Leadership Of Others Research Articles

Self-leadership practices and beliefs in nonprofit organizations: differences between leaders and non-leaders

PurposeSelf-leadership theory predicts that specific self-leadership practices will enable individuals to better accomplish their goals. However, little is known about the role that these practices play in conventional leadership (leading or influencing others). This study compares leaders to non-leaders (N = 318) in nonprofits and examines both the extent to which self-leadership practices are employed and the strength of beliefs concerning their importance.Design/methodology/approachOnline survey of two groups: leaders and non-leaders of nonprofit organizations.FindingsLeaders practiced self-goal setting (d = 0.47) and self-observation (d = 0.45) more than non-leaders. Non-leaders practiced more self-reward (d = 0.33) and self-punishment (d = 0.37) than leaders. The only differences in belief concerning the importance of the self-leadership practices were due to leaders believing self-goal setting (d = 0.46) and self-observation (d = 0.36) were more important than non-leaders did.Research limitations/implicationsIf self-leadership practices contribute to leadership effectiveness or emergence, this study indicates that goal setting and self-observation (monitoring progress toward goals) may contribute positively to the leadership of others, whereas self-reward and self-punishment may contribute negatively.Practical implicationsSelf-leadership may not be as important to the leadership of others as is often claimed or implied.Originality/valueThis is the first study to look at how self-leadership practices differ between leaders and non-leaders.

Sociological analysis of the distributed team leadership

The importance of leadership in social and scientific spheres has been studied from different perspectives; the paradigms, approaches and methods have been constantly changing. The pattern of the authoritarian leader in the society has receded in favour of distributed leadership, and today researchers consider interpersonal relationships as the main factor of the leader’s effectiveness if he is capable of fostering leadership in others. Thus, in the team, the potential of leadership is distributed between those members who are capable and not afraid of taking responsibilities. Leaders who help to create the next generation of leaders are more valuable for the society than those who are concentrated on their personal ambitions. The authors consider the features of distributed leadership within one group in the course of time. The authors applied different methods to analyse distributed leadership - a survey and a participant observation - to study manifestations of distributed leadership in time and space, the relationship between distributed leadership in the group and context, the nature of the interaction of group agents in legitimisation and dominance, and the participation of group members in social interaction. The article examines the features of distributed leadership based on the study conducted at the RUDN University in 2017-2020 within one group. The results show that distributed leadership is effectively regarded in time and space: the leader takes a flagship role and relies on the acquired experience when interacting with other members of the group; it is possible for several leaders to co-exist under certain social conditions and in distributed areas.

Leading by living – A personal journey towards values and goals-based leadership of self and others

Leading by living – A personal journey towards values and goals-based leadership of self and others

Michael Scott and Authentic Leadership: What we Learn About Leadership from The Office

The current study examines the actions of Michael Scott, self‐proclaimed “World's Best Boss”, to determine how he communicates leadership on The Office. Using Northouse's (2020) definition of leadership, Scott's behavior is content analyzed to establish his particular message transmission tendencies. Further, given Scott's unique management style, George's (2003) dimensions of authentic leadership are used to code Scott's behavior as Scranton's regional manager. Based on a quantitative coding of shows, two main findings are advanced. First, Scott's leadership prioritizes verbal over nonverbal messages. Second, Scott's approach to leadership emphasizes the authentic dimensions of close relationships, clear purpose, and a caring heart most often with his employees. Scenes from The Office are identified that validate these findings and feature authentic leadership theory in action. Pragmatically, the current research offers trainers, managers, and teachers a resource for educating trainees and students on the role of verbal and nonverbal messages in leadership as well as a tool for developing authentic leadership in others.

Evaluation of the Impact of an Education Program on Self-Reported Leadership and Management Competence Among Nurse Managers.

BackgroundDeveloping leadership and management competencies for nursing managers is critical to the effective leadership of others and driving team and organizational performance. This paper aimed to evaluate the impact of a system-wide nursing leadership quality improvement initiative in a network of four public hospitals and one specialized outpatient center in the United Arab Emirates (UAE). The initiative was designed to enhance nursing middle managers’ leadership and managerial competencies.MethodsThis is a quantitative evaluation following the Standards for Quality Improvement Reporting Excellence (SQUIRES) guidelines. Secondary Data analysis of a pre- and post-course self-assessment for 105 middle nursing managers who attended a nursing leadership quality improvement training program between December 2017 and April 2019.ResultsFollowing participation in this quality improvement initiative, the paired sample t-test analysis demonstrated a statistically significant difference between the pre- and post-assessments total and individual leadership domains mean scores.ConclusionAttending well-structured nursing leadership quality improvement programs positively enhances nurse managers’ professional abilities and perception of their management and leadership competencies. Leadership development programs should equip managers with the skills and tools to achieve their professional goals effectively and support their transition to becoming expert nurse leaders. Healthcare institutions’ ethical obligation is to provide them with the necessary resources and training to achieve this goal.

The Women's Agency Scale 61 (Was-61): A Comprehensive Measure of Women's Intrinsic, Instrumental, and Collective Agency

Background. Sustainable Development Goal (SDG) 5 prioritizes women’s empowerment, alone and to advance other SDGs. Measures of women’s empowerment have been resource focused; yet, agency (an aspect of empowerment) captures conscientization — the emergence of critical awareness and action for change. A comprehensive measure of women’s agency would capture intrinsic power within to overcome dominated consciousness, instrumental power to pursue aspirations, and collective power with others to pursue shared goals. A valid measure of women’s multidimensional agency is needed to monitor real progress toward SDG5 and women’s well-being. Methods. In this sequential, mixed-methods study, we developed and validated the Women’s Agency Scale 61 (WAS-61) in 930 married women 15–49 years and living with their husband in Matlab, Bangladesh. Using theory, qualitative research, and questionnaire reviews, we developed an item pool to capture women’s intrinsic (43 items), instrumental (23 items), and collective (17 items) agency. We performed exploratory then confirmatory factor analyses (EFA/CFA) in random split-half samples, and estimated pairwise and factor score correlations to confirm that the dimensions of agency were distinct but related in expected ways. In future work, we will perform multiple-group CFA to assess to what extent the WAS-61 is measurement invariant across salient sub-groups of women. Results. A 29-item, three-factor CFA model measured women’s intrinsic agency as endorsement of gender equity and rights (non-justification of wife beating, gender-equitable attitudes) and confidence in capabilities (comfort expressing opinion and going places outside home) (loading: 0.35-0.93, RMSEA=0.04, CFI=0.94, TLI=0.93). Significant pairwise factor correlations (0.10–0.55) confirmed that the intrinsic-agency dimensions were distinct but related. A 27-item, three-factor CFA model measured women’s instrumental agency as use of financial services, voice with husband, and mobility/voice outside home (loading: 0.43-0.99, RMSEA=0.05, CFI=0.94, TLI=0.93). Significant pairwise factor correlations (0.36–0.58) confirmed that the instrumental-agency dimensions were distinct but related. To capture women’s collective agency, an 8-item, one-factor CFA model measured leadership of others (loading: 0.52-0.84, RMSEA=0.10, CFI=0.97, TLI=0.96), and a 7-item, one-factor CFA model measured influence in their community (loading: 0.54-0.83, RMSEA=0.10, CFI=0.96, TLI=0.95). Significant, and generally higher, within-construct than cross-construct pairwise correlations suggested that the dimensions of women’s agency were distinct but related (intrinsic: 0.13–0.60; instrumental: 0.40–0.72; collective: 0.58; cross-construct: 13 of 21 correlations < 0.30). Intrinsic agency in mobility/voice outside home was strongly correlated with measures of instrumental and collective agency (0.28–0.51). Instrumental agency in use of financial services and mobility/voice outside the home were strongly correlated with measures of collective agency (0.38–0.47). Conclusions. The WAS-61 is a comprehensive measure of women’s multidimensional agency validated in married women in rural Bangladesh. These novel scales capture well-defined dimensions of intrinsic, instrumental, and collective agency that are distinct but related. Women’s intrinsic agency in voice/mobility outside the home is strongly related to their instrumental and collective agency, and women’s instrumental agency in use of financial services and voice/mobility outside the home is strongly related to their collective agency. These findings suggest that all dimensions of women’s conscientization are inter-related and necessary for women’s empowerment and well-being. We will test measurement in-variance of the WAS-61 across salient sub-groups of women, and the WAS-61 should be validated in urban women and other samples to confirm its widespread utility for impact assessment of health and development programs and national monitoring. Evidence of time in-variance of the WAS-61 would confirm its utility to monitor national and program-level changes in women’s agency and its influences on other SDGs.

Determinants of Core Competencies of School Leaders Managing Philippine Schools Overseas: A Guide to Stakeholders and School Owners

School leaders play a significant role in managing and leading the school, not only to excel in its entire academic program but equally important is its growth and sustainability. This research is intended to provide a source of realistic and useful ideas to owners and stakeholders about the importance of determining core competencies of school leaders to meet the qualifying standards in appointing or employing school officials in order to help and guide them in choosing the right and competent members of school leaders that suit well in managing Philippine Schools Overseas. The study is quantitative descriptive using survey design and the result of the study uncovered the essential core competencies of school top executives, namely: leading people and business coalition as core qualifications; and conciseness and composure as emulating attributes that determined the necessary core competencies for school managers. Successful school leaders that possess all the relevant core competencies identified in this study are able to drive transformation and school improvement. They effectively influence a variety of school outcomes, and this entails cultivating leadership in others so they can assume their parts in realizing the school vision and help organizations to articulate strategy and link behaviors to PSO's vision and mission.

Building a Climate Movement Through Relational Organizing

Community organizing is a process for achieving social change through the mobilization of resources and the formation of collective identity. Relational community organizing is a particular approach to developing new leaders and building organizational capacity for sustaining a powerful movement, and is especially relevant in the climate justice movement because relationships serve to bring actors from isolation and despair toward communal identity and hopeful action. Minnesota Interfaith Power &amp; Light (MNIPL) is a community organization that is using relational organizing to activate faith communities to take action on climate change. This paper describes the design and first phase of evaluation of MNIPL’s Movement Builder Program, a networked distributed leadership model that uses peer mentors to increase the efficacy of new organizers. Can a peer-to-peer network increase the leverage of organizers? Will supportive relationships move people to increased action and to develop the leadership of others? We provide an introduction to this inquiry as well as the foundational frameworks and historical context of this new approach.

Leadership emergence over time in short-lived groups: Integrating expectations states theory with temporal person-perception and self-serving bias.

Research into leadership emergence typically focuses on the attributes of the emergent leader. By considering also the attributes of perceivers and the passage of time, we develop a more complete theory of leadership emergence in short-lived groups. Using expectation states theory as an overarching theoretical framework, and integrating it with the surface- and deep-level diversity literature and with theories of self-serving biases, we examine the predictors of leadership emergence in short timeframes. We conduct a field study in a military assessment boot camp (a pilot study, n = 60; and a main study, n = 89). We use cross-sectional and longitudinal exponential random graph models to analyze data on participants' abilities and on their perceptions of who, in their respective groups, were "leaders." We find that the criteria by which people perceive leadership in others change over time, from easily noticeable attributes to covert leadership-relevant attributes, and that people also rely on leadership-relevant attributes that they possess at high levels to inform their perceptions of leadership in others. The integration of expectation states theory, attribute salience over time and theories of self-serving bias is needed for a full understanding of leadership emergence in groups, because perceivers' own abilities are instrumental in shaping their perceptions of emergent leadership over time. Theoretical and practical implications are discussed. (PsycINFO Database Record

Indirect effects of inconsistent sleep on supervisor’s ratings through leadership of others.

Indirect effects of inconsistent sleep on supervisor’s ratings through leadership of others.

The executive mind: leader self‐talk, effectiveness and strain

PurposeThe theoretical and practical criticality of self‐talk for leader success receives extensive multidisciplinary discussion, without a great deal of empirical research given the challenge of assessing actual self‐talk. The purpose of this paper is to advance research and theory on self‐leadership by examining leader self‐talk and its relationship to effectiveness and strain.Design/methodology/approachIn total, 189 senior executives' self‐addressed, future‐oriented letters were collected. The executives wrote these letters to themselves for their own personal development; thus, the language used represented a form of naturally occurring self‐talk. Two types of self‐talk were coded: constructive and dysfunctional. Supervisor and direct report ratings of leadership of others and creativity and self‐ratings of job strain were collected.FindingsExtensive variability among leaders in constructive self‐talk was found. Exemplars of constructive and dysfunctional self‐talk are presented. Constructive self‐talk positively related to effective leadership of others and creativity/originality as evaluated by subordinates and superiors and was negatively related to job strain. Dysfunctional self‐talk related negatively to creativity/originality.Originality/valueIn addition to illustrating the types of self‐talk used by leaders, research is extended by providing some of the first empirical evidence of how leaders' free‐flowing thoughts are related to their effectiveness and their overall well‐being, lending direct support to a principal proposition from the self‐leadership framework.

Interview with Jonathan Passmore

PurposeThe purpose of this paper is to provide an interview with Dr Jonathan Passmore, one of the UK's leading coaches. He is a chartered occupational psychologist, an accredited AC coach, a coaching supervisor and fellow of the CIPD.Design/methodology/approachThis briefing is prepared by an independent interviewer.FindingsIn this interview, Jonathan discusses the Association for Coaching's series of books on the topic of coaching, in particular, the most recent publication in the series: “Leadership Coaching”, which examines the models and techniques used to develop greater leadership in others through a coaching relationship.Practical implicationsProvides strategic insights and practical thinking that have influenced some of the world's leading organizations.Originality/valueBefore training as a psychologist, Jonathan worked in several senior management roles in the private, public and voluntary sector at board level. In this interview, he draws on his experiences both as an occupational psychologist and leadership coach, providing some interesting insights into the dilemmas and challenges which leader managers' face.

Confucianism Values for Transformational Leadership Development in the Chinese Context

Transformational leadership has received a great significance in the leadership literature during the past two decades. However, this research is dominated by Western traditions and scant attention is paid to Asian traditions. Therefore, in this paper, the authors explore the relevance of Confucianism, an Asian tradition, and its significance in transformational leadership development. For this purpose, the authors have selected the Analects, which provide the essence of Confucianism to explore the relevant transformational leadership concepts. This paper is based on hermeneutics, a qualitative research methodology that involves study, understanding and interpretation of ancient text. Confucianism provides an inside-out approach to transformational leadership development, which is self leadership first, before leadership of others. This inside-out perspective is also similar to other Asian traditions, such as ancient Indian wisdom. The prospects of analysis of Confucianism in other areas of leadership and management can be considered for future research.

Transcendent leadership: Strategic leadership in dynamic environments

Adopting a cross-level mixed effect model, this paper proposes transcendent leadership as a framework for the key responsibilities of strategic leaders in today's dynamic contexts. A transcendent leader is a strategic leader who leads within and amongst the levels of self, others, and organization. Leadership of self includes the responsibility of being self-aware and proactive in developing personal strengths. Leadership of others involves the mechanisms of interpersonal influence a leader has upon followers. Leadership of organization comprises the alignment of three interrelated areas: environment, strategy, and organization. Propositions are presented regarding the relationship between leadership of the various levels and firm performance.

Illuminating the Inner Leadership Journey by Engaging Intention and Mindfulness as Guided by Caring Theory

Sustained, high-performance nursing leadership can be effectively guided by caring theory. While much of leadership performance is manifested by external behaviors, highly effective leaders are also grounded by internal work of self-reflection and growth. This article focuses primarily on the inward journey of leadership as guided by Jean Watson's Theory of Human Caring. Key elements of the theory are interpreted within the context of the emerging, urgent, high-stakes challenges of the current healthcare environment. The links between self-nurturance and caring-healing leadership of others are explored.

Sustaining the leaders of children's centres: the role of leadership mentoring

ABSTRACT Leadership mentoring is a central component of the National Professional Qualification in Integrated Centre Leadership (NPQICL), which is designed to develop robust, creative and courageous children's centre leaders. Mentoring provides a safe, supportive and confidential space in which leaders can discuss the challenges of leading their centres. Like NPQICL tutors, mentors encourage programme participants to build teams, inspire leadership in others and collaborate in addressing the complexities of providing integrated services. But working with discouraged children, families and communities can be discouraging for staff and leaders – and undermine effective provision. Mentoring is meant to be an encouraging process where leaders learn that others have similar experiences and concerns, which helps to restore their confidence, sense of purpose and agency – and their ability to contain others' negative emotions. Concepts from Adlerian psychology, such as the ‘courage to be imperfect’, informed the mentoring approach, and findings from 23 NPQICL programme participants' feedback supported the efficacy of the methods used. RÉSUMÉ: L'accompagnement des responsables est une composante centrale de la Qualification Professionnelle Nationale pour la Direction de Centre Intégré (NPQICL), qui a été conçu pour rendre les responsables des Centres des Enfants plus solides, créatifs et courageux. L'accompagnement apporte un espace confidentiel sécurisant et soutenant dans lequel les responsables peuvent parler des défis de la direction de leurs centres. Comme les tuteurs de la NPQICL, les mentors encouragent les participants à constituer des équipes, à inspirer chez les autres la capacité à diriger et à collaborer pour faire face à la complexité du travail dans les centres intégrés. Mais travailler avec des enfants, des familles et des communautés en difficulté peut décourager les équipes et les responsables. L'accompagnement se veut être un processus de soutien qui permette aux responsables d'apprendre que les autres ont des expériences et préoccupations similaires et les aide à retrouver confiance, sens des objectifs et maîtrise – ainsi que leur capacité à contenir les émotions négatives des autres. Cette approche de l'accompagnement se réfère à des concepts issus de la psychologie adlérienne, tels que le ‘courage de ne pas être parfait’. Les découvertes des retours de 23 participants ont soutenu l'efficacité des méthodes employées. ZUSAMMENFASSUNG: Beratung von Leitungen ist eine zentrale Komponente des Programms zur nationalen beruflichen Qualifikation von Leitungen in integrierten Zentren (National Professional Qualification in Integrated Centre Leadership NPQICL), das belastbare, kreative und couragierte Leitungen von Zentren für Kinder zum Ziel hat. Beratung schafft einen sicheren, unterstützenden und vertraulichen Raum, innerhalb dessen die Leitungen die Herausforderungen ihrer Tätigkeit diskutieren können. Ebenso wie NPQICL‐Tutoren ermutigen die Mentoren die TeilnehmerInnen des Programms, Teams zu bilden, Führungsverhalten bei anderen zu inspirieren und angesichts der Komplexitäten beim Anbieten integrierter Dienste zusammenzuarbeiten. Allerdings kann die Arbeit mit entmutigten Kindern, Familien und Gemeinschaften auch das Personal und die Leitungen entmutigen – und eine effektive Leistungserbringung unterminieren. Beratung ist als ein ermutigender Prozess gedacht, in dem Leitungen lernen können, dass andere ähnliche Erfahrungen und Sorgen haben, was ihr Selbstvertrauen, ihr Gefühl für Sinn und Zweck ihrer Arbeit und ihre Wirkungskraft wieder herstellt – sowie ihre Fähigkeit, die negativen Gefühle anderer einzudämmen. Konzepte aus der Adlerschen Psychologie, wie der “Mut zur Unvollkommenheit’, gingen in den Beratungsansatz ein. Ergebnisse der Rückmeldungen von 23 ProgrammteilnehmerInnen stützten die Wirksamkeit der verwendeten Methoden. RESUMEN: La capacitación para el liderazgo es un componente central de la Calificación Profesional Nacional en Centros Integrados de Liderazgo (NPQICL), y esta diseñado para desarrollar sólidos, creativos y valerosos líderes de centros infantiles. Esta capacitación ofrece un espacio de apoyo seguro y confidencial en el cual los líderes pueden discutir sus retos y dificultades al ejercer el liderazgo y dirigir sus centros educativos. Como tutores NPQICL, los capacitadores incentivan a los participantes a construir equipos, inspirar liderazgo en otros y colaborar a la hora de enfrentar y tratar las complejidades de ofrecer servicios integrados. Trabajar con niños, familias y comunidades desmotivadas, puede también desanimar a los líderes y al personal‐ y a su vez debilitar una provisión efectiva. La capacitación debe de ser un proceso de estimulo en donde los lideres aprenden que los otros tienen experiencias y preocupaciones similares; esto ayuda a restaurar la confianza en si mismos, su sentido de servicio, propósito y entidad – y su habilidad para contener las emociones negativas de otros. Conceptos de la Psicología Adleriana tales como ‘coraje para ser imperfecto’ informaba acerca de este enfoque de capacitación, y los resultados de los participantes del programa 23 NPQICL a su vez han apoyado la eficacia de estos métodos utilizados.

Transcendent leadership

Leadership theories abound, but few have provided a means to integrate the depth and breadth of the vast literature available. Building on the research of Crossan, Vera, and Nanjad (who propose Transcendent Leadership as an integrative framework), we describe the key leadership challenges of leading across the levels of self, others, organization, and society. We argue that much of the leadership discourse has focused almost exclusively on leadership of others and occasionally on the leadership of the organization as a whole, yet little has focused specifically on the integral component of leadership of self. We provide evidence of the necessity of multiple levels of leadership, as well as some practical guidance, by drawing from in-depth interviews of six leaders in various contexts.

Enhancing nontechnical skills, knowledge, aptitudes, and attitudes through veterinary leadership development programs

Vet Med Today: NCVEI Update 1481 T need for leadership skills in the veterinary medical profession has never been greater. Although a number of very good veterinary leadership development programs exist, robust national and international dialogue on the topic has generally been lacking. During 2002 and 2003, the NCVEI Working Group on SKAs conducted a needs assessment to provide a foundation for developing initiatives to enhance the leadership skills of veterinarians and veterinary students. Published in 2005, results of that study included both a listing of the leadership attributes that were thought likely to be critical for the future success of the veterinary medical profession and a cadre of suggested approaches to consider for strengthening those attributes across the veterinary profession. The study suggested that leadership development opportunities be designed in a modular approach, to include the following major categories: personal growth for leadership excellence; strategic thinking; team building; communications, influencing, political skills, and advocacy; and developing leadership in others. To ensure that a balanced and broad-based approach ensued for the profession as a whole (ie, that all 5 categories received appropriate and adequate emphasis), a centrally coordinated approach was recommended. Although specific responsibility for such central coordination was not clearly allocated to any single organization or individual, a key conclusion was that “...success will be determined by the degree to which leaders are expected to be educators, and educators are expected to be leaders.” With education having such a prominent role in the study’s recommendations, it is reasonable that the AAVMC has accepted some of the responsibility for follow-up. In that regard, a workshop was coordinated by Enhancing nontechnical skills, knowledge, aptitudes, and attitudes through veterinary leadership development programs

Taking Sustainability from Theory to Practice

Sustainable leadership and improvement are more than matters of mere endurance, of making things last. We define sustainable leadership, in line with the environmental field, in the following way: Sustainable leadership matters, spreads and lasts. It is a shared responsibility, that does not unduly deplete human or financial resources, and that cares for and avoids exerting negative damage on the surrounding educational and community environment. Sustainable leadership has an activist engagement with the forces that affect it, and builds an educational environment of organizational diversity that promotes cross-fertilization of good ideas and successful practices in communities of shared learning and development.&#x0D; This definition suggests seven principles of sustainable leadership:&#x0D; 1. Sustainable leadership creates and preserves sustaining learning.2. Sustainable leadership secures success over time.3. Sustainable leadership sustains the leadership of others.4. Sustainable leadership addresses issues of social justice.5. Sustainable leadership develops rather than depletes human and material resources.6. Sustainable leadership develops environmental diversity and capacity.7. Sustainable leadership undertakes activist engagement with the environment

DARING TO LEAD WITH HOPE: ASSOCIATION OF PROFESSORS AND RESEARCHERS IN RELIGIOUS EDUCATION PRESIDENTIAL ADDRESS NOVEMBER 3, 2002

Current relational crises in the global village and the damaging treatment of Mother Earth challenge religious educators to be leaders who will not shrink back from the responsibility of helping to create a better world. There is an intensifying call for these educators to carry out vocations that contribute to a sustainable communal and earth environment in which peace, love, justice, reconciliation, and the care of the environment reside. Religious educators are called on to dare to lead in ways that also kindle similar leadership in others. This address invites religious educators into a self-reflection process on their identity and vocation and proposes practices of hopefilled leadership that center on a quest for a better world.