Implications For Leadership Development Research Articles

Claiming the corner office: Female CEO careers and implications for leadership development

Drawing on evidence from a unique data set of in‐depth qualitative interviews with 12 female CEOs (and 139 male CEOs) of global corporations, we explore what enables some women to become CEOs. By drawing on our data from male and female CEOs, we set the scene by comparing the advice they would give to young women as they start their careers. We then focus the rest of our article on the experiences and career trajectory of the 12 female CEOs. We make three theoretical contributions: We identify, at the individual level, how women cantake active ownershipof their careers as part of a self‐acceptance process; how they canembrace gynandrous leadershipas part of a self‐development process wherebothfeminineandmasculine leadership behaviors are embraced, with the feminine being dominant to help move beyond gender stereotypes, and finally, how theytranslate leadership—rather than combine—gender‐based behaviors as part of a self‐management process to develop their unique leadership style. For each of these theoretical contributions at the individual level, we also provide two practical recommendations for HR practice and policy, one relating to the intraorganizational context and the second having institutional‐level implications. We conclude by discussing implications for future research.

Strengthening the Middle Line: Overcoming Motivational Gaps, Supporting Promising Managers

While often overlooked, middle managers play an important role for organizations. Whether through communication linkages or simply by greasing the wheel of productivity, organizations with properly motivated middle managers typically have a stronger core culture and more profitable outcomes. This study seeks to identify key motivational factors for middle managers as well as the disconnect that many organizations have in properly utilizing middle management. In particular, we examine the problems stemming from the Pygmalion Effect and hypereffectivity. Our conclusions are supported with survey data and topline BLS demographic data. Using regression analysis, we show that what middle managers say motivates themselves is not always what executives believe motivates middle managers. Implications for leadership development and directions for future research are also provided.

Reward and threat in the adolescent brain: implications for leadership development

PurposeIn the last 10 to 15 years, research studies have focused on the effects of differences across generations that result in differences in cultural expectations within the workplace (e.g. Arsenault, 2004). Different generations create shared attitudes to work and preferences for types of work which result in differences in their perception of, for instance, what makes a good leader or even the value of leadership within an organisation. While these generational differences are real, these analyses do not take into account differences that might result from the age, and therefore developmental stage, of the populations being assessed. The neuroscience literature clearly shows that there are maturational differences in the brain which are not complete until late teens to early 20s. It is therefore possible that some of the generational differences result from differences in processing ability resulting from structural immaturities in the brain. In particular, there are differences in the rate of maturation of areas of the brain related to reward sensitivity, threat sensitivity and regulation of behaviour which result in substantial differences in behaviour from adolescence through into adulthood. The purpose of this paper is to consider the effect of maturational changes in the brain on behaviours related to leadership and to outline ways in which these changes can be addressed in order to encourage young people to develop as leaders. This will include providing suitable experiences of leadership to encourage the faster development of the neural structures which underlie these capabilities.Design/methodology/approachRecent advances in neural imaging have resulted in a substantial increase in research investigating the development of the brain during adolescence. A literature review was conducted to find adolescent research that investigated decision making and risk taking. The data obtained were integrated and implications for leadership were drawn from an analysis of the resulting theoretical framework.FindingsThe research into decision-making processes in adolescents and younger adults points to a number of ways in which these differ from mature decision making. Younger people: (find it harder to inhibit behaviours) are more responsive to immediate reward; are more optimistic about the outcome of risky decisions; and are more responsive to social rewards (Jones et al., 2014). They also lack the experiences that adults use to distil the gist of a situation and therefore are more dependent on conscious, cost-benefit analysis of the outcome of decisions.Practical implicationsAn understanding of the differences between adult and adolescent decision making points to the role of experience as a key factor in mature decision making. If adolescents are to make mature decisions, they have to be offered suitable challenges in safe environments from which they can gain expertise in leadership decision making. These can be designed to account for differences in sensitivity to reward and punishment in this group. In addition, young adults would benefit from learning the gist interpretations that have been extracted from situations by experienced leaders. This suggests that adolescents and adults would benefit from simulated leadership experiences and leadership mentoring.Social implicationsThe Baby Boomer generation who currently hold many of the leadership positions in organisations are coming close to requirement. They will have to be replaced by members of Generation X and the Millennial Generation resulting in potentially younger leaders. In addition, flatter organisational structures that are currently being implemented in many organisations will require leadership at many more levels. Thus, we need to be able to develop leadership skills in a more diverse and younger section of society. Understanding how the brain develops can help us to design appropriate leadership experiences and training for this upcoming generation of young leaders.Originality/valueRecent advances in neuroscience of adolescence provide a unique opportunity to bring new evidence to bear on our understanding of decision making in young adults. This provides practical implications for how to develop leadership within this group and to support them as they gain experience in this domain. The evidence also points to a benefit for the increased risk taking seen in adolescence since this leads to greater motivation to try new, and potentially risky, ventures. Through a better understanding of the differences in decision making, we can both help adolescents to develop more mature decision making faster while benefitting from the optimism of youth.

When Executives and Middle Managers Collide: Strengthening the Core, Engaging for Success

While often overlooked, middle managers play important leadership roles for organizations. Whether through communication linkages or simply by greasing the wheel of productivity, organizations with properly motivated middle managers typically have a stronger core culture and more profitable outcomes. This study seeks to identify key motivational factors for middle managers as well as the disconnect that many organizations have in properly utilizing middle management. We examine the problems stemming from the Pygmalion Effect and hypereffectivity. Our conclusions are supported with survey data and top line BLS demographic data. Using regression analysis, we show that what middle managers say motivates themselves is not always what executives believe motivates middle managers. Implications for leadership development and directions for future research are also provided.

Strategic Leadership: An Empirical Study of Factors Influencing Leaders’ Strategic Thinking

Researchers suggest individual differences play a significant role in leaders’ strategic thinking; however, empirical investigation of this topic is sparse. This study drew from the current leadership literature and assessed whether personality traits and information processing styles influence leaders’ strategic thinking. A self-report survey was used to collect data from a random sample of 48 U.S. executives and managers across professions and industries. Multiple regression analysis was used to measure extraversion, agreeableness, conscientiousness, emotional stability, openness to experiences, rational engagement, and experiential ability. The results indicate extraversion and agreeableness, in particular, statistically significantly influence leaders’ strategic thinking. This study has practical implications for leadership development and provides a pragmatic framework to identify leaders capable of filling strategic positions across organizations. Finally, further research is recommended to replicate this study and investigate the ways contextual factors may shape this model.

Charge Nurses' Experiences With Horizontal Violence: Implications for Leadership Development

A safe work environment is a prerequisite for the provision of high-quality patient care. Horizontal violence can undermine the culture of safety and the well-being of the nurses in the work unit. Charge nurses, whose role encompasses both staff and manager responsibilities, play an important role in team building and care delivery. Yet, little is known about their experience with horizontal violence. A lack of adequate leadership education and role delineation may predispose charge nurses to horizontal violence. A descriptive study was conducted to describe the incidence of horizontal violence of charge nurses. The Horizontal Violence Scale was used to collect data from a convenience sample of 366 charge nurses. Charge nurses reported experiencing horizontal violence with some regularity. Nurse leaders must critically evaluate the work culture and provide appropriate education and support to charge nurses to combat horizontal violence. J Contin Educ Nurs. 2016;47(11):493-499.

CNE Quiz: Charge Nurses' Experiences With Horizontal Violence: Implications for Leadership Development

CNE Quiz: Charge Nurses' Experiences With Horizontal Violence: Implications for Leadership Development

Primary school teachers and outdoor education: Varying levels of teacher leadership in informal networks of peers

ABSTRACTThe study concentrated on an area in Greece with a multiplicity of sites for outdoor education. Informal networks of teachers were detected through a snowball technique and data were collected by means of a questionnaire and semi-structured interviews. A typology was first enriched to account for teacher interaction. This typology was then operationalized to assess teacher leadership in outdoor education. Participants were classified in three clusters, namely, “strugglers,” “domesticators,” and “succeeders”. Leadership covariated with ability to overcome obstacles, master “affordances” of destinations, and focus on on-site instruction. Peer interaction offered opportunities for reflection. Leadership categories revealed a transient character, which implied that peer interaction might facilitate empowerment. However, there were indications of protecting existing practice against innovation. Implications for leadership development are discussed.

Connecting Leadership and Learning: Do Versatile Learners make Connective Leaders?

<p align="center"><strong>Abstract</strong></p><p>Recent failures in leadership, suggest that creating better-quality leadership development programs is critical. In moving from theory to practice, this paper examined the relationship between learning style and leadership style which may enable us to move away from one-size-fits-all leadership development programs. Utilizing Kolb’s Experiential Learning Model and Connective Leadership theory, approximately 3600 college students were analyzed to discover whether versatility in learning styles translates into versatility in leadership styles. One group of versatile learners reported using a wider range of leadership styles suggesting that learning flexibility may transfer to leadership flexibility. Surprisingly, learners of all types reported utilizing Power and Intrinsic styles of leadership above all others. Implications for leadership development include considering individual differences when crafting leadership programs, matching learning styles to leader training, and the need to move beyond one set of leadership behaviors to increase flexibility in dealing with complex situations. Using a large sample rarely seen in management studies, this paper makes key contributions to the literature. </p>

Effective leadership today – character not just competence

Purpose – Three recent publications by noted authors offer valuable insights into the new directions that leadership development thinking and practice now need to take, with all of three books placing particular emphasis on the importance of character, identity and values, not just competence. Design/methodology/approach – Organizational psychologist Fred Kiel’s book, Return On Character sets out to show that the strength of a leader’s character is an important driver of business success and to examine the implications for leadership development. Discover Your True North by Harvard professor and former CEO of Medtronic Bill George examines why the self-development process of discovering one’s core values and passion (authenticity) to lead is essential to becoming an engaging and empowering leader. The theme of leadership as a life-long developmental challenge is Robert Kaplan’s primary focus in What You Really Need to Lead. Findings – Kiel’s data revealed a clear relationship between the strength of a leader’s character and demonstrated mastery of these key skills, with virtuosos “consistently” outperforming their more self-focused peers. Originality/value – One of the reasons that character matters is that leaders who more consciously and persistently search for greater self-awareness over the course of their careers tend to become ever more capable of questioning “not only the ideas of others” but even their “own most cherished beliefs,” and as a result, their understanding of their life, their business, their marketplace, and the global forces that shape them “enters a state of continual growth and development.”

Strategic Decision Making for Organizational Sustainability: The Implications of Servant Leadership and Sustainable Leadership Approaches

This conceptual paper explores the implications of servant leadership and sustainable leadership for strategic decision making by the top management of an organization. It is argued that a different type of leadership is required if effective strategic decisions are to be made in organizations striving to become more sustainable and that servant leadership and sustainable leadership approaches provide a sound basis to inform these decisions. The contributions of these two leadership approaches are explored, before considering the implications for leadership development. Particularly, the inclusion in leadership development programmes of values based leadership, and the development of integrative thinking, is discussed.

An Eye on the Middle: Motivation and Support for Middle Managers

While often overlooked, middle managers play an important role for organizations. Whether through communication linkages or simply by greasing the wheel of productivity, organizations with properly motivated middle managers typically have a stronger core culture and more profitable outcomes. This study seeks to identify key motivational factors for middle managers as well as the disconnect that many organizations have in properly utilizing middle management. In particular, we examine the problems stemming from the Pygmalion Effect and hypereffectivity. Our conclusions are supported with survey data and topline BLS demographic data. Using regression analysis, we show that what middle managers say motivates themselves is not always what executives believe motivates middle managers. Implications for leadership development and directions for future research are also provided.

A logo-leadership intervention: Implications for leadership development

Orientation: Logo-leadership development challenges leaders to move beyond financial or individual gain to accepting leadership as a calling.Research purpose: The objective of the study was to ascertain whether an intervention embedded in the life and teachings of logo-therapist Viktor Frankl affects the way aspiring leaders construct leadership in terms of meaning (logo-leadership).Motivation for the study: A consideration of Frankl’s life gives rise to the question of whether aspiring leaders can learn from and use his life teachings as an inspiration in the discovery of meaning for themselves as leaders.Research approach, design and method: Participants comprised 20 students registered for an MCom degree at a South African metropolitan university. The research process involved three phases: (1) a pre-intervention questionnaire, (2) an appreciative inquiry intervention and (3) a post-intervention questionnaire. Framework analysis and a comparative method were used to analyse the data.Main findings: A meaning-centred leadership development intervention may impact the leadership role orientation of aspiring leaders, changing it from a predominantly career orientation to a calling. However, this effect largely occurred on an explicit (extrinsic) level.Managerial implications: Organisations that wish to develop logo-leadership may consider using the life teachings and work of Frankl as a development tool.Contribution/value-add: This study contributes theoretically to a relatively new development within the field of Frankl’s logotherapy, leadership with meaning (logo-leadership). On apractical level, this study introduced the concept of logo-leadership for leadership development and suggests that leadership may be influenced by exposure to a leadership intervention.

"Predicting Leadership Ties: The Role of Organizational, Team, and Boundary Spanning Identity"

In this study, we examine identification with organization, work team, and the role of spanning boundaries to predict the presence or absence of a leadership relationship within on organization that relies on shared or pluralistic leadership. Findings indicate that employees who strongly identify with their company, team and role as a boundary spanner are more likely to send leadership ties, that is, to view others as a source of leadership. We also find that employees who strongly identify with the organization are the most likely to be the receivers of leadership ties. Implications for leadership development are discussed.

Measuring wildland fire leadership: the crewmember perceived leadership scale

The aims of this research were to develop and test a scale used to measure leadership in wildland firefighting using two samples of USA wildland firefighters. The first collection of data occurred in the spring and early summer and consisted of an online survey. The second set of data was collected towards late summer and early fall (autumn). The second set of data was collected via hard-copy surveys that were mailed in by respondents who were recruited via email and in person at large wildland fires. Through confirmatory factor analyses, a three-factor, higher-order, multidimensional structure of leadership in wildland fire was supported. The Crewmember Perceived Leadership Scale consists of perceptions of competent decision-making, personal genuineness and integrity of supervisors as seen by their subordinates. Initial evidence of reliability and validity was supported during the first study of this research. Results from Study 1 indicate that higher rankings of fire leaders by their crewmembers was related to higher worker engagement and job satisfaction. The second study included an additional five items to rate fire leaders; the structure of the three leadership components was again supported. Implications for leadership development in wildland fire, future research and practice are discussed.

Motivational Climate in United States Army Reserve Officer Training Corps Physical Training: Implications for Leadership Development, Retention, and Intervention

Physical training (PT) is a significant element of Army Reserve Officer Training Corps (ROTC) programs, used for fitness enhancement and leadership development. Despite this latter emphasis, there is little known about how leadership development is promoted. Additionally, little research addresses the motivational climate in ROTC programs. Grounded in achievement goal theory, this study investigated structures and perceptions of the motivational climate, an important factor in leadership development, in one United States (U.S.) ROTC PT setting from multiple perspectives (i.e. cadre and cadets). Data collection included field observations of PT sessions over a five-month period (n=30) and semi-structured interviews with cadets (n= 20) and cadre (n= 5). Data was used to obtain views of how to increase cadet motivation during PT. Interview transcripts and field notes were analyzed using inductive analysis and constant comparison methods. Analysis revealed a motivational climate that fostered leadership development emphasizing camaraderie and personal-growth through tough physical challenges (e.g., ruck marches) and normative performance-based critiques (e.g., ability group runs) that emphasized self-improvement. Cadre and cadet leadership were expected to “lead by example” (i.e. show high effort during PT and provide social support for cadets under their command). Based on these findings, it appears that the motivational climate of the ROTC PT environment may contain a combination of task- and ego-involved structures, both of which are perceived as facilitating high levels of motivation and improvement in both PT and leadership. Changing the evaluative structures to better facilitate individual improvement could be used by cadre to facilitate more robust teaching techniques, emphasizing cadet leadership development throughout the battalion's hierarchical chain of command. For example, utilizing both task- and ego-involved structures in tandem to manipulate PT tasks and instruction could elicit a stronger motivation in cadets and thus potentially bolstering program retention rates.

Education and experience impact leadership development psychological empowerment

Purpose– The purpose of this paper is to shed light on psychological empowerment in a leadership development context by addressing two questions. First, what is the role of leadership experience and education value in the psychological empowerment of leadership development? Second, are there significant differences in leadership development implications depending on the extent of psychological empowerment?Design/methodology/approach– These research questions are addressed in an empirical study ofn=256 individuals taking part in a leadership development course. The first question was analyzed with regression analysis and the second question was analyzed with analysis of variance and covariance after the individuals were categorized based on their psychological empowerment of leadership development.Findings– As hypothesized, leadership experience and leadership education value are significantly, positively related to the psychological empowerment of leadership development. Additionally, a higher psychological empowerment score did result in better leadership development implications. Conclusions for psychological empowerment and leadership development research are discussed.Originality/value– There is limited research on psychological empowerment and leadership development. This study contributes to the literature by immersing psychological empowerment in a leadership development context and empirically testing theory driven hypotheses based on transformational learning theory and expectancy value theory.

From Persuasion to Learning: An Intervention to Improve Leaders’ Response to Disagreement

In this study we bring together Argyris and Schön’s theories of interpersonal effectiveness and research on negotiation to develop a model of effective leadership behavior in conversations involving actual or anticipated disagreement. A concurrent mixed-methods design was used to assess shifts in how 18 Australian superintendents responded to disagreement that arose in conversations about performance problems. The intervention included discussion of the model and its application to participants’ own practice through analysis of transcripts, modeling, coaching, and feedback. Assessments of conversation skills and outcomes showed moderate to large intervention effects. The implications for leadership development and double-loop learning are discussed.

Gender disparity in the C-suite: Do male and female CEOs differ in how they reached the top?

Through a comparison of the life and career trajectories of thirty male and thirty female CEOs of large organizations, this study offers insights into the genesis of gender disparity in corporate leadership positions, discusses the implications for leadership development, and puts forward a model explaining the disparity in CEO roles. We found gendered patterns in the accumulation of career relevant experiences stretching back to birth into working lives that created significant and cumulative limitations upon the ability of women to access CEO roles and the types of CEO appointments available to them. Limited access to career relevant experiences in childhood, adolescence and in organizations lead to on-going limitations in capital accumulation throughout women's careers. Implications of our findings for both theory and practice are discussed.

Meta‐Analysis of Dark Side Personality Characteristics and Critical Work Behaviors among Leaders across the Globe: Findings and Implications for Leadership Development and Executive Coaching

This paper concerns critical work behaviors for leaders across the globe and how scores on dark side personality measures predict those behaviors. Using a global archive of job analytic data, we first identify the work behaviors most critical for performance in managerial jobs across organisations, industry sectors, and countries. Next, we identify criterion‐related validation research studies including dark side personality measures and performance ratings for at least one of these critical work behaviors. Based on meta‐analytic results, we examine relations between scores on dark side personality measures and critical leader work behaviors. Also, we examine evidence of potential moderators of these relationships. Finally, we consider the implications of our results for I/O professionals engaged in using personality assessment for leadership development and executive coaching.