Academic literature on the topic 'Leadership; Leaders: Contemporary perspectives'
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Journal articles on the topic "Leadership; Leaders: Contemporary perspectives"
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Collinson, David, Owain Smolović Jones, and Keith Grint. "‘No More Heroes’: Critical Perspectives on Leadership Romanticism." Organization Studies 39, no. 11 (2017): 1625–47. http://dx.doi.org/10.1177/0170840617727784.
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This paper revisits Meindl et al’s (1985) ‘romance of leadership’ thesis and extends these ideas in a number of inter-related ways. First, it argues that the thesis has sometimes been neglected and/or misinterpreted in subsequent studies. Second, the paper suggests that romanticism is a much broader and more historically rich term with wider implications for leadership studies than originally proposed. Arguing that romanticism stretches beyond leader attribution, we connect leadership theory to a more enduring and naturalistic tradition of romantic thought that has survived and evolved since the mid-18th century. Third, the paper demonstrates the contemporary relevance of the romanticism critique. It reveals how the study of leadership continues to be characterized by romanticizing tendencies in many of its most influential theories, illustrating this argument with reference to spiritual and authentic leadership theories, which only recognize positive engagement with leaders. Equally, the paper suggests that romanticism can shape conceptions not only of leaders, but also of followers, their agency and their (potential for) resistance. We conclude by discussing future possible research directions for the romanticism critique that extend well beyond its original focus on leader attribution to inform a broader critical approach to leadership studies.
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Gjerde, Susann, and Gro Ladegård. "Leader Role Crafting and the Functions of Leader Role Identities." Journal of Leadership & Organizational Studies 26, no. 1 (2018): 44–59. http://dx.doi.org/10.1177/1548051818774553.
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This article explores how experienced leaders address an inherent tension between leader role expectations and leader role identities when they enter a new position. Building on analysis of interviews with leaders in intrarole transition, role, and identity theories, we suggest they engage in a process of leader role crafting. We present four sets of role-crafting strategies which aim to influence the development of leader roles, and show how leader role identities both facilitate and impede the use of these. The article contributes to the leadership literature by extending contemporary perspectives on dynamic roles and role identities, while shedding light on an important challenge for today’s leaders who are faced with a particularly ambiguous and demanding role that is always in the making. The study also adds to practice by suggesting ways that leaders can engage in leader role crafting in a more reflexive manner.
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Emuwa, Amara, and Dail Fields. "Authentic leadership as a contemporary leadership model applied in Nigeria." African Journal of Economic and Management Studies 8, no. 3 (2017): 296–313. http://dx.doi.org/10.1108/ajems-06-2016-0092.
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Purpose The purpose of this paper is to examine the extent to which each dimension of authentic leadership (AL) is related with employee organizational commitment (OC) and assessment of leadership effectiveness for employees in Nigeria and to investigate the moderating effects of contingent reward leadership behaviors on these relationships. By testing the dimensions of AL with employee outcomes, this study provides further validity and empirical evidence to the theoretical structure of AL theory across cultures. Design/methodology/approach This empirical study used cross-sectional survey data collected from a sample of 212 Nigerian employees from 16 organizations across various sectors. Findings The results of hierarchical regression analysis of this study showed a positive relationship between AL behaviors and the outcome variables of OC and perceived leader effectiveness (LE) among Nigerian employees. The moderation result shows that the leader’s contingent reward behaviors reduce the effects of the internal moral perspective dimension of AL. As authentic leaders interact with followers and followers experience high levels of moral and ethical behaviors, contingent rewards become less important to followers. Practical implications Leadership effectiveness and OC are desirable organizational outcomes across cultures. From a practical standpoint, the results indicate several authentic dimensions are related to OC and leadership effectiveness among Nigerian employees. This extends the applicability of AL into the African countries. Particularly, it provides additional insight into a contemporary leadership model that can positively impact the leadership development in Nigeria. While the interactive effects of contingent reward were limited, they do suggest that some combinations of behaviors should be considered to effectively meet situational needs. Originality/value This is the first study that examines the relationship of the components that constitute AL with OC and perceived LE in the context of Nigeria, a major African nation.
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Sanda, Mohammed-Aminu. "Guest editorial: leadership and organizational development in Africa." African Journal of Economic and Management Studies 8, no. 3 (2017): 254–61. http://dx.doi.org/10.1108/ajems-05-2017-0098.
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Purpose The purpose of this paper is to preview contributions on leadership and organizational development in the African context, covered in this special issue of the African Journal of Business and Economic Studies. Design/methodology/approach Summaries of the underlying theoretical/conceptual and/or empirical frameworks, as well as key findings for each paper, were outlined in order to provide insights of each paper’s thematic contribution. Findings Paper 1 identified four basic modes of understanding organizational culture which provides a unique and expanded view on pursuing research in the field. Paper 2 found that managers use authentic and transactional leadership skills to cultivate and nurture the creativities of employees toward increased performances. Paper 3 found the interaction between authentic leaders and followers as inducing high levels of moral and ethical behaviors in followers. Paper 4 found that employee engagement and affective commitment minimize employees’ attrition, irrespective of leadership styles. Paper 5 found that, managers can enhance organizational development by creating an atmosphere for innovation development, and being involved in its implementation. Paper 6 found that leaders who are emotionally intelligent positively evoke subordinates’ citizenship behaviors. Paper 7 identified three distinct and interrelated archetypes of managerial role preferences (i.e. change agents, affective leaders, and result-oriented realists) needed by leaders in their administrative practices. Originality/value The papers provide new insights, in terms of thematic learning and knowledge, which add to the understanding of the contemporary Afrocentric perspective on leadership and organizational development, especially, the dialogue of management activities that promote the relational, critical and constructionist perspectives on leadership and organizational development.
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van Quaquebeke, Niels, Daan van Knippenberg, and Tilman Eckloff. "Individual differences in the leader categorization to openness to influence relationship." Group Processes & Intergroup Relations 14, no. 5 (2011): 605–22. http://dx.doi.org/10.1177/1368430210391311.
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Contemporary so called follower-centric leadership theories often argue that “good leadership is in the eye of the beholder”. Leader categorization theory, for instance, suggests that subordinates use their cognitive representation of an ideal leader (ideal leader prototype) as an implicit “benchmark” to determine their openness towards the target’s leadership, i.e., influence. With the present study, we extend this rationale by hypothesizing that such benchmarking processes are subject to follower individual differences. In particular, we argue that the process of leader categorization plays a bigger role for subordinates who perceive themselves as ideal (potential) leaders. Moreover, this two-way moderation is proposed to be further qualified by subordinates’ disposition to engage in social comparison orientation. Results of two field samples with employees ( N = 140; N = 287) confirm our hypotheses. In integrating the leader categorization perspective with an individual difference perspective, we not only expand the scope of follower-centric theorizing on social influence, but also support its validity.
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Chun, Jung Yue Daniel, Nabsiah Abdul Wahid, and Cheng Ling Tan. "WHY SMART LEADERS ARE IMPORTANT IN SMART CITY DEVELOPMENT – A CONCEPTUAL FRAMEWORK." International Journal of Industrial Management 5 (January 3, 2020): 1–9. http://dx.doi.org/10.15282/ijim.5.0.2020.5617.
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The aim of this paper is to discuss the role of leadership attributes and activities play on the alliance firm performance in smart city developments. It also highlights an overview of the growing phenomena in the smart city and sustainability development. This paper suggests the importance for business leaders to actively volunteer and lead alliance firm in promoting the smart city and sustainability development through organizing various activities to seek for new business growth. The paper provides a leadership perspective to evaluate non-profit alliance firm in smart city and sustainability development. This justifies the importance of leadership attributes and activities towards the non-profit alliance firm performance and a conceptual framework has been presented. It provides a highly original look at exploring the leadership and firm’s perspective of the contemporary development of the smart city. This paper further suggests the need to conduct more research in the leadership attributes and activities in smart city leadership.
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Haromszeki, Łukasz, and Piotr Jarco. "Educational Leaders and Their Qualities from the Followers’ Perspective." Journal of Intercultural Management 9, no. 4 (2017): 77–96. http://dx.doi.org/10.1515/joim-2017-0022.
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AbstractObjective: The article deals with the question of educational leadership and the understanding of that notion. That problem is relevant in the discussions on contemporary education, which is demonstrated by numerous publications concerning such areas as pedagogy, sociology of education or management. The attributes ascribed to an educational leader (personality traits, attitudes, values, etc.) are varied and arise from different experience of the authors and the applied research perspectives. The article presents the results of studies describing the characteristics of an ideal educational leader.Methodology: The aim of the presented studies was to attempt to identify the set of traits ascribed to a contemporary educational leader and determine to what extent the respondents identify those traits as the ones they themselves possess. The studies have been based on the opinions and experience of the participants in the education system in Poland – graduates of senior secondary schools (2017). As the analysis of relevant literature on the subject does not allow one to present a uniform set of qualities of an ideal educational leader, the authors of the presented studies have selected 34 traits that are most frequently mentioned in scientific papers. Subsequently, during the first stage of the studies, a group of 22 experts was asked to select 17 descriptive categories (half of the presented set) that, in their view, most accurately describe an ideal educational leader. Afterwards, a sample of 108 respondents (graduates) was provided with a survey questionnaire where, using a five-point Likert scale, the participants evaluated the occurrence of a given trait/quality in the following contexts: A pedagogue – an ideal leader; A pedagogue – a leader from the past; Self-assessment with respect to a degree of possession of the listed qualities. The studies were conducted in Google Forms technology with the randomisation of all the studied qualities of a leader for each of the questions and each of the respondents. The constructed non-random purposive sample consisted of the graduates of general education, technical and vocational senior secondary schools from cities with population exceeding 500,000 inhabitants. Men constituted 27.8% of the sample.Findings: According to the respondents, the key traits in this case (a pedagogue – an ideal leader) included the ability to motivate others, psychological and pedagogical sensitivity and being a moral authority. The results relating to the educational leader from the past show a slightly different order of the key qualities resulting from the respondents’ own experience. The first place was taken by high intellectual capabilities. It was followed by the ability to motivate others and being a moral authority. When conducting self-assessment with respect to the listed leadership qualities, the participants indicated that the qualities they possessed to the greatest degree included psychological and pedagogical sensitivity, the ability to interpret other people’s expectations and the ability to plan the necessary changes. The achieved results also show that the averaged ( ) self-assessment regarding the degree of possession of all the leadership qualities in comparison to the qualities ascribed to an ideal leader is lower by 21.97%. At the stage of designing the studies, it may have been expected that more significant differences would be revealed between the imagined ideal type of a leader and the self-assessment of the graduates with respect to leadership predisposition/qualities.Value Added: In summary, the applied quantitative method of measurement allows one to confirm the accuracy of the set of leadership qualities determined on the basis of the relevant literature on the subject. According to the opinions of the graduates taking part in the study (former participants of leadership relationships), it correctly describes an educational leader. That knowledge may have practical application, especially in the conscious building of leadership in the educational environment. This is because it may be assumed that the stronger the correspondence of the set of qualities of an educational leader with the expectations of the followers, the better the chance for the creation of an effective leadership relationship.Recommendations: The perspective of the “followers” who have their own individual experience with respect to relationships with “educational leaders” seems to be worth exploring further. The analysis of available publications on the subject in question gives grounds for posing a question to what extent the postulated image of the educational leader has any empirical foundations and to what degree it is rather a speculation or intuition of numerous authors.
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Wallis, Joe. "Economics, Hope and Leadership." Journal of Interdisciplinary Economics 7, no. 4 (1996): 255–76. http://dx.doi.org/10.1177/02601079x9600700402.
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Leadership is an example of a social influence process which has been traditionally ignored by orthodox economists who generally subscribe to the convention that economic analysis should take the preferences of individuals as given and should not analyse how they are formed and transformed. By assuming that leaders influence the hopes and not the preferences of followers a theory of leadership can be developed which draws on the philosophical perspective of some contemporary communitarian writers who have emphasised the role of hope in motivating people to participate in various quests. This theory is translated into a recognizable economic framework by treating hope as a form of human capital so that the influence leaders exercise over followers affects their capacity to produce satisfaction from participating in quests. The relevance of the communitarian-liberal debate over the relationship between the right and the good to the issue of the possibility of moral leadership is then explored.
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Hategan, Vasile-Petru, and Camelia-Daniela Hategan. "Sustainable Leadership: Philosophical and Practical Approach in Organizations." Sustainability 13, no. 14 (2021): 7918. http://dx.doi.org/10.3390/su13147918.
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The contemporary leadership concept manifests trends of continuous improvement, which is why this paper is an approach to the field from the perspective of philosophical counseling practices, different from current training and development programs for managers. Thus, the new opportunities are identified, which can join business education and personal development programs for leaders. The paper analyzes the characteristics of coaching studies compared to those of philosophical counseling applied in organizations, using the concept of philosophical leadership in order to identify the existence of interdisciplinary links between the two fields. The intensity of these links was studied through the bibliometric analysis performed on the concepts of leadership and philosophy, which were the subject of papers published in relevant journals indexed in the international database Clarivate Analytics–Web of Science Core Collection. The results of the analysis showed a close connection between concepts, which confirms their association. Through the practical applications of philosophy in the leadership, an innovation of the programs takes place of current specialization dedicated to leaders, which contain tools and methods that can be taken from philosophical practices, to achieve high-performance leadership programs. The concept of philosophical leadership can have a sustainable approach which can be included in personal development programs addressed to leaders, and will be delivered in the form of leader service packages, in which other specialists can participate, such as philosophical counseling, who can be successfully involved in the development of the leadership training program (LTP).
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Gray, Dee, and Katherine Jones. "The resilience and wellbeing of public sector leaders." International Journal of Public Leadership 14, no. 3 (2018): 138–54. http://dx.doi.org/10.1108/ijpl-09-2017-0033.
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Purpose Wellbeing at work inspires global interest (WHO, 1997, 2010) which shapes international wellbeing whilst ensuring national wellbeing initiatives are devolved. This study is set in Wales, UK; the findings, however, are of interest to the global community as they present ways in which health promotion practices that are essentially salutogenic in nature (Antonovsky, 1987; Mittlemark and Bauer, 2017), may be operationalised through leadership development. The study is contextualised during a time of perceived public service overwhelm, and the purpose of this paper is to explore how a salutogenic model (Gray, 2017) captures a leadership narrative shaped by workplace stress, informing what the authors know about the resilience and wellbeing of leaders. Design/methodology/approach The salutogenic model used in this exploratory study is based on the theories of Antonovsky (1979, 1987), and the conceptual work of De la Vega (2009). Participants were invited to take part in qualitative conversations, designed to explore leadership from a sense of coherence (SoC) perspective, and identify resilience and wellbeing descriptors across sectors. The data represented the lived experience of leader’s resilience and wellbeing within their work role. A purposeful sample of leaders (N=356) were invited to take part in the project, others were suggested as part of a snowball sampling approach (N=36). The overall participant numbers were N=68. Findings Using the SoC framework to explore resilience and wellbeing in terms of leadership, enabled participants to make sense of a stressful workplace environment, and share experiential knowledge that contributes to leadership development. The narrative that emerges is one in which leaders are feeling overwhelmed, and the broader influences of BREXIT, workforce and service user demographics, and organisational change are challenges to sustaining resilience. Participants suggest that leaders need to develop self-knowledge/awareness first, and role model the “resilient and well leader” to others. Research limitations/implications The limitations of this study relate to the fact that given the potential for participation was nearer 400 leaders, the N=68 participants could not be deemed large enough to generalise the findings. However, this was a scoping study exercise, designed to explore resilience and wellbeing through SoC conversations and to surface descriptors that would add to what the authors know about contemporary leadership. The study could be improved in the future by the collection of more descriptors, and where practical segmentation of descriptors may provide further insight in terms of comparison between professions/sectors. Practical implications The authors know that leadership is linked to positive and negative outcomes for employees; it is, therefore, prudent to consider how the authors can support both current and future leaders, to incorporate their own and others’ resilience and wellbeing into their leadership repertoire. This may well be best facilitated through health leadership which is known to have a positive association in determining the psychological climate of the workplace. Leadership authenticity means leaders should be able to ask for help, if leaders are struggling with that, then the authors need to examine leadership from a cultural perspective. In practical terms, the generalised resistance resources (GRRs) put forward by the participants may also form local as well as national wellbeing action plans for the future. Social implications Leadership is socially constructed within the organisational context, and the resilience and wellbeing of leaders is affected by the organisational health determinants in the working environment. If the authors are to consider how leaders are to develop an SoC for themselves and others, the authors need to attend to how the leader learns in the context. This is because their SoC is also shaped by the challenges they experience, and socio-constructed learning becomes neurologically embedded, so that ways of thinking, feeling and behaving are reinforced and exhibited over and over again. Originality/value This exploratory study demonstrates the efficacy of the salutogenic model to stimulate dialogue about a potentially sensitive subject. Many of the answers rest with the leaders themselves. The authors held conversations with leaders from the public services in Wales, identified “best self” and “peripheral” variables that leaders manifest across the various organisations they lead, and leaders produced a range of GRRs to support resilience and wellbeing across sectors in the future. There is a growing recognition that in terms of health leadership capability, there will be a premium on knowledge capital that pertains to improving the resilience and wellbeing of employees.
Dissertations / Theses on the topic "Leadership; Leaders: Contemporary perspectives"
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Strickland, Jessie S. "Leadership Perspectives of Tennessee School Leaders." Digital Commons @ East Tennessee State University, 1992. https://dc.etsu.edu/etd/2978.
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The problem was to determine factors Tennessee school leaders consider important to effective leadership. Organizational frames by Bolman and Deal were used. The four organizational frames used in the study were structural, human resource, political, and symbolic approaches to leadership. The frames were examined with regard to their relationship to Tennessee superintendent's leadership and management styles with the perception of his/her style by their superordinates and subordinates. Leadership Orientations, a validated instrument designed by Bolman and Deal, was used to gain insight about school leader perceptions from superintendents and from individuals who work in school administration with the superintendents. Individual school systems, the director of the Tennessee Academy of School Leaders (TASL), the Tennessee Organization of School Superintendents (TOSS), and the Tennessee School Board Association (TSBA) received the data analysis results about leadership perspectives. The research provided school system personnel a method to understand individual, subordinate, and superordinate expectations as they relate to the four organizational frames. Additionally, the findings indicated predictors of management and leadership effectiveness as perceived by the respondents.
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Ahern, Gail Renee. "A Narrative Inquiry: Case Leaders' Perspectives on Resilience in Hospice Care." Antioch University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1432544718.
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Rocher, Johan, and Jian Yang. "Fundraising in Different Business Ecosystems:Entrepreneurial Leaders’ perspectives in USA, France and China." Thesis, Linnéuniversitetet, Ekonomihögskolan, ELNU, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-19475.
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Both developing and developed countries have witnessed the very heart position of small business in the contribution of economic growth and job creation. Nevertheless, the appetite for funds of new enterprises is still not satisfied nowadays, which limits the further blossom of entrepreneurship. Concerning about this problem, our research tries to investigate and describe financing sources of companies in seed/early stage and understand the implications of entrepreneurial leadership in the process of fundraising. Besides, this study involves three business ecosystems: America, France and China in the international context.Following the grounded theory as the researching path, this thesis is considered as a combination of realistic research about financing sources and interpretative research about entrepreneurial leadership. The study is based upon secondary data, which are widely gathered from USA, France and China. In order to achieve in-depth perspectives, empirical explorations are conducted mainly through example studies and face-to-face dialogues with experts including an entrepreneur, a consultant in relation with investors, a bank manager and a project manager.A comprehensive understanding is realized as a result of this research:• American business ecosystem proves its leading position in fundraising support for bootstrap-step companies. As to French ecosystem, it is evolving and represents various particularities regarding regulations, structural mentalities and policies. The Chinese one is fairly different due to the affection of the Communism regime but also the particularly important role of network in doing business.• Entrepreneurial leadership is helpful in fundraising process. And enactment of leadership is quite different due to diverse culture and financing sources. Through the thesis, we interpret how entrepreneurial leadership could be helpful for fundraising in each business ecosystem.• Beyond academic sphere, this research reveals significant benefits and potentials for bridging fund flow among three business ecosystems. It shows a big entrepreneurial opportunity for people who have knowledge and network to break cultural boundaries and construct this “bridge”.In no wise this study aims at explaining or prescribing. By studying each ecosystem for entrepreneurial leaders, we hope to establish an understanding of this topic that could be further examined.
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Williams, Robert. "Accomplished Education Leaders' Perspectives on Competition, Capacity, Trust, and Quality." Thesis, Walden University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13861099.
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<p> From 2017 to 2019, the primary strategy to improve public schools in the U.S. was increasing competition through the expansion of charter schools and the promotion of vouchers to send public school students to private schools. The problem this presented was that key education leaders had not provided adequate input and feedback into this strategy. The purpose of this qualitative study was to gather the perspectives of accomplished education leaders on how Tiebout’s theory of competition and the concept of the Ontario K-12 School Effectiveness Framework impacted quality, trust, and capacity. Data were collected using semistructured interviews with a purposeful sample of 15 accomplished education leaders from the charter/school choice community and traditional public schools. Data were analyzed using Bernauer’s modified three-phase method. School and classroom leadership, meaningful and informative assessment that guides instruction, substantive student engagement, and a focus on a strong curriculum and effective teaching were the key themes that aligned with quality, trust, and capacity. Education leaders did not see Tiebout education as a key driver that would alone improve the quality of public education. Leaders believed that some schools improved in response to Tiebout competition but also shared cautions on the diminishing returns, collateral damage, and equity concerns because Tiebout competition created winners and losers. Social change may be impacted by the results of this study in that the results define and share examples of healthy and unhealthy competition in public education. The results of this study can help inform policy makers and educators as they create opportunities that will enhance the long term personal and economic success of all U.S. students.</p><p>
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Macaraeg, Annmarie. "Sexual Assault Complaint Management from the Perspectives of Ex-Military Air Force Leaders." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/7037.
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Military sexual assault continues to be a persistent problem for the Department of Defense despite the development of new reporting procedures. A sexual assault in the military can cause a lapse in mission accomplishment, negatively interrupt the victim's career, and lead personnel to fail at meeting high standards and expectations. The management of sexual assault complaints in the military has not been effective in preventing sexual assaults from occurring. This grounded theory study looked to explain how military leadership approaches the sexual assault complaint management process. Bronfenbrenner's (1979) ecological model of human development was the conceptual lens used for this study. Data were collected and analyzed from a sample of 20 ex-Air Force leaders using internet-based open-ended questions. Data analysis included first- and second-cycle coding, theoretical sampling, reflection, and ultimately the construction of a substantive theory. The study identified a bio-social operative (BSO) theory that suggests operational management of sexual assault complaints must encompass positive relationships between leaders and subordinates, coupled with constructive sexual assault prevention strategies and the eradication of preconditions such as biasness. This study contributes to social change through discovery of a theory that may provide military leaders and researchers with insights on how sexual assault complaint management is perceived from former military leaders. It also provides a basis for the development of future support programs that are tailored to the specific needs of military populations. These findings may ultimately raise awareness and contribute to the well-being and quality of life of military personnel.
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Hasenberg, Jana, and Katharina Machovsky. "Managing Electronic Multitasking in Meetings : Perspectives of meeting leaders." Thesis, Umeå universitet, Företagsekonomi, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-116840.
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The growth of the internet combined with the proliferation of portable electronic devices has caused an increased use of Information and Communication Technology (ICT) at the workplace. Also in meetings, which present an important tool to communicate and interact within the team, the use of portable electronic devices is common. Individuals frequently use their smartphones and laptops while attending a meeting for meeting-related or -unrelated activities. This behaviour is defined as electronic multitasking. Literature indicates that there are both positive and negative effects of electronic multitasking that might improve the process of a meeting or impair the interaction during a meeting. Since it is the meeting leader’s responsibility to conduct effective and efficient meetings she has to manage potential effects of electronic multitasking. Hence, the meeting leader should make use of positive effects and in this case encourage Electronic Multitasking. On the other hand, if electronic multitasking has negative effects on the meeting, the leader has to limit this behaviour. Considering the entrance of younger generations into the workforce who are more confident in ICT use and view their devices as an important part of their life, the rising relevance of discussing and investigating the management of electronic multitasking in more depth is evident. However, there are only limited empirically developed approaches available to manage the effects of electronic multitasking. By conducting a multiple case study, this major gap was addressed.The case study has been carried out in November 2015 in Umeå, Sweden. Through seven semi-structured interviews with experienced meeting leaders, rich qualitative data has been collected. To analyse this data, a tool called Thematic Network Analysis has been used. Our results encompass several management approaches for meeting leaders to both enhance and limit the effects of electronic multitasking. The identified approaches serve as a toolbox from which a leader has to choose the appropriate approach according to the context that is shaped by the participants, meeting situation and organisation. Leaders can set strict rules at the beginning of a meeting, for example by banning devices. To improve the enforcement of rules, they should be negotiated and respected by the leader as well. Electronic multitasking can be limited by actively confronting multitasking participants during or after the meeting with their inappropriate behaviour. The leader can also make jokes to catch participants’ attention or encourage interaction. Similarly to confronting people with inappropriate electronic multitasking, the leader can encourage the behaviour in case it is useful. For example, one person can be assigned to take notes from the meeting or phases in which all meeting participants engage in electronic multitasking can be announced. Furthermore, the meeting leader can set up meetings by using features such as agenda, breaks, goals, length, size and topics to influence the amount of electronic multitasking. Finally, the company culture or guidelines regarding the use of portable electronic devices can be shaped and applied by meeting leaders. Hence, practical implications have been made to a large extent. Furthermore, this study provides theoretical contributions in the areas of meeting leadership and electronic multitasking.
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Lewis, YoLanda S. "Dual Leadership: Perspectives of African American Women Leaders in Ministry and the Workplace." Franklin University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=frank1628006636888803.
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McCombs, Dawn K. "DISTRICT CURRICULUM LEADERS INVOLVEMENT IN INSTRUCTIONAL LEADERSHIP: PERSPECTIVES OF UNTENURED TEACHERS AND SCHOOL ADMINISTRATORS." Akron, OH : University of Akron, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=akron1143752803.
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Dissertation (Ph. D.)--University of Akron, Dept. of Educational Foundations and Leadership, 2006.<br>"May, 2006." Title from electronic dissertation title page (viewed 10/11/2006) Advisor, Susan J. Olson; Committee members, Duane M. Covrig, Sandra C. Coyner, William E. Klingele, Sharon D. Kruse; Department Chair, Susan J. Olson; Dean of the College, Patricia A. Nelson; Dean of the Graduate School, George R. Newkome. Includes bibliographical references.
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Enakeyarhe, Omafume Matthew. "Leadership perspectives for Continuous Improvement : A Case study on leaders’ consistency for organizational transformation." Thesis, Mittuniversitetet, Avdelningen för kvalitets- och maskinteknik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-34818.
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Samhället förändras med nya utmaningar. Detta skapa behovet för att organisationer ökar takten för att möta förändringen. Det innebär att arbetssätt och standardisering, kan bidrag till verksamhetsutveckling. Uppsatsen därmed undersökte and presenterade resultat som kan hjälpa ledare i olika organisationer att förstå ledarskaps betydelse för ständiga förbättringar både internt och med andra organisationer. Studien som genomfördes på LBS Kreativa gymnasiet med intervju, enkät, observation och dokumentanalys som datainsamlingsverktyg, visade att skolan/organisationen, med hjälp av relations-baserat ledarskap, arbetar med transparens och öppenhet. Detta arbetssätt har bidragit till en förändrade arbetskultur och dokumenterade organisationens arbete med ständiga förbättringar. I fortsättningsvis, visade sig att lärarna, vårdnadshavare och leverantör är nöjda. Resultat visade också att samarbetet mellan skolan och sin leverantör inte var en återkommande punkt i skolans systematiska kvalitetsarbeten<br>The changes experienced in society presents challenges that demands for reciprocal approach on continuous improvement within organizations. This entails fashioning work ways and standards that can adapt to these changes; a task that leaders or prospective leaders should be conversant with. Thus, this study investigates and present results that could assist leaders in understanding the importance of their engagement in continuous improvement as well as the relationship with partners. Investigation through means of interview, survey, observation and documents analysis were conducted at LBS Creative Senior High School (LBS Kreativa Gymnasiet). The research presented description of how the school through its various leaders work consistently with improving the school and its students. The result showed that the school, through relational leadership perspective operates with transparency, openness and the engagement of teaching and non-teaching staffs, which have enabled the transformation of work-culture to one that is consistence with improvement. The result also showed that the transformation has contributed to satisfaction as experienced by teachers, parents/guardians and partners, however partnership with companies was based on an order-deliver relationship and thus was not necessary to be part of the school’s continuous improvement plan.<br><p>2018-06-27</p>
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Draper, Daniel Paul. "Guiding the Work of Professional Learning Communities: Perspectives for School Leaders." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1823.
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Professional Learning Communities (PLCs) are groups of educators committed to working collaboratively in ongoing processes of collective inquiry and action research to achieve better results for the students they serve. PLCs operate under the assumption that the key to improved learning for students is continuous job-embedded learning for educators (DuFour, DuFour, Eaker, & Many, 2006). Researchers and practitioners agree that PLCs are critical to the overall success of schools. The problem is that implementing PLCs with fidelity to an inquiry process is a real challenge. Most school districts do not have a systematic or comprehensive approach to guide their PLC process. School leaders are in need of quality tools and resources to assist them in implementing PLCs.
As a possible solution to this problem, a design team of four Estacada School District principals and one vice principal was convened to create, field-test and refine a handbook for PLC leadership. The handbook was field-tested in four schools and evaluated to determine its usefulness. The study's primary research questions were: (a) Is the PLC handbook a useful resource for school leaders? and (b) What are the handbook's strengths and weaknesses? Secondary research questions focused on specific topics and sections of the handbook: (a) How do school leaders organize and support a PLC framework? (b) How can PLCs support school change initiatives? (c) How can PLCs gather and analyze student data? (d) How can PLCs plan for future action? and (e) How can PLCs troubleshoot challenges?
The design team relied on a problem-based learning approach (Bridges & Hallinger, 1995) and the use of a research and development process (Borg & Gall, 1989) to design an educational product ready for operational use in their schools. The design team met weekly for regularly scheduled meetings. They used the Critical Friends Consultancy Protocol (Harmony Education Center, 2013) as a systematic way to problem solve and collect qualitative data. The data collected from these sessions were transcribed, coded for themes, and analyzed. Other data sources that were used included the review of institutional documentation, structured interviews with teacher leaders, and survey results. The design team then refined its PLC handbook through the first seven steps of the research and development process: (a) Research and information collecting; (b) Planning objectives, learning activities, and small scale testing; (c) Developing a preliminary form of the product; (d) Preliminary field-testing; (e) Main product revision; (f) Main field-testing; and (g) Operational product revision.
The design team determined that the handbook was in fact a useful resource for school leaders, and it helped move PLC work forward in each of the four schools. The team found that the handbook had a number of strengths, including the clarification of key terminology and the establishment of a common language for PLCs. Another noted strength was that the activities included in the handbook were user-friendly. A noted opportunity was that the field-tested handbook did not create viable ways to involve parents, families, and community members in PLC work alongside educators. This opportunity is being addressed by the design team in future handbook revisions.
The handbook helped school leaders organize and support a PLC framework. The design team confirmed that the handbook assisted PLCs in completing the work required of major school change initiatives, including Differentiated Instruction/Sheltered Instruction, Response to Intervention/Positive Behavioral Intervention Support, Common Core State Standards, and Proficiency-Based Learning. The design team also found the PLC handbook to be useful as an orientation tool for new staff members, as well as a valuable review tool for PLC veterans, particularly regarding how to collect and analyze student assessment data. The handbook also helped PLCs plan future action relative to providing intervention and enrichment opportunities for students. Finally, the handbook provided tools to help educators troubleshoot challenges that surfaced during their PLC work.
The design team will continue to refine its handbook and provide support for the Estacada School District and community as mutually-beneficial PLC-related activities, grants, and projects are pursued. The optimal next step for future use of the handbook would be for several schools and districts throughout Oregon, particularly from small, rural areas, to pilot the handbook. The piloting schools and districts could then share the roadblocks and success stories pertinent to their use of the handbook, which would in turn support the design team in making a quality final product revision.
Books on the topic "Leadership; Leaders: Contemporary perspectives"
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editor, Beauvais Chantal 1963, David-Blais Martin editor, and Shukla Rajesh 1970 editor, eds. Ethical leadership and contemporary challenges: Philosophical perspectives. Peeters Publishers, 2013.
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Conversations with educational leaders: Contemporary viewpoints on education in America. State University of New York Press, 1997.
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Combat, Studies Institute Military History Symposium (8th 2010 Fort Leavenworth Kan ). Cultivating Army leaders: Historical perspectives : the proceedings of the Combat Studies Institute 2010 Military History Symposium. Combat Studies Institute Press, US Army Combined Arms Center, 2011.
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Lincoln's enduring legacy: Perspectives from great thinkers, great leaders, and the American experiment. Lexington Books, 2011.
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Kassem, May. In the guise of democracy: Governance in contemporary Egypt. Ithaca Press, 1999.
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Representing America: The citizen and the professional legislator in the House of Representatives. Lexington Books, 2007.
Find full textBook chapters on the topic "Leadership; Leaders: Contemporary perspectives"
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Whittington, J. Lee. "Images of Leadership: Biblical Metaphors for Contemporary Leaders." In Biblical Perspectives on Leadership and Organizations. Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137478085_5.
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Drake, Helen. "Political leadership in contemporary France." In Modern Leaders. Routledge, 2020. http://dx.doi.org/10.4324/9780429319433-8.
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Jaina, Joe. "Leaders and Their Self-Efficacy Beliefs: Why Working Relationships Matter." In Leadership Perspectives. Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230584068_14.
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Sealy, Ruth, and Val Singh. "The Importance of Role Models in the Development of Leaders’ Professional Identities." In Leadership Perspectives. Palgrave Macmillan UK, 2008. http://dx.doi.org/10.1057/9780230584068_15.
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Hansen, Hanja. "System-Sensitive Professional Leaders in Education." In School Leadership - International Perspectives. Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-3501-1_9.
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Heussen-Montgomery, Estelle-Marie, and Eva Jordans. "Leadership in Africa: Past, Present, and Future Perspectives." In Developing Global Leaders. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-14606-1_3.
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Huber, Stephan Gerhard. "Preparing School Leaders – International Approaches in Leadership Development." In School Leadership - International Perspectives. Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-3501-1_12.
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Nahavandi, Afsaneh. "Iranian Mystical Leadership: Lessons for Contemporary Leaders." In Leadership through the Classics. Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-32445-1_13.
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Kaser, Linda, and Judy Halbert. "Developing New School Leaders: Application of International and Local Knowledge to Practice." In School Leadership - International Perspectives. Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-3501-1_13.
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Huber, Stephan Gerhard, and Maren Hiltmann. "The Recruitment and Selection of School Leaders – First Findings of an International Comparison." In School Leadership - International Perspectives. Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-90-481-3501-1_16.
Full textConference papers on the topic "Leadership; Leaders: Contemporary perspectives"
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Shah, Haroon Ali. "157 Perspectives of senior black, asian and minority ethnic (BAME) doctors in England reaching leadership positions: a qualitative study." In Leaders in Healthcare Conference, 17–20 November 2020. BMJ Publishing Group Ltd, 2020. http://dx.doi.org/10.1136/leader-2020-fmlm.157.
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"An Examination of the Barriers to Leadership for Faculty of Color at U.S. Universities." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4344.
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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: The aim and purpose of this study is to understand why there is a dearth of faculty of color ascending to senior levels of leadership in higher education institutions, and to identify strategies to increase the representation of faculty of color in university senior administrative positions. Background: There is a lack of faculty of color in senior level academic administrative position in the United States. Although there is clear evidence that faculty of color have not been promoted to senior level positions at the same rate as their White col-leagues, besides racism there has been little evidence regarding the cause of such disparities. This is becoming an issue of increased importance as the student bodies of most U.S. higher educational institutions are becoming increasingly more inclusive of people of various racial and ethnic backgrounds. Methodology: Qualitative interviews were used. Contribution: This study adds to the research and information made previously available regarding the status of non-White higher educational members in the U.S. by contributing insights from faculty of color who have encountered and are currently encountering forms of discrimination within various institutions. These additions include personal experiences and suggestions regarding the barriers to diversification and implications of the lack of diversity at higher educational institutions. Given the few diverse administrative or executive leaders in service today in higher education, these personal insights provide seldom-heard perspectives for both scholars and practitioners in the field of higher education. Findings: Limited diversity among faculty at higher educational institutions correlates with persistent underrepresentation and difficulty in finding candidates for leadership positions who are diverse, highly experienced, and highly ranked. This lack of diversity among leaders has negative implications like reduced access to mentor-ship, scholarship, and other promotional and networking opportunities for other faculty of color. While it is true that representation of faculty of color at certain U.S. colleges and programs has shown slight improvements in the last decade, nationwide statistics still demonstrate the persistence of this issue. Participants perceived that the White boys club found to some extent in nearly all higher educational institutions, consistently offers greater recognition, attention, and support for those who most resemble the norm and creates an adverse environment for minorities. However, in these findings and interviews, certain solutions for breaking through such barriers are revealed, suggesting progress is possible and gaining momentum at institutions nationwide. Recommendations for Practitioners: To recruit and sustain diverse members of the academic community, institutions should prioritize policies and procedures which allocate a fair share of responsibilities between faculty members and ensure equity in all forms of compensation. In addition, institutional leaders should foster a climate of mutual respect and understanding between members of the educational community to increase confidence of people of color and allow for fresh perspectives and creativity to flourish. Where policies for diversification exist but are not being applied, leaders have the responsibility to enforce and set the example for other members of the organization. Assimilation of diverse members occurs when leaders create an inclusive environment for various cultures and advocate for social and promotional opportunities for all members of the organization. Recommendations for Researchers: Significant research remains on understanding barriers to the preparation of faculty of color for leadership in higher education. While this research has provided first-hand qualitative perspectives from faculties of color, additional quantitative study is necessary to understand what significant differences in underrepresentation exist by race and ethnicity. Further research is also needed on the compound effects of race and gender due to the historic underrepresentation of women in leadership positions. At the institutional and departmental level, the study validates the need to look at both the implicit and explicit enforcement of policies regarding diversity in the workplace. Future Research: Higher education researchers may extend the findings of this study to explore how faculty of color have ascended to specific leadership roles within the academy such as department chair, academic dean, provost, and president.
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Plaunt, Jessica A., Joshua B. Ortiz, Malena Agyemang, and Joshua D. Summers. "Follower Behavior in Engineering Design Teams: Theoretical Constructs and Protocol Analyses." In ASME 2020 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/imece2020-23395.
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Abstract The purpose of this research is to develop an understanding of followership behaviors in engineering design team situations by studying leadership behaviors. While leadership in engineering design teams has been studied from role, function or behavior, and individual characteristic perspectives, no studies are found that examined follower (helping) behavior in the context of an engineering design team. Understanding this behavior can lead to intervention strategies that might be employed to improve team dynamics and performance. To this end, a theoretical framework of follower behavior is defined based on a review of “helping behavior” from the literature. Characteristics of follower helping behavior include exhibiting citizenship, voluntary, extra-role, and not upsetting the status-quo. Specifically, a follower-leader is one who exhibits voluntary, “extra-role” (beyond expectation) behaviors in a professional setting done without upsetting the status-quo in a formal leadership setting. A model is developed that links leadership style, follower mindset, leader-follower relationship, influence tactics, follower behavior, and follower performance. The key behavior studied is helping behavior. This literature-based framework is exclusively based on survey study data. No research is found that focuses on studying the behaviors of followers from observational studies. Therefore, data presented from a previous protocol study is further reviewed in search of patterns of conversions of followers to leaders through behavior modeling. In the previous study, eight teams of four graduate engineering students were tasked with generating a function model for a design prompt. These teams were video recorded, and their behaviors coded for seven leadership actions. Of the eight design teams previously studied, there were 325 total leadership behaviors coded. A follower-to-leader behavior pattern was defined where a follower in one behavior immediately exhibited leadership behavior in the next coded activity. Of the activities coded, 131 (40.3%) possible follower helping actions have been identified. These are examined further to determine whether there is a correlation between the initial leadership behavior type and the following leadership behavior type. Patterns are also sought to determine how often the initial leader also changes to a follower in the subsequent activity. This study shows that there are follower patterns that are found in design activities. Further, these patterns are related back to the follower (helping) behavior model that is derived from the literature, specifically the influence tactics that include: inspirational appeals, consultation, supplication, and exemplification as well as the social exchange relationships of leader-member exchange (LMX), team-member exchange (TMX). Finally, this study provides suggestive evidence of patterns to motivate future systematic study of followership in engineering design.
Reports on the topic "Leadership; Leaders: Contemporary perspectives"
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Altman, David, Emily Hoole, and Clemson Turregano. Developing leaders in the public sector of the kingdom: Data and perspectives from the Center for Creative Leadership. Center for Creative Leadership, 2015. http://dx.doi.org/10.35613/ccl.2015.1063.
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Lavadenz, Magaly, Elvira Armas, and Irene Villanueva. Parent Involvement and the Education of English Learners and Standard English Learners: Perspectives of LAUSD Parent Leaders. Loyola Marymount University, 2007. http://dx.doi.org/10.15365/ceel.policy.1.
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This policy brief reports findings from a survey of parent leaders in 2007 that sought to understand what parents of English Learners and Standard English Learners think about the education of their children and about parent education and involvement in the Los Angeles Unified School District (LAUSD). Surveys with 513 LAUSD parent leaders revealed low ratings for LAUSD’s parent education efforts as well as for student academic programs. Open-ended responses point both to educational as well as policy recommendations in the following areas: 1) home/school collaboration; 2) professional development, curriculum and Instruction, and tutors/support; and 3) accountability. This policy brief concludes that improvement in the educational experiences and outcomes for Standard English Learners and English Learners can happen by capitalizing on existing parent leadership.
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Phillips, Jake. Understanding the impact of inspection on probation. Sheffield Hallam University, 2021. http://dx.doi.org/10.7190/shu.hkcij.05.2021.
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This research sought to understand the impact of probation inspection on probation policy, practice and practitioners. This important but neglected area of study has significant ramifications because the Her Majesty’s Inspectorate of Probation has considerable power to influence policy through its inspection regime and research activities. The study utilised a mixed methodological approach comprising observations of inspections and interviews with people who work in probation, the Inspectorate and external stakeholders. In total, 77 people were interviewed or took part in focus groups. Probation practitioners, managers and leaders were interviewed in the weeks after an inspection to find out how they experienced the process of inspection. Staff at HMI Probation were interviewed to understand what inspection is for and how it works. External stakeholders representing people from the voluntary sector, politics and other non-departmental bodies were interviewed to find out how they used the work of inspection in their own roles. Finally, leaders within the National Probation Service and Her Majesty’s Prisons and Probation Service were interviewed to see how inspection impacts on policy more broadly. The data were analysed thematically with five key themes being identified. Overall, participants were positive about the way inspection is carried out in the field of probation. The main findings are: 1. Inspection places a burden on practitioners and organisations. Practitioners talked about the anxiety that a looming inspection created and how management teams created additional pressures which were hard to cope with on top of already high workloads. Staff responsible for managing the inspection and with leadership positions talked about the amount of time the process of inspection took up. Importantly, inspection was seen to take people away from their day jobs and meant other priorities were side-lined, even if temporarily. However, the case interviews that practitioners take part in were seen as incredibly valuable exercises which gave staff the opportunity to reflect on their practice and receive positive feedback and validation for their work. 2. Providers said that the findings and conclusions from inspections were often accurate and, to some extent, unsurprising. However, they sometimes find it difficult to implement recommendations due to reports failing to take context into account. Negative reports have a serious impact on staff morale, especially for CRCs and there was concern about the impact of negative findings on a provider’s reputation. 3. External stakeholders value the work of the Inspectorate. The Inspectorate is seen to generate highly valid and meaningful data which stakeholders can use in their own roles. This can include pushing for policy reform or holding government to account from different perspectives. In particular, thematic inspections were seen to be useful here. 4. The regulatory landscape in probation is complex with an array of actors working to hold providers to account. When compared to other forms of regulation such as audit or contract management the Inspectorate was perceived positively due to its methodological approach as well as the way it reflects the values of probation itself. 5. Overall, the inspectorate appears to garner considerable legitimacy from those it inspects. This should, in theory, support the way it can impact on policy and practice. There are some areas for development here though such as more engagement with service users. While recognising that the Inspectorate has made a concerted effort to do this in the last two years participants all felt that more needs to be done to increase that trust between the inspectorate and service users. Overall, the Inspectorate was seen to be independent and 3 impartial although this belief was less prevalent amongst people in CRCs who argued that the Inspectorate has been biased towards supporting its own arguments around reversing the now failed policy of Transforming Rehabilitation. There was some debate amongst participants about how the Inspectorate could, or should, enforce compliance with its recommendations although most people were happy with the primarily relational way of encouraging compliance with sanctions for non-compliance being considered relatively unnecessary. To conclude, the work of the Inspectorate has a significant impact on probation policy, practice and practitioners. The majority of participants were positive about the process of inspection and the Inspectorate more broadly, notwithstanding some of the issues raised in the findings. There are some developments which the Inspectorate could consider to reduce the burden inspection places on providers and practitioners and enhance its impact such as amending the frequency of inspection, improving the feedback given to practitioners and providing more localised feedback, and working to reduce or limit perceptions of bias amongst people in CRCs. The Inspectorate could also do more to capture the impact it has on providers and practitioners – both positive and negative - through existing procedures that are in place such as post-case interview surveys and tracking the implementation of recommendations.