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Journal articles on the topic 'The formation of the leadership'

Author: Grafiati

Published: 4 June 2021

Last updated: 3 February 2022

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1

Hibbert, Paul, Nic Beech, and Frank Siedlok. "Leadership Formation: Interpreting Experience." Academy of Management Learning & Education 16, no. 4 (December 2017): 603–22. http://dx.doi.org/10.5465/amle.2015.0243.

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2

Shi-Min, Lu. "Chinese Familism and Leadership Formation." Mission Studies 32, no. 1 (April 10, 2015): 87–114. http://dx.doi.org/10.1163/15733831-12341381.

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The display of the slogan ‘harmony’ in the opening ceremony of the 2008 Olympics in Beijing seems to signify that China is moving toward a new conception of Communism. However, the pursuit of a harmonious society is not new in Chinese history. It is actually rooted in the complex Chinese tradition, especially that of Confucianism. The idea ofren(benevolence) is often considered as the prime ideology of Confucianism, but through a closer look at Chinese traditions, one will find that Chinese familism is positioned at the core of Chinese culture. The harmony the Confucianist seeks is situated in the unequal relationship in propriety defined by familism which has profound impact on the Chinese leadership formation as shown in the Chinese imperial system. Since Confucianism is deeply rooted not only in Chinese culture but also in the cultures of its neighborhood, understanding leadership formation in the context of Confucianism can be crucial to the effectiveness for mission leaders involved in Asian leadership in the marketplace and in the ecclesial practices. It is my argument that harmony, as expressed in the unequal relationship of Chinese familism, which is the driving force of leadership formation for the Chinese over the last two millennia, can be revitalized through the expression of harmony as defined by Max De Pree in his conception of leadership formation: mutually edifying participation between persons who are stewarding God-given gifts. The first task of this paper is to define Chinese familism. This is followed by a comparative analysis of leadership formation within the Chinese cultural context, in light of the current leadership discoveries emanating from the West. The paper concludes with a presentation of potential ways in which familial ideals might be integrated with De Pree’s leadership principles.

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3

Disch, Joanne. "Nursing leadership in policy formation." Nursing Forum 55, no. 1 (August 19, 2019): 4–10. http://dx.doi.org/10.1111/nuf.12375.

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4

Belikova, Yuliia. "Formation and advantages of emotional leadership." Ukrainian society 2012, no. 2 (2012): 7–16. http://dx.doi.org/10.15407/socium2012.02.007.

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The article deals with emotional leadership research. Sociometry and psychological tests results gave the possibility to analyze correlations between leadership and IQ level, EQ level and creativity. This made it possible to improve the definition of emotional leadership, to emphasize the advantages of emotional leadership in compare with other types of leadership.

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Nikulina, Irina Vyacheslavovna. "Formation of leadership qualities in students." Samara Journal of Science 5, no. 4 (December 15, 2016): 206–11. http://dx.doi.org/10.17816/snv20164312.

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The following paper discusses the features of leadership in a student group. The author presents interpretations of leadership phenomenon that exist in domestic and foreign literature and analyzes the phenomenon of leadership differentiation role in a group. A phenomenon of leadership identification, as a mechanism of the leader influence on followers, is studied by the experimental method. As a result the author comes to the conclusion that the identification of the group takes place mainly with an instrumental or emotional leader, as a great number of identity attributes are ascribed to him/her. A self-perceptual questionnaire helps to study a social-perceptual mechanism of identification process deployment in leadership. The experimental results show that the formation of leadership qualities in students is necessary to consider the features of role differentiation in a group: the instrumental leader organizes a student group for the solution of educational and professional problems; the emotional leader takes care of favorable psychological climate maintenance in a group, strengthens the group cohesion.

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A.K. Kurmangali and A.T. Baiturbayeva. "Political science factors of leadership formation." BULLETIN Series of Sociological and Political sciences 70, no. 2 (June 25, 2020): 40–44. http://dx.doi.org/10.51889/2020-2.1728-8940.06.

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In political management practice, the formation of the image of a politician begins with the development of a preliminary program of action, which is determined by elections. To create such a program, the contingent is carefully studied or (as it is commonly called in political science literature) the “target audience” of a political image. This process occurs using various sociological and socio-psychological technologies for analyzing representations, opinions and other manifestations of mass consciousness, conducting expert surveys, observation focus groups, etc. Using these methods, the so-called “ideal image” of a given audience is calculated.

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Warhurst, Russell P. "Leadership development as identity formation: middle managers’ leadership learning from MBA study." Human Resource Development International 15, no. 4 (September 2012): 471–87. http://dx.doi.org/10.1080/13678868.2012.706428.

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8

Basole, Rahul C., and Jagannath Putrevu. "On Leadership, Alliance Formation, and Enterprise Transformation." Journal of Enterprise Transformation 4, no. 1 (January 2, 2014): 28–50. http://dx.doi.org/10.1080/19488289.2013.869278.

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9

de Lange, Deborah E. "Field Formation: Leadership, Issues and Stakeholders Intertwined." Academy of Management Proceedings 2012, no. 1 (July 2012): 11833. http://dx.doi.org/10.5465/ambpp.2012.11833abstract.

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10

Kye, Jaekwang. "Leadership for Spiritual Formation in Modern Culture." Theology and praxis 42 (November 30, 2014): 799–824. http://dx.doi.org/10.14387/jkspth.2014.42.799.

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11

Hewitt, Roderick. "Missional Leadership Formation: Embodiment ofTogether towards Life." International Review of Mission 103, no. 1 (April 2014): 144–47. http://dx.doi.org/10.1111/irom.12052.

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12

Awang, Abd Hair, Maslinda Haron, Iskandar Zainuddin Rela, and Suhana Saad. "Formation of civil servants' creativity through transformative leadership." Journal of Management Development 39, no. 4 (February 26, 2020): 499–515. http://dx.doi.org/10.1108/jmd-04-2019-0142.

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PurposeCreativity is the core of digital knowledge-based economic growth and competitiveness. Given the fact that public service is a major contributor to the country's governance system, creativity among civil servants should be enhanced. Effective leadership in public services is necessary to nurture the creativity of high-quality public services. This study aims to examine the effects of transformational leadership on civil servant's creativity.Design/methodology/approachThis study was conducted in six selected public service agencies. A total of 214 questionnaires were distributed to civil servant offices, only 82.2 percent (176 questionnaires) were returned. Data were tested using SMART PLS to determine whether the four transformational leadership dimensions, namely, intellectual stimulation, idealized influence, individual consideration, and inspirational motivation, exhibit a significant effect on creativity of civil servant officers.FindingsFindings showed positive effects of the four transformational leadership dimensions on the civil servant's creativity.Research limitations/implicationsWith small sample size, this study can still be expanded to all available public services sector in urban and rural area to gain a wider perspective.Practical implicationsThis study presents strong managerial implications that can be used by public service to evaluate the consequence of transformational leadership on the creativity of employees, particularly the young civil servants. Through transformational leadership style, public service leaders can foster and improve young civil servants' creativity and share knowledge to achieve high performance.Originality/valueWith genuine verified measurement of transformative leadership and public sector creativity, the path correlation analysis shows that intellectual stimulation, idealized influence, individual consideration, and inspirational motivation have significant direct effects on creativity of the civil servant.

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13

Bekesiene, Svajone, Ieva Meidute-Kavaliauskiene, and Šárka Hošková-Mayerová. "Military Leader Behavior Formation for Sustainable Country Security." Sustainability 13, no. 8 (April 19, 2021): 4521. http://dx.doi.org/10.3390/su13084521.

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The continuous improvement of military leadership identity to maintain excellent performance with respect to the promotion of mission success is a highly desired by the Lithuanian Armed Forces. This study seeks to identify the criteria for effective leadership behavior that is appreciated by Lithuanian servicemen. The validated Leader Behavior Description Questionnaire (LBDQ XII) was used to collect data representing followers’ preferences with respect to commander–leader behavior by assessing twelve leadership behavior criteria. Additionally, commander–leaders were chosen as experts to judge the importance of the criteria by pair-wise assessment. Consequently, the Fuzzy Decision Making (FDM) with Fuzzy Decision Making Trial and Evaluation Laboratory (DEMATEL) method based on the new concept of the relationship between the influenced and influencing criteria were employed to analyze the ranking using leadership behavior and to establish the causal relationships among the criteria when the collected data were expressed in trapezoidal fuzzy numbers. This study contributes to military leadership by using a novel approach for identifying and prioritizing the behavior criteria for leaders. The results indicate six “cause” constructs: ability to persuade, taking the lead, result orientation, accurate forecasting, building interpersonal relationships, and cooperation with managers. These findings could assist militaries in designing effective improvement strategies for continuous leadership training.

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14

Aitzhanova, R. M., and M. A. Zhumabay. "FORMATION OF STUDENTS ' LEADERSHIP SKILLS IN THE LEARNING PROCESS." BULLETIN Series Psychology 66, no. 1 (May 28, 2021): 35–39. http://dx.doi.org/10.51889/2021-1.1728-7847.06.

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In this article, the authors highlight the methods of formation and development of managerial skills and special qualities of students in the process of teaching self-knowledge, spiritual and creative self-improvement. Reveals contradictions between the need to develop student’s leadership skills and the lack of development of their leadership problems. Studying the leadership qualities of students, the authors give psychological and pedagogical recommendations, consider leadership as a responsibility for the development of students leadership qualities, are ready to create and organize their own projects, make decisions and make choices, as well as quickly and purposefully adapt students to the society. It takes into account the need to focus on the formation of personal outgoing qualities, as well as on the acquisition of new skills and approaches to pedagogical self-development.

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Breen, Clairissa D., and Stephen Frezza. "Charismatic Leadership and the Formation of Hate Groups." International Annals of Criminology 58, no. 1 (May 2020): 55–90. http://dx.doi.org/10.1017/cri.2020.17.

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AbstractAs of 2019, there were 940 hate groups known to be active in the United States. Previous examinations of hate groups have assumed formation. This paper uses simulation modeling to test Weber’s 1947 socio-political theory of charismatic leadership. Simulation modeling creates a computer simulation that simplifies people and their interactions to mimic a real-world event or phenomena. Three models of hate group formation were created to test this theory. These experiments test the importance of personal and societal levels of hate in group formation and the influence of charismatic leadership. These experiments also tested hypotheses regarding the number of groups that form, the speed of formation, and group size. Data were collected from 13,000 model iterations to test these hypotheses. All models successfully generated hate groups. Hate groups formed at all levels of societal hate. An in-depth understanding of how hate groups form may assist in slowing the proliferation of these groups and decreasing their appeal.

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16

Moodie, Gavin. "University leadership: approaches, formation and challenges in Europe." Journal of Higher Education Policy and Management 35, no. 5 (October 2013): 570–71. http://dx.doi.org/10.1080/1360080x.2013.825402.

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17

Vilca, Jose M. V., Marco H. Terra, and Valdir Grassi. "Formation Control with Leadership Alternation for Obstacle Avoidance." IFAC Proceedings Volumes 44, no. 1 (January 2011): 1090–95. http://dx.doi.org/10.3182/20110828-6-it-1002.03655.

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18

Regan, Kate. "Leadership Identity Formation in Nonprofit Human Service Organizations." Human Service Organizations: Management, Leadership & Governance 40, no. 5 (March 15, 2016): 435–40. http://dx.doi.org/10.1080/23303131.2016.1165044.

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19

Stepan, Alfred. "Multiple but Complementary, Not Conflictual, Leaderships: The Tunisian Democratic Transition in Comparative Perspective." Daedalus 145, no. 3 (July 2016): 95–108. http://dx.doi.org/10.1162/daed_a_00400.

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Many classic studies of leadership focus on strong leadership in the singular. This essay focuses on effective leaderships in the plural. Some of the greatest failures of democratic transitions (Egypt, Syria, Libya) have multiple but highly conflictual leaderships. However, a key lesson in democratization theory is that successful democratic transitions often involve the formation of a powerful coalition, within the opposition, of one-time enemies. This was accomplished in Chile, Spain, and Indonesia. In greater detail, this essay examines Tunisia, the sole reasonably successful democratic transition of the Arab Spring. In all four cases, religious tensions had once figured prominently, yet were safely transcended by the actions of multiple leaders via mutual ideological and religious accommodations, negotiated socioeconomic pacts, and unprecedented political cooperation. A multiplicity of cooperating leaders, rather than a single “strong leader,” produced effective democratic leadership in Tunisia, Indonesia, Spain, and Chile.

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20

Glanz, Judy L. "Exploration of Christian Women’s Vocational Ministry Leadership and Identity Formation in Evangelical Churches on the West Coast." Christian Education Journal: Research on Educational Ministry 17, no. 2 (May 11, 2020): 325–46. http://dx.doi.org/10.1177/0739891320919422.

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This empirical research explores adult identity formation through work experiences, gaining insight into structures and practices which allow women to thrive in leadership within the evangelical church ministry context. This qualitative research explores adult identity formation and gender role stereotypes in leadership domains within the evangelical church context on the West Coast. Twenty-five ( n = 25) women in vocational church leadership, aged 25–71, revealed what impedes or contributes to female leadership adult identity formation. Key findings revealed women leaders thrive and gain identity strength through agency found in union with Christ; hold back identity components and skills available to church leadership teams to fit the male work context; contextual factors impact women’s well-being in leadership including assumptions and mindsets adverse to women leading; and lead pastors and supervisors’ beliefs about women in leadership are critical to healthy identity formation. Therefore, this research is an exploration of what experiences assist women leaders to thrive or not thrive in evangelical vocational leadership on the West Coast and how their identity in Christ empowers their leadership.

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21

Young, Oran R. "Political leadership and regime formation: on the development of institutions in international society." International Organization 45, no. 3 (1991): 281–308. http://dx.doi.org/10.1017/s0020818300033117.

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Leadership plays a critical but poorly understood role in determining the success or failure of the processes of institutional bargaining that dominate efforts to form international regimes or, more generally, institutional arrangements in international society. An examination of the nature of institutional bargaining serves as a springboard both for pinpointing the role of leadership in regime formation and for differentiating three forms of leadership that regularly come into play in efforts to establish international institutions: structural leadership, entrepreneurial leadership, and intellectual leadership. Because much of the real work of regime formation occurs in the interplay of different types of leadership, the study of interactions among individual leaders is a high priority for those seeking to illuminate the processes involved in the creation of international institutions. Not only does such a study help to explain the conditions under which regimes form or fail to form, but it also provides an opportunity to bring the individual back in to an important area of international affairs.

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Ардюкова, О., and O. Ardyukova. "Leadership Phenomenon Research: from Diagnostics to Formation of Competences." Scientific Research and Development. Socio-Humanitarian Research and Technology 6, no. 4 (December 18, 2017): 50–56. http://dx.doi.org/10.12737/article_5a2e6e0aa94ac7.10857901.

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In article approaches to the analysis of moral leadership — the difficult phenomenon which is only recently opened in the theory and practice of management, and social management, extremely perspective for the sphere, and social and humanitarian knowledge in general are considered. The author addresses leadership phenomenon research history in psychology and management, revealing regularities of development of theories of leadership (stages, a typologization). It is established that moral leadership as a subject of cross-disciplinary researches reproduces dynamics of formation of the main approaches to leadership developed in the XX century: from diagnostics to formation of competences. Concrete qualities of the moral leader are considered: the prudence, courage, self-control, justice (revealed by Aristotle), the humility and generosity (developed in Christian ethics) and modern (high level of moral responsibility). As competences of the moral leader are called: skills of ethical assessment, ethical examination, minimization of ethical risks, social intelligence. The main skill of the moral leader — adoption of administrative solutions of high degree of ethics is accented. It is claimed that formation of the professional — the moral leader — is possible by means of innovative technologies of ethical education. The example of a stakeholders analysis (the analysis of interested parties) as educational technology for formation of skills of ethical examination, minimization of ethical risks, adoption of administrative solutions of high degree of ethics is given.

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Ramthun, Alex J., and Gina S. Matkin. "Multicultural Shared Leadership." Journal of Leadership & Organizational Studies 19, no. 3 (May 7, 2012): 303–14. http://dx.doi.org/10.1177/1548051812444129.

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This conceptual article reviews relevant literature to develop propositions forming a model of multicultural shared leadership. First, an examination of the definitions of culture finds consensus on culture as a system. Second, a review of the developmental model of intercultural sensitivity introduces the concept of intercultural competence. Third, an exploration into the theoretical foundations of vertical and shared leadership develops primary themes. Finally, the formation of propositions and a conceptual model invites researchers to study the moderating impact of intercultural competence on culturally diverse teams and shared leadership. Theoretical and practical implications, limitations, and recommendations are discussed.

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Tovpenetc, Anatoly E. "Formation of leadership qualities of the director of theatrical performances and holidays." Vestnik of Saint Petersburg State University of Culture, no. 2 (47) (2021): 120–26. http://dx.doi.org/10.30725/2619-0303-2021-2-120-126.

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The article is devoted to the topic of the formation of leadership qualities of the director of theatrical performances and holidays. The director must have not only professional competencies, but also be mobile, be able to adapt to changing proposed circumstances, accept and analyze incoming information, and can optimally solve emerging problems. Today, in the field of creative activity, the director must have the ability to lead more than ever, he must productively lead the creative team, which includes both the production group and the artistic workshop. The article deals with the problems of leadership and leadership qualities, the theoretical aspects of the formation of the director’s leadership qualities, the leadership qualities of the director of theatrical performances and holidays, as a means of improving the creative activity of the production group

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Mayan, Maria, Sanchia Lo, Merin Oleschuk, Anna Paucholo, and Daley Laing. "Leadership in Community-Based Participatory Research: Individual to Collective." Engaged Scholar Journal: Community-Engaged Research, Teaching, and Learning 2, no. 2 (June 23, 2017): 11–24. http://dx.doi.org/10.15402/esj.v2i2.162.

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Multi-sector collaborative partnerships hold much promise in tackling seemingly intractable and complex social issues. However, they often encounter many challenges in achieving their goals. Leadership can play an important role in reducing the impact of factors that threaten a multi-sector partnership’s success. Community-based participatory research (CBPR) partnerships are collaborative and, in many cases, multi-sectored. While there is a developing literature and practice on multi-sector, collaborative partnerships, leadership in CBPR is relatively unexplored, especially at various partnership stages (i.e., formation, implementation, maintenance, and accomplishment of goal). Through the method of focused ethnography, we explored the research question “How is leadership exercised during the formation stage of a CBPR partnership?” Eighteen partners (government, community, and university sectors) were interviewed about the leadership during the formation stage of their partnership, and data were qualitatively content-analyzed. Partners explained that leadership was exercised during the formation stage through (1) individual characteristics, (2) actions, and (3) as a collective. Our findings illustrate that CBPR leadership shares many of the characteristics of traditional leadership and adapts them to support the collaborative process of CBPR, leading to a collective form of leadership. These findings have implications for the study and practice of CBPR leadership.

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GRIMALDI, PAUL L. "Network Formation Made Easier." Nursing Management (Springhouse) 27, no. 12 (December 1996): 9???10. http://dx.doi.org/10.1097/00006247-199612000-00002.

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27

Krasnoshchok, Inna. "THE FORMATION OF LEADERSHIP QUALITIES OF THE STUDENTS AS A TASK OF EDUCATIONAL ACTIVITY OF THE STUDENT GROUP CURATOR." Academic Notes Series Pedagogical Science 1, no. 194 (June 2021): 144–50. http://dx.doi.org/10.36550/2415-7988-2021-1-194-144-150.

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The article, based on the analysis of scientific research, clarifies the essence of the concept of «leadership qualities». To analyze the state and effectiveness of the formation of leadership qualities of the students, it is suggested to use the three interrelated criteria: cognitive, motivational and activity. Three levels of the formation of leadership qualities of the students are characterized – high, average and low based on the manifestation of the indicators of the certain criteria. The article substantiates the expediency of attributing the formation of leadership qualities of students to the priority tasks of educational activities of the curator of the student group. The content of the educational work of the curator of the student group on the formation of leadership qualities of students, in particular: promoting the development of leadership knowledge and skills of students, expanding their awareness of leadership in general, and its role for self-realization in future professional activities; stimulating students to develop (self-development) leadership qualities in order to achieve common group goals; cohesion of the student group as an environment of manifestation and formation of leadership qualities of the students; encouraging the student participation in the self-organization of the group, involving students in the activities of student assets, stimulating active participation in community activities; ensuring that students master the methods of effective organizational work and communicative interaction in the group; creating conditions for enriching the experience of leadership behavior of the students. The ways of effective use of innovative methods and forms of education for the formation of leadership qualities of the students are characterized. The support and encouragement of student initiatives to organize the life of the group are considered to be an important pedagogical tool in the activities of the student group curator to stimulate students to show leadership and behavior. It involves the creation of a curator of humane, subject-subject relationships with students, the organization of joint definition of goals and objectives of the group and the planning and distribution of assignments for their implementation.

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Muslimin, Muslimin, Yuli Andi Gani, Suryadi Suryadi, and Choirul Saleh. "The Process The Formation of The Collective Leadership on The Corruption Eradication Commission." Journal of Public Administration Studies 006, no. 01 (May 1, 2021): 1–7. http://dx.doi.org/10.21776/ub.jpas.2021.006.01.1.

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This article was written based on the findings of research that examines the process of formation of collective leadership implemented by the Corruption Eradication Commission (Komisi Pemberantasan Korupsi: KPK) in Indonesia during its inception in 2003 until the end of the leadership of Abraham Samad 2015. The results of the study indicate that the KPK's collective leadership was gradually formed through several stages can be identified in 3 development cycles. The first stage is a pioneering cycle that requires prerequisites for the formation of collective leadership in order to operate the leadership mechanism in the KPK's organizational structure. Second, the critical cycle, namely the operational trials of collective leadership that have the opportunity to succeed or fail. This cycle is characterized by collaboration between structures in the collective decision making process. Third, the operational stabilization cycle, is a stage of development that leads to the cohesiveness of KPK members and results in superior level of performance.

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Bybyk, Darya. "SOCIAL LEADERSHIP: CRITERIA, INDICATORS AND LEVELS OF FORMATION IN FUTURE SOCIAL WORKERS." Modern Higher Education Review, no. 5 (2020): 72–80. http://dx.doi.org/10.28925/2518-7635.2020.5.7.

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Nowadays it is extremely important for society to be aware of the professional and experienced professional training of the future social workers. The article is devoted to the main issue of formation the social leadership in the conditions of professional training the future social workers. Contemporary conditions indicate the need to highlight certain scientific approaches to leadership in social work. It is determined that the theoretical study of the phenomenon of “social leadership” as a social phenomenon at the present stage of development of society determines the search for criteria for its formation in future professionals in the social sphere. On the basis of substantiated criteria (motivational-value, cognitive, activity-behavioral) there are established the corresponding indicators that reflect the characteristic of the manifestation the levels of formation the social leadership at future workers in social work (reactive, active, proactive). The purpose of the research is to determine the criteria, indicators and levels that can further influence the dynamics of social leadership in students — future social workers to improve the current state of society, in particular in the field of social work. The realization of this goal involved the use of the following methods: scientific knowledge, analysis of scientific literature, synthesis, comparison, generalization, specification, classification, systematization as well as the descriptive method. Based on the analysis, it is characterized that the components of social leadership and substantiates the criterion, indicators and levels of its formation in accordance with the understanding of the factors of formation of social leadership of future social workers in terms of training.

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Golovin, A. A. "Leadership in Sp orts Teams Formation and Socialization Processes." Vestnik Povolzhskogo instituta upravleniya 17, no. 5 (2017): 146–52. http://dx.doi.org/10.22394/1682-2358-2017-5-146-152.

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31

Markelova, Juliya. "Problem of formation of leadership potential in higher school." Uchenye zapiski universiteta imeni P.F. Lesgafta, no. 88 (June 2012): 80–83. http://dx.doi.org/10.5930/issn.1994-4683.2012.06.88.p80-83.

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32

Emery, Cécile, Hayley Claire German, and Jonathan Pinto. "A follower perspective on the formation of shared leadership." Academy of Management Proceedings 2016, no. 1 (January 2016): 10284. http://dx.doi.org/10.5465/ambpp.2016.10284abstract.

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33

Neidhart, Helga, and Janeen T. Lamb Lamb. "Australian Catholic Schools Today: School Identity and Leadership Formation." Journal of Catholic Education 19, no. 3 (May 17, 2016): 49–65. http://dx.doi.org/10.15365/joce.1903042016.

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34

Jones, B., and J. Hewitt. "Leadership And Group Formation In High-rise Buidling Evacuations." Fire Safety Science 1 (1986): 513–22. http://dx.doi.org/10.3801/iafss.fss.1-513.

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35

Bayle, Isabelle, Florence Girard, and Christophe Debout. "Formation et construction de compétences en matière de leadership." Soins 64, no. 840 (November 2019): 56–59. http://dx.doi.org/10.1016/j.soin.2019.09.027.

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36

Rakoczy, Susan. "Walking Together: Reflections on Lay Leadership Formation in Ghana." Missiology: An International Review 19, no. 1 (January 1991): 59–68. http://dx.doi.org/10.1177/009182969101900105.

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Based on the author's experiences in mission in Ghana from 1982 to 1988, this article describes three dimensions of leadership formation with lay leaders in the Catholic charismatic renewal in Ghana: kenosis, partnership and collaboration, and empowerment for mission. These are linked with Lonergan's analysis of conversion and also provide elements for a spirituality of mission.

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Yermak, T. M. "LEADERSHIP SKILLS FORMATION AS A SOCIAL AND PEDAGOGICAL PROBLEM." Innovate Pedagogy 1, no. 21 (2020): 221–25. http://dx.doi.org/10.32843/2663-6085/2019.21.1-47.

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38

Kalenyuk, Iryna, Liudmyla Tsymbal, Antonina Djakona, and Evelina Panchenko. "Assessment of intellectual leadership under global competition." Problems and Perspectives in Management 16, no. 4 (November 14, 2018): 212–23. http://dx.doi.org/10.21511/ppm.16(4).2018.18.

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The formation of knowledge economy issues of leadership is being actualized in today’s global environment under the influence of globalization. An important aspect is the provision of subjects of various levels of intellectual leadership, which means achieving a high position in the competition due to high quality and intensity of the implementation of intellectual resources. The purpose is to justify methodological approaches to the assessment of intellectual leadership and to analyze its manifestation at the level of intellectual resources. The object is the processes of competition and achievement of intellectual leadership of countries in the global environment. The methodical approaches to the evaluation of intellectual leadership of different subjects at three levels (resources, results, outcomes) are offered. The intellectual leadership of countries at the level of resources is empirically analyzed by using the methods of comparative, system-structured, quantitative and qualitative analysis.By the level of intellectual leadership of the first order (accumulated intellectual resources), 32 countries have been identified as leaders, including highly developed countries and emerging active players. The unconditional leaders are the United States and China, whose relative figures are lower due to the large GDP and the population. Norway and Sweden have the highest presence in all TOP lists (6 indicators), in the second place – Finland and Switzerland (5 indicators), Australia, Brazil, New Zealand at all share the third position (4 indicators). Developed countries are predominantly leaders in terms of the formation of intellectual leadership. Outsider countries get on the list of leaders by individual indicators.

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Goshovska, Valentyna, Lydiia Danylenko, Iryna Dudko, Liliia Makarenko, and Nadiia Maksimentseva. "Formation of political leaders in countries of democratic transition." LAPLAGE EM REVISTA 7, no. 2 (January 7, 2021): 385–98. http://dx.doi.org/10.24115/s2446-6220202172754p.385-398.

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The transition of Ukraine to democracy requires studying the experience of forming political leaders in developing countries. In particular, political leadership, in particular, the values, ideology, and policies of the leader, determine the level of democracy in a country. The results of the research provide evidence of the impact of political leadership on democratization and economic growth. It has been established that leadership determines the values and priorities for the development of political and economic systems as well as democratization has a positive effect on economic growth under the condition of an open economy, unity, and solidarity of the principles of leaders within the party and the opposition. The growth of opposition protests and the conservatism of political leaders leads to a decrease in the level of political culture, civil liberties, and the effectiveness of the government’s actions. As a result, the level of economic development declines.

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S. Howard, Christopher, and Justin A. Irving. "The impact of obstacles defined by developmental antecedents on resilience in leadership formation." Management Research Review 37, no. 5 (May 13, 2014): 466–78. http://dx.doi.org/10.1108/mrr-03-2013-0072.

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Purpose – The aim of this paper is to report findings from research conducted that links the role of obstacles defined by developmental antecedents to the level of resilience within a leader. Design/methodology/approach – The study reflects responses from 167 participants and utilizes leadership antecedents categories, the Differentiation of Self Inventory, Short Form and the Connor Davidson Resilience Scale. Findings – The results demonstrate that resiliency is positively correlated with both the leadership antecedents and differentiation of self. In light of the research findings, the authors will highlight the relationship between resiliency and the leadership antecedents (including developmental assignments, developmental relationships, developmental experiences, and developmental training), highlight the relationship between resiliency and differentiation of self, and provide rationale for the absence of a relationship between differentiation of self and the leadership antecedents. Research limitations/implications – The study does not demonstrate how the developmental antecedents might work in combination with one another to develop resiliency. Therefore, one recommendation would be to further verify the interrelationship of developmental antecedents and the nature of their relationship with leader resiliency. If research can determine the interrelationship of these developmental antecedents on the development of resilience, then implications exist within the leadership formation process and for new forms of leadership training. Originality/value – Based on the findings, the authors intend to provide an argument for why obstacles and developmental experiences are a logical and necessary part of the formation process for leaders and suggest the importance of emerging leaders attending to this dimension of their own leadership formation journey.

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Sarzhanova, G., D. Dzholdanova, and E. Uteubaeva. "Acmeological competence as a factor of a future teacher’s leadership development." Bulletin of the Karaganda University. Pedagogy series 102, no. 2 (June 29, 2021): 84–89. http://dx.doi.org/10.31489/2021ped2/84-89.

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This article presents the concept “acmeological competence” as a factor of a future teacher leadership development. Definitions of concepts “acmeological competence”, “leadership development”, “leader”, “leadership” are given as well. The theory on a teacher’s leadership and leadership development are given. The acmeological competence formation in the teacher’s leadership development has been noted as well. The article recommends using the acmeological approach in the formation and development of the teacher’s personality, which will be necessary in his leadership development. According to the authors’ viewpoint, acmeological competence and leadership are developed on the basis of such personal qualities as responsibility, independence, the ability to solve problems creatively, initiative, the ability to set one’s goals, taking an active part, success-motivation, self-motivation, self-knowledge, self-improvement, self-education, etc. The most important quality in the development of certain aspects of personality is to reveal internal psychology of a person. Hence, the authors come to the conclusion that having formed acmeological competence, the teacher will be able to be on their best and achieve goals, among which there is also leadership development.

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Berkimbayev, K. "INFLUENCE OF THE PERSONAL SUBJECTIVITY ON FORMATION OF COMMUNICATIVE LEADERSHIP." ICONTECH INTERNATIONAL JOURNAL 2, no. 1 (July 15, 2018): 9–15. http://dx.doi.org/10.46291/icontechvol2iss1pp9-15.

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The reflection of leadership in formation of personal physical, psychic, intellectual, professional development, intelligence, senses, volition at the «psychology»level was considered in this article. The definitions as leader and leadership, person was widely explained, the importance of person role in formation of communicative leader was described. Also various methods of teaching communication in the methodical book to determine the role and the place in formation as a subject of teaching activity.

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Berkimbayev Kamalbek, Sultanmurat Moldir, Yersultanova Gaukhar, and Kastaev Serik. "INFLUENCE OF THE PERSONAL SUBJECTIVITY ON FORMATION OF COMMUNICATIVE LEADERSHIP." ISPEC International Journal of Social Sciences & Humanities 3, no. 1 (July 1, 2019): 1–8. http://dx.doi.org/10.46291/ispecijsshvol3iss1pp1-8.

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The reflection of leadership in formation of personal physical, psychic, intellectual, professional development, intelligence, senses, volition at the «psychology»level was considered in this article. The definitions as leader and leadership, person was widely explained, the importance of person role in formation of communicative leader was described. Also various methods of teaching communication in the methodical book to determine the role and the place in formation as a subject of teaching activity.

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Bybyk, Daria. "Educational environment of the «School of Social Leadership - Student» as a factor in the formation of social leadership in future social workers." International Scientific Journal of Universities and Leadership, no. 10 (December 20, 2020): 87–97. http://dx.doi.org/10.31874/2520-6702-2020-10-2-87-97.

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The article defines the algorithm for building the educational environment of the «Social Leadership School – Student» as a factor in the formation of social leadership in the professional training of future social workers, which has a clear logic: presentation of the mission and visit, which provides for informing about the School, its activities, current information for students – future social workers; announcements of news and events, which include coverage of events regarding social leadership, characterization of directions and organizational forms of social leadership, a photo and audio report, an archive of events that took place at the School on these topics. Six consecutive stages of the algorithm for building the educational environment are defined in accordance with the tasks and characterized: the first stage is the definition of the goal of the activity of the Social Leadership School – Student in the context of strategic priorities for taking into account objective world trends in the development of education for social work; the second stage – highlighting the leading idea of the development of the school; the third stage – the definition of values, key directions and scientific approaches to the organization of the School's activities; The fourth stage is the development of directions for achieving the goal and strategic directions for the development of the School; The fifth step is to determine the scale of the transformation; the sixth stage – formation of readiness of all participants in the educational process of the School to form social leadership; the sixth stage – achievement and evaluation of the result – qualitative changes in the system of formation of social leadership of students in the educational process of the «School of Social Leadership – Student». The model of the educational environment of the School of Social Leadership – Student and the structure of its activities are determined in accordance with the normative support for the functioning of the School, which will allow planning the organization and conduct of training programs and activities of the School, in particular in the areas of formation of social leadership; activities on acquisition of leadership skills, development of partnerships. Through the development of the content of selective educational disciplines «Fundamentals of Leadership», «Social Leadership» in the process of training social workers, the formation of the readiness of future social workers for proactive functioning in the informal environment of the «School of Social Leadership – Student» is ensured.

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Vampa, Magdalini. "The Necessity of Formation and Transformation of Principals." European Journal of Social Science Education and Research 5, no. 2 (August 1, 2018): 8–18. http://dx.doi.org/10.2478/ejser-2018-0029.

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Abstract Nowadays, it is quite evident how the "age of information" is causing the school to lose its privileged role towards knowledge and its distribution. Paradoxically, the targeted decentralization of the education system - at the same time -is accompanied by the tightening of centralized control mechanisms. This is applied through the "action" of national testing, increasing demands for performance, professional and scientific competencies.In this context, the world of the educational leader is seen as one of increasing change, complexity, diversity, and intensity. It has also been portrayed as a world of great responsibility. The growing importance of educational leadership and management is evidenced not only by reference to the increase number of research on the leadership in education, but also to the increasing preparedness of governments to invest in the leadership of the education system.Information Technology has influenced the outbreak of ideas - somehow confusing approaches and policies related to borrowed or copied models - that have caused a diffusion of ideas in this field. Some quality issues in literature, the way of selecting (appointing) leaders in education, as well as the job training or organized training formats, will be addressed in this study.The purpose of this study, is to present the need for training leaders - the development and transformation to achieve leadership effectiveness - and to recommend some forms and methods to complete the leader’s formation.Regardless of whether a subject, will graduate at a university or get certified at a training from a licensed institution, there is a common challenge to be addressed: what is the necessary set of knowledge, skills, values attitudes and competencies, that each program should address on the formation of educational leaders.

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Calliess, I. T., K. Treichel, J. Nikitopoulos, A. Malik, and M. Rojnic Kuzman. "Networking, Leadership, Empowerment." Die Psychiatrie 06, no. 02 (April 2009): 69–74. http://dx.doi.org/10.1055/s-0038-1671918.

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SummaryAs society’s expectations of mental health professional change radically, educational programs and policies need to keep pace with this change. Trainees and young psychiatrists have established their distinct identity and assured that educational policies are reformed to create competent mental health professionals who are fit for purpose in tomorrow’s world. In order for this to happen, it has taken over a decade of dedication, hard work and motivation from past and present psychiatric trainees and young psychiatrists to travel the journey from having a vision of an international network to develop the existing highly structured network. Networking and empowerment facilitated by national and international young psychiatrists’ organizations has allowed young psychiatrists to participate in decision-making processes and create frameworks for their own professional development. This paper outlines the principles and objectives that underpin the existing networks of national and international young psychiatrists’ organizations. It also describes the various educational and networking activities undertaken by these organizations and uses the case study from Croatia to describe the role of these networks in the formation of national associations of young psychiatrists and trainees.

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Montes-de-Oca-O'Reilly, Alejandra, and Teresa Yurén Camarena. "Trajectory and Leadership Formation of Mexican Women Scholars: The Morelos Case." education policy analysis archives 18 (June 10, 2010): 12. http://dx.doi.org/10.14507/epaa.v18n12.2010.

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This article is a qualitative analysis of trajectories and leadership formación of twelve scholarly leaders who work at five institutions in the state of Morelos, in Mexico. We analyze three categories of formative experiences: a) formative experiences within the family, b) scholar and professional formative experiences and c) formative experiences aside from the domestic, scholar and professional spheres. Based on our study, we suggest the following factors in the formación of leaders: sociomoral formación, mentoring by support figures and guide figures, search for autonomy, exposure to problematic situations that represent a challenge, setting of long-range goals, generation of dispositions to resist an instrumental logic, exposure to leadership figures, as well as an increase in social and cultural capital. We emphasize the importance of the existential as well as the ethical and political dimensions in leadership formation.

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Larsen, Peter. "Relational Strategic Leadership (RSL) - Model for Effective Strategy Formation Processes." Academy of Management Proceedings 2013, no. 1 (January 2013): 11703. http://dx.doi.org/10.5465/ambpp.2013.11703abstract.

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Niler, Ashley, Zachary Gibson, and Leslie A. DeChurch. "The Social Forces Behind Leadership Network Formation in Multiteam Systems." Academy of Management Proceedings 2017, no. 1 (August 2017): 17473. http://dx.doi.org/10.5465/ambpp.2017.17473abstract.

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Scalise, Charles J. "Book Review: III. Ministry Studies: Ministry Formation for Effective Leadership." Review & Expositor 86, no. 3 (August 1989): 469–71. http://dx.doi.org/10.1177/003463738908600349.

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