-making); however, few physical-activity-based positive youth development programs provide youth these intentional leadership roles, and little research has explored the impact of these opportunities on youth who take them up. The purpose of this study was to understand the developmental experiences of youth leaders in a physical-activity-based positive youth development program. Sixteen youth leaders (Mage= 13.37, SD = 1.36) from 4 sites of the Start2Finish Running & Reading Club participated in semi-structured interviews to discuss their experiences as junior coaches. Fertman and van Linden’s (1999) model of youth leadership development was used to guide the data collection and analysis. Through deductive-inductive thematic analysis, 3 themes were constructed: (a) awareness: developing into leaders started with seeing potential through role models, (b) interaction: learning by doing and interacting with others helped youth to practice leadership abilities, and (c) mastery: taking on greater responsibility allowed for opportunities to refine leadership abilities and develop a variety of life skills. These themes helped to bring an understanding to the processes involved in leadership and life-skill development. Practical and research implications are discussed regarding leveraging youth leadership opportunities in youth programming.
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Couch, Michael A., and Richard Citrin. "Retooling leadership development." Strategic HR Review 17, no. 6 (2018): 275–81. http://dx.doi.org/10.1108/shr-07-2018-0061.
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Purpose This paper aims to describes how properly designed and executed leadership development can make a difference, an approach the authors call intentional development. Design methodology/approach By building unique connections among recent advancements in human capital management and neuroscience, this paper proposes the components that any organization can use to significantly improve the return on their investment in leadership development. Findings It is estimated that US companies spend over US$13bn annually on leadership development. Match that number to the abundant research that finds most leadership development to be ineffective, and the conclusion is a phenomenal amount of waste. The situation does not need to be that dire. Originality/value Following the practices of yesterday are not sufficient to build leaders needed for now and the future. It is time to retool leadership development.
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Vanderleeuw, James, Christopher Jarmon, Michael Pennington, Thomas Sowers, and Terri Davis. "Economic Development Perspective and City Leadership." Urban Studies Research 2011 (November 3, 2011): 1–13. http://dx.doi.org/10.1155/2011/436290.
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The viability of traditional economic development strategies has long been questioned by urban policy scholars; yet traditional strategies remain the norm among city leaders. Traditional concerns emphasize economic and business considerations at the expense of nontraditional community considerations such as quality of life. In this paper, we examine the conditions under which city leaders give weight to nontraditional community concerns when making economic development decisions. Our analysis of the results of a survey conducted of more than 200 leaders in over 150 Texas cities indicates that although traditional economic development concerns remain dominant, certain conditions may exist that allow or compel city leaders to give increased weight to non-traditional community considerations. Conditions revealed by our study include the socioeconomic status of Texas cities and the relative differences in leadership positions and professionalism among city leaders. The paper concludes with a discussion of how our study contributes to the literature about economic development policy and points to avenues for future research on the conditions under which decision-making strategies are pursued by city leaders.
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Johansson, Catrin, Vernon D. Miller, and Solange Hamrin. "Conceptualizing communicative leadership." Corporate Communications: An International Journal 19, no. 2 (2014): 147–65. http://dx.doi.org/10.1108/ccij-02-2013-0007.
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Purpose – The concept of “communicative leadership” is used in organisations that analyse and develop leaders' communication competence. A scholarly definition of this concept is lacking, and the implications of leaders' communication and the development of communication competence for organisations are rarely discussed. The purpose of this paper is to create a theoretical framework around the concept of “communicative leadership”, which can contribute to future research and development of leaders' communication competence. Design/methodology/approach – Three research questions were addressed: what communicative behaviours are central to leaders? How can “communicative leaders” be characterised? What is a “communicative leader”? Literature from the leadership and communication research fields was reviewed and related to these questions. Findings – Four central communicative behaviours of leaders (i.e. structuring, facilitating, relating, and representing), eight principles of communicative leadership, and a tentative definition are presented. A communicative leader is defined as someone who engages employees in dialogue, actively shares and seeks feedback, practices participative decision making, and is perceived as open and involved. Practical implications – A theoretical foundation to the practice of analysing and developing leaders' communication competence is provided, which is related to employee engagement and organisational performance. Originality/value – Communicative leadership is a concept emerging from organisational needs, articulated by corporate and public organisation leaders. This article links its core constructs to academic quantitative and qualitative research in an integrated framework, which can guide further research and the development of leaders' communication competence.
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Turner, John R., Rose Baker, Jae Schroeder, Karen R. Johnson, and Chih-hung Chung. "Leadership development techniques." European Journal of Training and Development 42, no. 9 (2018): 538–57. http://dx.doi.org/10.1108/ejtd-03-2018-0022.
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Purpose The purpose of this paper is to identify the different leadership development techniques used to develop leaders from the human resource development (HRD) and performance improvement (PI) literature, and to categorize the development techniques using Garavan et al.’s (2015) multifaceted typology of development where development has recently emerged in the literature as a “central and important process” (p. 360). Design/methodology/approach This literature review followed the guidelines for an integrative literature review presented by Torraco (2005) and Imel (2011). This literature review was a freestanding literature review designed to provide directions for future research and development within the HRD discipline. Findings This literature review categorized over 500 leadership development techniques and mapped them with previously identified leadership capacities into Garavan et al.’s (2015) development typology. Once mapped, the authors were able to identify the most common leadership capacities and related development techniques for each development domain in the typology. Practical implications This research provides a tool for identifying required leadership capacities and development techniques that could be used by scholars and scholar-practitioners to conduct further research, as an aid in designing future leadership development programs and as instructional materials in the classroom. Social implications Leadership is becoming a shared construct in today’s literature. Leadership as a shared construct has multiple shareholders, both internal and external of the agent. To better meet the needs of these shareholders, this research provides tools for the scholar and scholar-practitioner for leadership development that can be catered to one’s needs – as opposed to a one-size fits all strategy. Originality/value This paper highlights the HRD and PI literature, and provides a pragmatic tool for leadership development. This tool can be used by scholars for future research and for testing, as well as by scholar-practitioners for designing future leadership development programs.
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Akers, Katie Lynn. "Leading after the boom: developing future leaders from a future leader’s perspective." Journal of Management Development 37, no. 1 (2018): 2–5. http://dx.doi.org/10.1108/jmd-03-2016-0042.
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Purpose This paper aims for an open discussion of new traits which are important to the success of future leaders. By understanding what is important to the new generations coming into leadership roles and how that differs from previous generations, a new set of leadership traits can be developed to help future leaders find success. The purpose of this paper is to challenge the current practices of leadership traits that are being developed and defined for making successful leaders. Design/methodology/approach This paper was designed to raise questions regarding what traits are being developed in current leaders to make them successful and provide two suggestions for new traits to be developed in future leaders. The bulk of the research was from books that analyzed leadership characteristics and the generational needs of the previous and current generations. The information was accompanied with personal experience working as and with the new generation of potential leaders. Findings This paper initiates the need for a discussion on why it is important to start discussing the development of the future generation of leaders. It suggests that the traits of curiosity and belief will be beneficial to the success and fulfillment of future leaders. Research limitations/implications Because of the newness of this concept in regards to curiosity and belief being leadership traits, the research comes from theories and a real life, relevant understanding of leadership development. Therefore, it is encouraged to continue to build upon the thoughts and ideas presented in the paper. Practical implications This paper includes implications that there is a need for leadership development and that through the development of future leader traits, based on what they want from the workforce, will help to make them successful and sustainable future leaders. Originality/value This paper fulfills a need to understand what areas future leaders will need to be developed to create a new generation of effective and successful leaders.
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Makola, Solomon. "USING A MEANING-CENTRED LEADERSHIP MODEL TO IGNITE A FIELD OF INSPIRED CONNECTIONS IN YOUTH LEADERS." Commonwealth Youth and Development 13, no. 2 (2016): 20–35. http://dx.doi.org/10.25159/1727-7140/1144.
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This article investigated whether teaching student leaders about the Meaning- Centred Leadership Model results in a significant improvement in their leadership potentials. The participants consisted of two groups of student leaders (N=18) from a satellite campus of a university of technology in South Africa. The article utilised both quantitative and qualitative methods. Quantitative data was collected using Purpose in Life Test (PIL) and Youth Leadership Test (YLT). In addition, qualitative data was collected on the participants’ subjective experience of development in leadership potential. A non-equivalent control group design was employed. A ‘repeated measures’ t-test was used. The qualitative data was analysed by means of themes. The findings from this article indicate that a meaning-centred leadership model can be used to inspire young people in their leadership development. The levels of meaning of student leaders in the experimental group were significantly better after the intervention than before. In addition, there was a significant increase in the leadership aptitude of student leaders in the experimental group after the meaning-centred leadership model. Notable differences were also observed between the two groups, in the sense that the Purpose in Life and Youth Leadership Test scores of participants in the experimental group was significantly better after the intervention than before. The findings indicate that it is possible to inspire youth leaders in their leadership development for meaning by means of a meaning-centred leadership model, and that this helps in their transformational self-knowledge.
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Mohamed, Nor Hidayah, and Siti Azura Abu Hassan. "Developing Youth Leaders: Institutional Social Bonding Influence and Positive Youth Development." Archives of Business Research 8, no. 5 (2020): 137–42. http://dx.doi.org/10.14738/abr.85.8203.
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The purpose of this research is to identify the factors contribute to Positive Youth Development (PYD) among Community Colleges’ students comprising the 5Cs namely Competence, Confidence, Character, Connection and Caring and Compassion. Moreover, the study highlighted the domains from institutional social bonding that might influence the development of youth at Community Colleges to be a positive leader. The Ecology of Human Development theory, the Developmental Science theory and Social Bonding Theory provide the foundation for this area of study. The framework form Institutional social bonding and 5C’s of PYD elements are recommended. Leadership and PYD are related theoretical based approach in youth development. A youth leadership potential can be unleashed through the development of the 5Cs that lead to positive outcomes. Social bonding with school or institution will nurture and develop the positive characteristics of a leader through involvement, attachment, commitment and trust between both elements.
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De Vera, Manuel J., Jose Enrique R. Corpus, and Donn David P. Ramos. "Towards understanding a multi-stakeholder approach in a youth leadership development program." International Journal of Public Leadership 12, no. 2 (2016): 143–53. http://dx.doi.org/10.1108/ijpl-12-2015-0029.
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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.
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Jones-Morales, Jennifer, and Alison M. Konrad. "Attaining elite leadership: career development and childhood socioeconomic status." Career Development International 23, no. 3 (2018): 246–60. http://dx.doi.org/10.1108/cdi-03-2017-0047.
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PurposeThe existence of disadvantaged sub-populations whose talents are under-leveraged is a problem faced by developing and developed countries alike. Life history data revealed that a large proportion of elite business leaders in the Caribbean emerged from childhood poverty (families subsisting on US$1-2 a day, 40 percent). The purpose of this paper is to examine the key factors supporting the career development of elite leaders from a broad socioeconomic spectrum and both genders in order to build a model of career development for elite leadership.Design/methodology/approachData were collected via in-depth interviews from a deliberately gender-balanced sample of 39 male and 39 female elite business leaders. Thematic analysis identified consistencies across independent interviews and resulted in a model identifying factors supporting pre-career development as key to eventual attainment of elite leadership.FindingsFindings indicated that in childhood and youth, proactivity plus talent recognition and mentoring by adults enhanced access to early developmental opportunities. Early career mentoring guided talented youth to build personal drive, self-esteem, altruism, and integrity, which created a foundation for developing career capital through values-based action. Altogether, these findings indicate the importance of pre-career relational capital to attainment of elite career success.Originality/valueDifficult-to-access elite leaders provided rich information emphasizing the importance of pre-career development in childhood and youth to eventual elite leadership attainment. Virtually all of the elites in the sample remember being identified as talented early in life and consider early messages about drive to achieve as well as support received from parents, teachers, and other interested adults to be critical to their success. Hence, a process of talent recognition and encouragement to excel appear to be crucial for connecting young people to important relational capital allowing them to eventually achieve elite status, particularly those individuals hailing from disadvantaged backgrounds.
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Spence, Kirsty K., Daniel G. Hess, Mark McDonald, and Beth J. Sheehan. "Designing Experiential Learning Curricula to Develop Future Sport Leaders." Sport Management Education Journal 3, no. 1 (2009): 1–25. http://dx.doi.org/10.1123/smej.3.1.1.
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As sport management graduates enter into a rapidly shifting industry with fluctuating environmental conditions, the need for greater leadership capacity arises (Amis, Slack, & Hinings, 2004). Sport management educators can facilitate leadership development by designing and administering undergraduate curricula that focuses on students’ vertical development. According to Cook-Greuter (2004), vertical development is defined as “how we change our interpretations of experience and how we transform our views of reality” (p. 276). The purpose of this paper is to outline a curricular framework that may impact students’ vertical development and thus increase future leadership capacity. To fulfill this purpose, the conceptual connection between vertical development, the Leadership Development Framework (LDF), and Experiential Learning (EL) is first explained. The curricular framework is then outlined in the context of a pilot study facilitated within a sport management (leadership) course in January 2008. Suggestions for future empirical projects to measure the impact of EL curricula on students’ vertical development are also offered.
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Hallinger, Philip, and Edwin Bridges. "Problem-Based Leadership Development: Preparing Educational Leaders for Changing Times." Journal of School Leadership 7, no. 6 (1997): 592–608. http://dx.doi.org/10.1177/105268469700700603.
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This article presents a scenario for the future of school leadership and the role of problem-based leadership development. This scenario fosters several assumptions concerning the capacities that will be needed by future school leaders: a) ability to adapt to a rapidly changing environment, b) attitudes and skills in life-long learning, c) more varied leadership roles, d) higher levels of collaboration with professionals and parents. We define and describe problem-based leadership development and compare it with traditional forms of instruction. We do not advocate PBL as a replacement for administrative preparation; rather, we offer the rationale for using PBL as a complementary approach to leadership development.
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Rowan-Legg, Anne. "CANADIAN EARLY CAREER PAEDIATRICIANS ON THEIR TRANSITION TO PRACTICE EXPERIENCE." Paediatrics & Child Health 23, suppl_1 (2018): e57-e58. http://dx.doi.org/10.1093/pch/pxy054.145.
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Abstract BACKGROUND The Canadian Paediatric Society (CPS) is the national professional paediatric organization representing over 3000 child and youth health care providers. As future leaders, early career paediatricians (ECP, defined as those in their first 5 years of practice) are highly valued CPS members, and facilitating their active engagement is a key organizational priority. ECPs comprise 15% of the current CPS membership, and previous analysis has shown that this group’s membership rate drops by nearly one-third in the first 5 years of practice. This lack of engagement may be due in part to the intense amount of activity on multiple fronts during the transition to independent practice. We sought to better identify and understand these challenges, and determine how the CPS might better support this period of a paediatrician’s professional life. OBJECTIVES To better characterize the demographics of ECPs in Canada; to identify the challenges of transition to independent paediatric practice, and to inform future CPS initiatives to support them. DESIGN/METHODS Following iterative discussion, we created a 23-question survey with either closed-ended or free text responses. It was distributed, in English and French, via e-mail link to 481 Canadian ECPs across the country in September 2017. This group included both general and subspecialty paediatricians who had qualified for their Royal College certification in 2011 or later. Survey information was obtained by an online electronic tool (Survey Monkey). All responses remained confidential. Responses were collated, and descriptive statistics were used to analyze the data. RESULTS The survey response rate was 42% (200/481). 172/407 answered the English questionnaire, and 28/74 answered the French questionnaire. 68% self-identified as general paediatricians and 21% as subspecialists. Nearly three-quarters work in urban settings, with 35% at an academic/tertiary hospital. ECPs spend most of their working hours in a clinical setting (mean 80%), with less time in research and administration/leadership domains. Most (78%) were satisfied with their practice type and setting. Three-quarters reported good work-life balance. Identified challenges during the transition to practice included: financial and billing management; learning institutional processes and available resources; and achieving work-life balance. One third reported difficulty with continuing professional development. CONCLUSION These findings indicate that ECPs are more likely to be practising in urban settings and at academic centres. They describe some common challenges with transition to practice and would like the CPS to provide more practice management resources, mentorship, and career counseling. As a result, there is a clear opportunity for CPS to engage them in the organization, support their transition to practice, and offer accessible continuing professional education.
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Woolley, Lydia, Arran Caza, and Lester Levy. "Authentic Leadership and Follower Development." Journal of Leadership & Organizational Studies 18, no. 4 (2010): 438–48. http://dx.doi.org/10.1177/1548051810382013.
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This article contributes to the theoretical understanding of the relationship between authentic leadership and follower psychological capital. Structural equation models using a representative national sample of working adults revealed a positive relationship between authentic leadership and followers’ psychological capital, partially mediated by positive work climate, and a significant moderating effect from gender. Findings support previous predictions about the effects of authentic leadership and begin to reveal the mechanisms by which authentic leaders affect followers. Moreover, they underscore the need to consider the influence of follower characteristics in understanding leadership outcomes. Implications and directions for future research are discussed.
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Orr, Margaret Terry. "Reflections on Active Learning in Leadership Development." Journal of Research on Leadership Education 15, no. 3 (2020): 227–34. http://dx.doi.org/10.1177/1942775120936305.
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This article provides conclusions and reflection on the three articles in this special issue. It unpacks how and in what ways active learning prepares educational leaders and draws lessons for future use: the action within context, reflection, frameworks, the intended learning, and how learning is structured and facilitated. It concludes with a discussion of challenges and implications, particularly for future research.
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Baxter, Jamie. "Leadership, Law and Development." Law and Development Review 12, no. 1 (2019): 119–58. http://dx.doi.org/10.1515/ldr-2018-0046.
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Abstract This article critically examines the role of political leadership in shaping and sustaining institutional reforms. While leadership has recently attracted a great deal of attention from other social scientists, law and development scholars have only begun to seriously consider the influence of leaders on institutions and development outcomes. The article explores the new mantra that “leadership matters” as cause for both careful optimism and renewed attention to some deeper anxieties about the future directions of law and development. On one side, emerging models of leadership provide important insights about how to change dysfunctional institutions and how to sustain those changes over the long run. A number of major studies published in the last few years have made some version of the claim that successful reforms inevitably require the dedicated leadership of one or more prominent individuals, positing good leaders as a necessary condition for institutional transitions. But the argument that good leadership itself determines good institutions also risks reproducing one of the most obstinate dilemmas in modern social theory: the contest between “structure” and “agency” as causal explanations of social change. If the new mantra that “leadership matters” represents a shift in focus away from the structure of law and politics and towards the influence of individual agents’ choices, actions, talents and beliefs, there is good reason to be sceptical about whether simply privileging agency over structure—or the inverse—has any greater chance of success than the many failed attempts to do just that in other fields of knowledge over the past several decades. Instead, the present moment could be a valuable opportunity to assess whether alternative and more integrative approaches to the longstanding structure-agency impasse in development law and policy are possible.
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Kumar, Sriyai, and Waheeda Matheen. "Facets of Leadership." Asian Journal of Interdisciplinary Research 2, no. 2 (2019): 14–18. http://dx.doi.org/10.34256/ajir1922.
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Leadership is one of the critical components of an organization. It decides the success of the organization. The achievement of business goals is of prime importance. A good leader dries the business towards attainment of these goals. From identifying and recruiting good talent, the leader’s role is of high criticality. He keeps the force motivated to attain the goals, and also shows keen interest in their personal development. The leader is of prime importance in designing the career path of his subordinates. It would not be an exaggeration to mention that leaders also play a pivotal role in developing future leaders. This research is an attempt to investigate the different facets of leadership, touching upon its history from mythology, theories and activities to develop leadership
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Ruderman, Marian N., and Cathleen Clerkin. "Is the future of leadership development wearable? Exploring self-tracking in leadership programs." Industrial and Organizational Psychology 13, no. 1 (2020): 103–16. http://dx.doi.org/10.1017/iop.2020.18.
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This practice forum explores how the “quantified self movement” can contribute to developing leaders by offering new approaches to assessment and feedback. Often associated with wearable technologies (digital technologies worn on the body), self-tracking sensors and feedback systems help individuals assess how they interface with the world, automatically capturing and monitoring data for learning, growth, and change. The authors make the case that such tools can create ongoing opportunities for learning intrapersonal qualities relevant to leadership. In particular, they offer insights about using self-tracking to manage responses to stress and fatigue and for the delivery of verbal presentations. The exploration also notes concerns about the use of technological devices for development purposes. The authors conclude by offering a summary of six factors to consider before using self-tracking tools for leadership development, and by identifying four aspects of self-tracking approaches that would benefit from more I-O psychologist involvement.
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Diaz, Elizabeth M., and Joseph G. Kosciw. "Jump-Starting Youth Community Leadership: An Evaluation of a Leadership Development Program for Lesbian, Gay, Bisexual, Transgender & Ally Youth." Journal of Youth Development 7, no. 1 (2012): 125–36. http://dx.doi.org/10.5195/jyd.2012.157.
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The GLSEN Jump-Start National Student Leadership Team, a leadership development program for lesbian, gay, bisexual, transgender (LGBT), and ally youth designed to promote direct action community organizing and community engagement. This article examines the benefits of the program for youth’s socio-political development. Data came from a multi-year evaluation that examined changes over time (baseline, immediately post-program, and one-year follow-up) in community engagement between a program group (n = 103) and a comparison group of youth (n = 47). Results indicate that the program may support LGBT and ally youth’s socio-political development and have positive implications for their development as community leaders, but these benefits may not be sustained after program completion. Implications for further research and program development for LGBT youth are explored.
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Green, Marnie E. "Ensuring the Organization's Future: A Leadership Development Case Study." Public Personnel Management 31, no. 4 (2002): 431–39. http://dx.doi.org/10.1177/009102600203100401.
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Many public sector agencies currently facing mass retirements from long-term, experienced workers are struggling to fill higher-level leadership roles. The County of San Diego has employed creative methods to address this “brain drain.” Through intensive leadership development, the county is developing its future leaders using a variety of cutting-edge training tools. According to Human Resource Director Carlos Arauz, “By involving the executive leadership team and by implementing a comprehensive Leadership Academy, among other key HR-related improvements, the county is working to become an employer of choice.” This article will outline the steps taken by the County of San Diego to implement the Leadership Academy and will offer tips for other agencies wishing to embark on their own leadership development efforts.
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Dzvonik, Veronika. "Initiation as a Tool for the Development of Leadership Qualities of Socially Active High School Students: the case of the School of Leaders "The Restless Hearts of Kuzbass" (Kemerovo State University)." Bulletin of Kemerovo State University. Series: Humanities and Social Sciences 2019, no. 4 (2019): 309–15. http://dx.doi.org/10.21603/2542-1840-2019-3-4-309-315.
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The article considers initiation as a means of developing leadership qualities of socially active high school students. The research featured the development of leadership skills in socially active high school students in the School of Leaders organized by Kemerovo State University. The paper reviews theoretical ideas about leadership as an object of psychological and pedagogical research. The author determined the content characteristics of social competence as the basis of leadership manifestation and described the features of the development of leadership qualities in socially active high school students. The article describes various socialization projects implemented in Russian universities and considers the phenomenon of initiation employed in "The Republic of Restless Hearts". The initiation project is based on a forming experiment and proved effective in the local School of Leaders. The research results can help to improve the process of leadership development of socially active high school students in various youth organizations. The results were implemented in practice to develop leadership skills of socially active high school students during the Regional Professional Camp of youth organizations "The Republic of Restless Hearts" and can be of practical use to other youth organizations.
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Craighead, Peter S. "Advancing cancer control in the future through developing leaders." South African Journal of Oncology 1 (May 26, 2017): 5. http://dx.doi.org/10.4102/sajo.v1i0.15.
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<strong>Background:</strong> Developing leaders is a critically important activity, especially in cancer services that depend on strong advocates for funding or sustained leadership of organisations. Many global think tanks have warned us about a crisis occurring in leadership. This crisis is not related simply to a lack of leaders, but probably secondary to a lack of competencies in leaders. This distinction allows us to ask whether it would be important to develop skills that will improve the quality of leadership in the future. The author postulates that competencies that will change this perception can be taught.<br /><strong>Aim:</strong> To show the distinction between leadership competencies considered important, and a potential mechanism for how organisations can drive succession planning.<br /><strong>Setting:</strong> Every cancer organisation needs leaders.<br /><strong>Methods:</strong> This article argues that the most important ingredient to impact the pace of change will be the ability to develop and sustain strong leadership. By reviewing current literature it describes what leadership is, and the competencies required to succeed at this. The experience gained by implementing a development unit in Calgary is used to suggest strategies needed by other cancer organisations.<br /><strong>Results:</strong> Leadership competencies can be taught. The local development unit has demonstrated that a formative approach can be implemented to engage emerging, mid-career and senior leaders. The article suggests practical strategies that will facilitate development of strong academic leaders.<br /><strong>Conclusion:</strong> Unless leaders are developed, it is quite possible that the momentum for healthy growth of cancer services will be stalled.
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Cairns-Lee, Heather. "Images of Leadership Development From the Inside Out." Advances in Developing Human Resources 17, no. 3 (2015): 321–36. http://dx.doi.org/10.1177/1523422315587897.
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The Problem With the codification of leadership into frameworks, models, and theories that can be taught, leadership, an art that is essentially subjective, symbolic, and context-specific, is “translated into” an objective, pragmatic, and universal domain. Development can be elusive when approached from this universal perspective if external models distract leaders from exploring their own views and practices of leadership. The Solution This article explores the subjective and symbolic reality of those in leadership roles to discover what leaders can learn about their leadership and its development from awareness of their own mental models. These models are illuminated by an exploration of leaders’ naturally occurring metaphors and implicit leadership theories (ILTs) using clean language to acknowledge experience exactly as described while minimizing external influence or interpretation. The Stakeholders Leadership development practitioners can benefit from the innovative personalized approach to surfacing and exploring leaders’ own metaphors facilitated by clean language, offered in this article. Examples are given of the range of leadership metaphors surfaced with this method. Researchers can appreciate a novel approach to qualitative research interviewing and identify future research in surfacing ILTs through naturally occurring metaphor facilitated by clean language.
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Wong, Gabrielle Ka Wai. "Leadership and leadership development in academic libraries: a review." Library Management 38, no. 2/3 (2017): 153–66. http://dx.doi.org/10.1108/lm-09-2016-0075.
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Purpose The purpose of this paper is to highlight academic librarians’ understanding of leadership and leadership development, with the aim to shed light on further research that can inform and improve practices. Design/methodology/approach A literature review on academic library leadership was conducted. Particular attention was placed on the three common leadership modes in academic libraries: emergent leadership, team leadership and headship. The review covers librarians’ conception of leadership, desirable leadership capabilities and existing leadership development. Findings Librarians view leadership as a process of influence, and understand that leadership does not only come from formal leaders. Lacking is a more structured knowledge of what constitute effect leadership. In the literature, team and emergent leadership have not been adequately explored; most leadership research in the field takes on a headship approach. Research limitations/implications The publications reviewed were selective; not all papers on the topic were included. Practical implications Featuring the three leadership modes brings librarians’ attention to the crucial differences among them; and hence directs future discussion to a more focused approach that addresses each leadership mode specifically. Originality/value This paper differs from previous literature reviews on library leadership; it is the first one comparing and contrasting publications using the three leadership modes.
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Apriani, Fajar, and Dini Zulfiani. "Women’s Leadership in Southeast Asia: Examining the Authentic Leadership Implementation Potency." Policy & Governance Review 4, no. 2 (2020): 116. http://dx.doi.org/10.30589/pgr.v4i2.275.
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Rapid economic growth in Asia has helped reduce gender inequality in several countries, especially those in Southeast Asia. This has led, among many other things, to the fact that women have higher opportunities to become leaders. Yet, in Southeast Asia the biggest challenge that remains is the tendency of “untrained” women in public leadership. Then the birth of women needs to get strategic support from the current system of leadership culture, that good life for women is the main pillar of women’s leadership requirements. This paper discusses the opportunities present for preparing Southeast Asian women to become future leaders from a number of authentic leader characteristics that they have. By using the content analysis method, the preliminary findings of this study is the existence of better gender relations, accompanied by the resilience and pragmatism of today’s location communities, bringing Southeast Asian women to a promising future leadership role. A number of characteristics of authentic leaders that have become the basis of women’s identity are actually the main capital to be prepared further through a number of educational efforts, assistance and training in order to increase knowledge, insight, organizational skills and self- confidence. Next, women leaders must be made. Women’s willingness and ability to adapt and develop stronger skills in the areas of emotional intelligence, empowerment, and power of influence place them in a strong position to use these advantages to propel them forward in leadership roles. Southeast Asian countries, especially those with a low human development index, have to begin to open up the need for a state led by women leaders who have the potential to represent a number of authentic leadership criteria to respond to the crisis of public confidence in the country’s leadership.
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Tooey, AHIP, FMLA, Mary Joan (M J. ). "We can be heroes: MLA’s leadership journey(s)." Journal of the Medical Library Association 105, no. 1 (2017): 88. http://dx.doi.org/10.5195/jmla.2017.127.
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Objective: Are there key attributes of leaders? Extrovert versus introvert? Charismatic? Detail oriented? Visionary? How do past leaders of the Medical Library Association (MLA) stack up? What leadership skills will MLA’s leaders need in a complex information future? Leadership attributes of MLA’s past and current presidents were studied to determine the common characteristics shared among these leaders. An examination of the leadership literature identified critical leadership characteristics essential to successful future leaders. MLA’s past, current, and future leadership development efforts were examined. Finally, all members were encouraged to consider leadership with a small “l” and become leaders based on their own strengths, interests, and environments.Methods: A text analysis was performed on past presidential profiles, the past twenty-five years of MLA presidents were surveyed, and conversations with MLA’s current presidents were held to determine commonalities among leadership characteristics. These were compared and contrasted with characteristics in the current leadership literature regarding the qualities of future leaders.Results: The text analysis of past presidential profiles was not particularly revelatory regarding leadership qualities of early MLA presidents although several generalized traits emerged including collaborative traits; management traits such as effectiveness and efficiency, innovation, and vision; personal traits such as humor and energy; and finally, a passion for the work were revealed. These aligned with traits identified in the survey of the past twenty-five years of MLA presidents and with the thoughts of the president-elect, president, and past president. Additional qualities identified were communication skills, political acumen, creativity, courage, and respect for the opinions and concerns of all members. MLA’s current leadership programs were reviewed in the context of examining traits needed by leaders of the future. A lack of focus on the needs of middle managers and the development of individual leadership skills was identified.Conclusions: As an organization, MLA should focus on leadership development in contrast to management training to prepare members as leaders in careers and work that may be vastly different than current situations. Equipping members with the skills enabling them to lead and thrive in these diverse situations, whether as the heads of programs or middle managers, or exploring and empowering individual leadership development while maintaining a passion for the profession, will be essential.
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Posner, Barry Z. "An investigation into the leadership practices of volunteer leaders." Leadership & Organization Development Journal 36, no. 7 (2015): 885–98. http://dx.doi.org/10.1108/lodj-03-2014-0061.
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Purpose – While numerous studies of leadership have been conducted in the corporate and public sectors, there are lots of people leading in civic, social, and community service organizations and little is known about either how they lead or how their leadership practices are similar to or different from those leading in other sectors. The purpose of this paper is to fill that gap by examining leadership practices unique to leadership that occurs within organizations where both leaders and followers are volunteers. Design/methodology/approach – The sample involved surveying over 60 percent of the volunteer (n=569) leaders across a national youth sports organization based in the USA. Findings – Volunteer leaders engaged more frequently in leadership behaviors than did paid leaders. Some differences in leadership behaviors were found on the basis of respondent gender, age, educational level, and employment status. Leadership behaviors were systematically related to quality of respondents’ volunteer leadership experience. While objective measures of organizational effectiveness were unrelated to the leadership behaviors of the voluntary leaders, subjective assessments did impact how leaders behaved. Research limitations/implications – The research relied upon the self-reported leadership behaviors of respondents, and the organization’s measure of effectiveness was unrelated to respondent leadership behaviors. Future studies would benefit from leadership assessments provided by observers and constituents, samples involving different kinds of volunteer organizations (both settings and services) and more complex and nuanced empirical relationships. Practical implications – It is problematic that a volunteer organization cannot clearly define what it means to be an effective leader. Knowing the direct relationship between leadership behaviors and how favorably people feel about their voluntary leadership experience implies making certain that volunteer leaders actually have the opportunity to lead. Social implications – Because so many people volunteer and voluntary (and not-for-profit) organizations are vital to economic well-being it is important to know more about what effective leadership looks like within this domain. Originality/value – Few studies of volunteer leaders have been done, and none in this particular type of youth sports organization. Extends an understanding of leadership and what people do when they are leading others, especially in terms of settings involving volunteer participants rather than paid participants.
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Hall, Roger David, and Caroline Ann Rowland. "Leadership development for managers in turbulent times." Journal of Management Development 35, no. 8 (2016): 942–55. http://dx.doi.org/10.1108/jmd-09-2015-0121.
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Purpose In a turbulent economic climate, characterized by pressures to improve productivity and reduce costs, leadership and performance management have a more central role in helping to ensure competitive advantage. The purpose of this paper is to explore current demands on leaders; and endeavours to explore linkages between management education and agile leadership. Design/methodology/approach Taking a grounded theory approach, this paper uses the concepts of volatility, uncertainty, complexity and ambiguity (VUCA) to investigate the impact on desired attributes of leaders and the extent to which this is underpinned by current management education programmes. It draws on the VUCA model of agile management to examine current practices and experiences and considers future trends. Empirical research includes case studies and analysis of management syllabuses. Findings Syllabuses do not reflect the attributes that organizations expect leaders to possess and are content driven rather than process focused. VUCA is not yet mainstream in academic thinking. Practical implications There is a disparity between the output of business schools and the expectations of organizations. This may affect productivity. It is suggested that the use of live consultancies may provide a more beneficial management development experience. Originality/value This research opens an international debate that seeks to assess the relevance of current management education to the needs of organizations for agile, high-performing leaders.
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Magrane, Diane, Page Morahan, Susan Ambrose, and Sharon Dannels. "Competencies and Practices in Academic Engineering Leadership Development: Lessons from a National Survey." Social Sciences 7, no. 10 (2018): 171. http://dx.doi.org/10.3390/socsci7100171.
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Traditionally, higher education has relied on recruiting executive leaders based largely on scholarly credibility, expecting leadership competency to develop with “on the job” experience. This approach is risky to organizational success. Building upon research about how institutional leaders identify, select, develop, and support those in succession, this study aims (1) to explore how senior academic leaders in engineering perceive their leadership roles, specifically the importance they attribute to various leadership skills and their self-confidence in exercising those skills, and (2) to discern the prevalence of mentoring and sponsorship practices those leaders use as part of their leadership portfolio. Results of a national survey, distributed in collaboration with the American Society for Engineering Education (ASEE) to leaders in academic engineering in North America, confirm the importance of select leadership skills, including practices related to the mentoring and sponsorship of emerging leaders. However, the reported prevalence of those practices was relatively low in this sample. The authors recommend holding leaders accountable for developing future leaders and present an instrument for self- and organizational assessment of such practices for use in implementing more intentional approaches to leadership development in higher education.
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Ilac, Emerald Jay D. "Exploring social enterprise leadership development through phenomenological analysis." Social Enterprise Journal 14, no. 3 (2018): 268–88. http://dx.doi.org/10.1108/sej-12-2017-0065.
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PurposeThe purpose of this paper is to construct a theorized leadership development model for social enterprises based on the experiences of its current leaders, highlighting what are inherently imperative processes and competencies future leaders should hold.Design/methodology/approachUsing the epistemological lens of phenomenological analysis, it focuses on the developmental process elements for the social enterprise leader, between the individual and the environment, and the individual and the community. To formulate the model, multiple data collection methods were utilized.FindingsAnalyzing multiple experiences of different social enterprise leaders formed a suggested processual leadership development model, which discovers fundamental elements and skills necessary in their development.Research limitations/implicationsFindings provide a foundational basis in the continued development of social entrepreneurs as rooted in the unique experiences of current social enterprise leaders. A limitation worth noting is the contextual distinctiveness of experiences that may shape the leadership experience.Practical implicationsFindings provide a baseline theorized framework on the critical facets of leadership development for social enterprise. Pragmatically, this functions as a competency framework that can be transformed into concrete learning activities and training sessions.Originality/valueThis paper provides perspective into social enterprise leadership emergence. It underscores the processes involved in comprehending how these leaders evolve through interpreting context, understanding their value and creating awareness with and through others.
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Bendell, Jem, Neil Sutherland, and Richard Little. "Beyond unsustainable leadership: critical social theory for sustainable leadership." Sustainability Accounting, Management and Policy Journal 8, no. 4 (2017): 418–44. http://dx.doi.org/10.1108/sampj-08-2016-0048.
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Purpose The purpose of this paper is to prepare the conceptual groundwork for the future study of leadership for sustainable development. The paper demonstrates the relevance of Critical Leadership Studies to future research on sustainable development policies and practices. A critical approach is also applied to concepts of sustainable development, with three paradigms of thought described. Design/methodology/approach The approach taken is an extensive literature review in fields of leadership and sustainable development, with a focus on some of the broad assumptions and assertions in those literatures. Findings A key finding is that leadership studies drawing from critical social theory can provide important insights into future research and education on leadership for sustainability. This literature shows that some assumptions about leadership may hinder opportunities for social or organisational change by reducing the analysis of factors in change or reducing the agency of those not deemed to be leading. These limitations are summarised as “seven unsustainabilities” of mainstream leadership research. Research limitations/implications The paper calls for the emerging field of sustainable leadership to develop an understanding of significant individual action that includes collective, emergent and episodic dimensions. The paper then summarises key aspects of the papers in this special issue on leadership for sustainability. Practical implications The implications for practice are that efforts to promote organisational contributions to sustainable development should not uncritically draw upon mainstream approaches to leadership or the training of leaders. Originality/value The authors consider this the first paper to provide a synthesis of insights from Critical Leadership Studies for research in sustainability.
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Emmanuele, Nicholas. "Reimagining Curriculum Leadership During a Pandemic." Journal of School Administration Research and Development 5, no. 2 (2020): 96–100. http://dx.doi.org/10.32674/jsard.v5i2.2816.
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This essay details ways in which curriculum leaders can critically engage with contemporary needs to produce a “becoming-curriculum”—with lines of flight breaking free from prescriptive, reductive triangulations—by opening curriculum to present and future (rather than past) realities. Evolutionary theory, the work of Deleuze and Guattari, and culturally responsive leadership can help to reconceptualize curriculum studies and community-based education. As we prepare students for an unknowable future, how can we better care for the actual students and communities in front of us rather than the potential lives of abstract, future adults?
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Thompson, Joyce Beebe, Nester T. Moyo, and Judith T. Fullerton. "Young Midwifery Leaders Programs: Capacity Building for the Future." International Journal of Childbirth 6, no. 2 (2016): 58–67. http://dx.doi.org/10.1891/2156-5287.6.2.58.
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This article describes the program components, program outcomes and challenges of two iterations of a leadership development program that was intended to contribute not only to individual capacity building but also to succession planning within midwifery professional associations. The young midwifery leaders programs were similarly designed, using self-study modules that focused on essential leadership knowledge and skills, and a mentor–mentee relationship to provide guidance and support to selected midwives early in their professional careers. The International Confederation of Midwives (ICM) implemented a 3-year leadership program conducted from 2004 to 2007 for five mentee participants. A collaborative United Nations Population Fund (UNFPA)/ICM team in Latin America designed and implemented an 18-month program with 12 mentees that began in 2013. Examples of leadership outcomes in policy and education include assumption of elected offices in midwifery associations, integration of evidence-based topical content into an established midwifery education program, and development of a new preservice education program in a rural zone of a large country. The vision for the future is to expand this program globally while simultaneously adapting the program content and strategies to reflect the leadership needs of the regional context in which it is implemented.
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Edmonstone, John, and Jane Western. "Leadership development in health care: what do we know?" Journal of Management in Medicine 16, no. 1 (2002): 34–47. http://dx.doi.org/10.1108/02689230210428616.
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The NHS in England has developed a strong focus on clinical and managerial leadership. The article describes both emerging ideas on leadership models and approaches to developing leaders as a background to the description of two evaluation studies of leadership programmes for executive directors and the lessons learned for the future.
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Esa, Mohd Sohaimi, Romzi Ationg, Mohd Azri Ibrahim, Abang Mohd Razif Abang Muis, Irma Wani Othman, and Sirahim Abdullah. "Understanding the Relationship Between Youth Voluntary Organization, Leadership and Intergroup Relationship in Sabah, Malaysia." Malaysian Journal of Social Sciences and Humanities (MJSSH) 6, no. 8 (2021): 492–500. http://dx.doi.org/10.47405/mjssh.v6i8.929.
Full textAbstract:
If the youth voluntary associations’ common goals are to be achieved, their leaders must embrace leadership ethics that are the most effective in leading and motivating people to actively execute their job. In carrying out their leadership role, it is also important to note that the leaders always required considering the role played by the factor calls intergroup relations. Accordingly, based on literature as well as documents review, this paper briefly discusses the importance of understanding the relationship between leadership ethics and intergroup relations in effort to consolidating youth development in Sabah. The paper thus shows that leadership ethics is a key determining factor in the attainment of youth voluntary common goals with consideration of intergroup relationship factor within the organization. Nevertheless, it is argued that a further study to be done for clarification on this matter.
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Nor Amin, Nurul Afiqah, Chin Han Wuen, and Amiruddin Ismail. "Leadership style desired by youth in Asia." Journal of Management Development 36, no. 10 (2017): 1206–15. http://dx.doi.org/10.1108/jmd-01-2017-0028.
Full textAbstract:
Purpose The purpose of this paper is to investigate the styles that are desirable in a leader in the perspective of youth in Asia, particularly Brunei Darussalam and South Korea. Thus, by investigating it using the Path Goal Theory as its approach, this study provides leaders with the desirable leadership style to motivate and influence the youth. Design/methodology/approach The research used a quantitative method with a proportionate stratified sampling method using the criteria of age of youth defined by UNESCO. The data then collected using a face-to-face method of a questionnaire from February 2016 till June 2016. Findings The evidence depicts that Bruneian youth prefers directive leadership while South Korean youth prefers supportive leadership. This finding is based on the selected styles that are desirable by the youth and their choice is also influenced by culture. This may imply that culture has a large impact which can determine the leadership styles best suited to the environment. Research limitations/implications Since the research has limited sample sizes and geographical location, this can lead to future research by considering more regions of different continents to determine whether different leadership preference still persists. This study can also be used as a basis to consider other factors in investigating leadership preference in Asian countries. Originality/value This paper identifies and encourages the need to study leadership style that is desirable among youth.