Academic literature on the topic 'Conscious leadership development'
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Journal articles on the topic "Conscious leadership development"
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Kubátová, Jaroslava, and Ondřej Kročil. "A conscious leadership competency framework for leadership training." Industrial and Commercial Training 54, no. 2 (January 25, 2022): 279–92. http://dx.doi.org/10.1108/ict-08-2021-0062.
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Purpose The purpose of this paper is to propose a conscious leadership competency framework to be used in business training as well as in managerial study programs. Design/methodology/approach First, using literature review, the current state of knowledge in conscious leadership competency frameworks was examined. Subsequently, a framework analysis on a specific topical book was conducted to find competencies that determine a conscious leader. The output of this analysis was compared with a comprehensive leadership competency framework to propose a conscious leadership competency framework. This conscious leadership competency framework was then verified in interviews with conscious leaders. Findings Until now, a conscious leadership competency framework has not been proposed. Yet, there are competencies specific to conscious leaders that are not included in existing leadership competency frameworks. A new conscious leadership competency framework including possible ways of how to train and develop the conscious leadership competencies is suggested for future discussion. Research limitations/implications Research limitations are discussed in this paper. More research in this area and further development of the conscious leadership competency framework are suggested. Practical implications The proposed conscious leadership competency framework can be further discussed and developed, therefore becoming an effective tool for companies as well as educational institutions. Social implications More consciousness in leadership will help tackle many current societal challenges. Originality/value To the best of the authors’ knowledge, the proposed conscious leadership competency framework is the first of its kind.
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Fusco, Tony, Siobhain O’Riordan, and Stephen Palmer. "Authentic Leaders are… Conscious, Competent, Confident, and Congruent: A Grounded Theory of Group Coaching and Authentic Leadership Development." International Coaching Psychology Review 10, no. 2 (September 2015): 131–48. http://dx.doi.org/10.53841/bpsicpr.2015.10.2.131.
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Introduction:This paper explores and merges two important fields of coaching; Group Coaching and Authentic Leadership Development (ALD). It develops a theory of group coaching and builds this into a conceptual and evidence-based method of ALD.Design:Four authentic leadership coaching groups were conducted over an 18-month period. Each group consisted of five or six senior leaders and were run once a month over a three-month period. After a three-month gap, recorded semi-structured interviews were conducted with all participants to capture the learning and behaviour change that these leaders had experienced as a result of the group-coaching programme.Results:A Grounded Theory approach was applied to the analysis of monthly diary and final interview data which resulted in a two-part theory. Firstly, how the process of a group-coaching approach to ALD works, and secondly, what the output of this approach is in terms of individual leadership. A model was developed comprising four core concepts of authentic leadership along with seven sub-categories of key leadership skills.Conclusion:This research brings together the two key areas of group coaching and leadership development and contributes to the field of leadership coaching by offering both amodeland amethodof ALD. It offers an underpinning theory of each and introduces a model of authentic leadership based on the core concepts of conscious, competent, confident and congruent leadership.
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Illarionova, E. "The Usage of the University Educational Environment as the Space for the Demonstration and Development of Leadership Qualities." Management of the Personnel and Intellectual Resources in Russia 11, no. 1 (April 20, 2022): 26–28. http://dx.doi.org/10.12737/2305-7807-2022-11-1-26-28.
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The topic of leadership has been relevant for many years for ordinary people, as well as for managers and entrepreneurs. Companies try to develop leadership qualities in their employees, but often face difficulties in solving this task. Leadership qualities are demonstrated in behavior, therefore, during their development it is necessary to achieve a sustainable change in behavior, which requires a special approach in training. The article offers an example of a system of organizing practical classes for students in such a way as to stimulate the development of their leadership qualities and make the demonstration of these qualities conscious and habitual behavior.
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Ruslan, Aulia Tia, Abdul Juli Andi Gani, and Muhammad Rozikin. "The Development of Village Potential Through Capacity Building in Tunjungtirto Village Singosari Sub-District Malang District." Jurnal Ilmiah Administrasi Publik 006, no. 02 (August 1, 2020): 202–5. http://dx.doi.org/10.21776/ub.jiap.2020.006.02.5.
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This study analyze about development of village potential through capacity buildingin Tunjungtirto village, Singosari Sub-District, Malang district. The author analyze that development of village potential through capacity building has five main elements, knowledge in the form of developing educational potential, religious potential, agriculture potential, farm potential and village library. Than leadership by the village head, cooperation between villages, community in the form of village business entity (BUMDesa), travel conscious group and agriculture group. Than online information program which is conducted by village head to facilitate submitting information about village activities to villagers or submitting community suggestions and critisms by online. Leadership by the village head in accordance with the law number 6 of 2014 about village has regulate local village authority. Collaboration between Tunjungtirto village with Lang Lang village about the use of clean water sources. Travel conscious group (Pokdarwis) has develop creativity through mural village and dolanan village to attract tourist.
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Greeter, Aimee. "Developing an inspired leader: How to maximize human talent to maximize operating results." Journal of Clinical Oncology 37, no. 15_suppl (May 20, 2019): 10522. http://dx.doi.org/10.1200/jco.2019.37.15_suppl.10522.
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10522 Background: Healthcare is a personal industry–driven by people, for people. Developing the talent of individuals as leaders is critical to making the entire industry thrive. This session provides practical tools to develop highly competent leaders, who can then develop high-performing organizations. Methods: Using Noel Burch’s framework, this presentation shares effective methods of propelling leaders from uninspired to results-focused performers. With a focus on real-life examples, this interactive session gives instruction on how to maximize human talent as a means to driving enterprise-wide success. The topics to be covered include: (1) Conscious Competence Ladder: What Is It?; (2) Noel Burch’s work; (3) Key tenets of the Ladder; (4) Common misperceptions of the Ladder; (5) Conscious Competence Ladder and Healthcare: Why Does it Matter?; (6) Application of the Ladder to the healthcare industry; (7) Realities of Human Capital in healthcare; (8) “Exercising” Leadership: Is That Even Possible?; (9)Development of leadership as a skill; (10) Four-Step Process to Leadership Development in Healthcare: But How Do We Do That?; (11) Application of Leadership: But Won’t This Be Hard?; (11) Common pitfalls in leadership development; (12) Success Stories: Has Anyone Ever Even Done This in Healthcare?; (13) Conclusions, Q&A: What Happens Next? Results: This session will enable participants to: (1)Describe the Conscious Competence Ladder model and its relevance to healthcare organizations; (2) Authenticate leadership as a skill that can be developed, and understand how to mature that skill within healthcare leaders using an efficient four-step process; and (3) Provide practical, effective methods to help people understand, process and use leadership skills to maximize the success of their peers, patients and community. Conclusions: In Q4 2017, for the first time ever, healthcare passed both manufacturing and retail as the United States’ largest employer. Simply put, there are now more health care laborers than any other industry. In sheer numbers alone, this is impressive. But, more impressive is the need to utilize and motivate this work force. Using effective and appropriate tools (such as those to be provided in this presentation), this massive healthcare work force can be empowered to drive significant benefits for an organization, its patients and its broader community.
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Slater, Charles L., José Maria Garcia Garduno, and Kobus Mentz. "Frameworks for principal preparation and leadership development." Management in Education 32, no. 3 (March 27, 2018): 126–34. http://dx.doi.org/10.1177/0892020617747611.
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The International Study of Principal Preparation has made major contributions to research on novice principals across the world. The network has carried out cross-cultural research on novice principals in 15 countries on five continents since 2004. ISPP employed a mixed methods research design. The first stage was qualitative and carried out through case studies and in-depth interviews. The second stage included narrative accounts of new principals. The third stage of the study employed a survey to gauge principals’ challenges. The chief question of the study was: How can principal preparation programs be useful to novice principals? In spite of cultural differences and economic development of the countries studied, the challenges faced by novice school principals had more commonalities than differences. They included feelings of professional isolation and loneliness, the style of the previous principal, management of time, multiple tasks, and priorities, the school budget (Liang, 2011), ineffective staff, implementation of new government initiatives, and problems with school buildings and site management. Two principal preparation frameworks are presented based on the findings. They highlight the importance of context over standardization. Recommendations are made in the areas of policy, practice, and research. Formal principal preparation programs should be expanded to both developed and developing countries. Beyond basic instruction on management issues, the ISPP frameworks argue for the development of a conscious identity as a professional and an entrepreneur who is rooted in place. These roles are important, but they must be understood within the broader social, political, and economic forces that are affecting their students. Principals need to be in a position to help teachers guide students to learn to be critical of the status quo and become agents of change for a more just community.
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Souza, Ana, and Linet Arthur. "The impact of leadership on the professional development of teachers in complementary schools." Management in Education 34, no. 4 (July 29, 2020): 141–48. http://dx.doi.org/10.1177/0892020620942509.
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Leadership in complementary schools is an under-researched area. This article aims to address this gap in the literature by reporting on a study which focused on Brazilian complementary schools in the United Kingdom. Distributed leadership was initially adopted as a theoretical framework to analyse the relationship between leadership style and professional development provision. The data were collected via an online questionnaire and individual semi-structured interviews with leaders, as well as focus group interviews with teachers and teaching assistants. We report here on one of the schools and argue that the contextual constraints in which it operates led to high levels of collaboration between leaders, teachers and teaching assistants. Consequently, a Community of Practice (CoP) has developed. We discuss the benefits this CoP brings to the school and suggest that conscious efforts be made to cultivate this social unit of learning to ensure the professional development of teachers in complementary schools.
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Fazleeva, L. R. "Social Project as a Technology for Developing Leadership Qualities in Modern Students." Vysshee Obrazovanie v Rossii = Higher Education in Russia 29, no. 5 (June 4, 2020): 136–43. http://dx.doi.org/10.31992/0869-3617-2020-29-5-136-143.
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The article shows the potential of a social project in the formation of leadership qualities in students. The essence of a social project is revealed, the stages of its implementation are shown. The author focuses on the concept of leadership, considers the key qualities of a leader. One of the demanded qualities of a leader in modern life is his active life position, which is expressed in the conscious realization of his social roles. Social project facilitates the development of such activity. We used social project as a technology for the development of leadership qualities in students. To that end, we have conducted a survey among the students of the faculty of service, tourism, and technology of public catering (N=69) with the aim to reveal the leadership skills. The results of testing showed insufficient development of these skills. We have assumed that the participation of students in the development and realization of the social project would foster more intensive development of leadership qualities. The realization of the social project “Supporting of persons with impaired mobility in city infrastructure” under the guidance of teachers and experts has justified the efficiency of the implemented technology. Upon the project completion the students demonstrated better results in four positions.
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Jha, Sumi, and Som Sekhar Bhattacharyya. "Anand Automotive Limited: leadership development process for creating strategic impact." Emerald Emerging Markets Case Studies 3, no. 3 (June 28, 2013): 1–16. http://dx.doi.org/10.1108/eemcs-02-2013-0013.
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Subject area Leadership development for strategic impact in high growth export driven organization. Study level/applicability The case is suitable for second and final year students of a two year post graduate management programme (Master's level) on the following courses: leadership – on development of organization wide leadership processes; talent management – for identifying, nurturing and retaining talent in an organization and for developing leadership capabilities in managers; and strategic human resources (HR) – regarding building leadership development and talent management initiatives for creating a strategic level impact in the organization and its joint ventures. Case overview In about 45 years since its inception Anand Automotive Limited (AAL) has established itself as one of the premium firms in auto ancillary manufacturing and export. This case demonstrates how AAL built its leadership development programme. Further, the case elaborates on the coach/coachee mentorship programme at AAL. The case further explores the various initiatives under the broad umbrella of the Anand Leadership Development Programme (ALDP). The ALDP process has been woven into the fabric of HR practices of the organization. AAL sales turnover was USD1.2 billion in 2012 and it has a goal to achieve a turnover of USD2 billion by 2015. Mr K.C. Bhullar, the group head HR, had to plan an HR system which will embed leadership in the tapestry of AAL as an organization. The amalgamation of ALDP in AAL has to be disseminated across all levels at the 19 plants spread across different locations in India. The ALDP is expected to sprout a large number of leaders in AAL who can usher in an extremely quality focused and conscious organization. Such leaders would in their day-to-day demonstration of leadership at AAL help AAL to become an excellent manufacturing organization. This would help AAL to have a leadership position in the global automobile market. ALDP is also expected to create a band of leaders who would help the organization from very senior level strategic management positions and play leadership roles in its joint ventures. Expected learning outcomes This case can help students to understand how HR practices integrate leadership development programme for the strategic gains of an organization. Students would also understand the role of mentorship in coach/coachee processes. Supplementary materials Teaching notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes.
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Steffensmeier, Timothy, Julia Fabris McBride, and Peter Dove. "Developing citizen leadership in Myanmar: the DeBoer fellowship." International Journal of Public Leadership 12, no. 2 (May 9, 2016): 129–42. http://dx.doi.org/10.1108/ijpl-12-2015-0031.
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Purpose The purpose of this paper is to understand the impact of the DeBoer fellowship, a citizen leadership development program in Myanmar. The challenge in Myanmar of catalyzing transformative change facing government and civil society cannot be overstated. Autocratic, centralized, and a traits-based approach to leadership has been, until recently, the primary way to assess leaders in Myanmar. In this dynamic civic context, new ways of leading and learning are needed. Design/methodology/approach Interviews of DeBoer fellowship alumni were analyzed using a single case study method. The project focuses on individual participants of the program as the primary unit of analysis. In addition, direct observation and contributions from DeBoer fellowship administration and faculty were used to describe this case study. Findings The DeBoer fellows understood their challenge as one of energize others, a concept of adaptive leadership. Moreover, individuals experienced deep degrees of transformational development. Civic agency was the least noticable concept that was studied. Research limitations/implications Future research could more explicitly measure and examine the degree to which civic agency is being nurtured in leadership development programs. Practical implications Civic leadership curriculum designers should be more conscious of adult development theory when choosing programming objectives and activities. Social implications Leadership development initatives in more authoritative systems can be effective developmental experiences for participants who are motivated to improve their organizations and communities. Originality/value To the authors’ knowledge, this is the first effort to analyze a citizen leadership program in Myanmar.
Dissertations / Theses on the topic "Conscious leadership development"
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Sukhdeo, Beverley Amanda Faith. "A conscious leadership model to achieve sustainable business practices." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/5885.
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Business sustainability is a fundamental concern amongst business leaders and it is imperative that business defines an environmentally and socially sustainable path to financial prosperity. This focus on sustainable business practices has been caused by the perceived contribution of businesses to undesirable conditions such as environmental and social degradation including global warming and the global financial crises. This study suggests that a leadership style that differs from leadership that is currently causing business unsustainability is needed in order to achieve the goal of sustainable business practices. This study therefore proposes a new kind of leadership, called conscious leadership. The main contribution of the study is to increase the achievement of sustainable business practices by investigating the importance of conscious leadership in achieving this objective. Convenience sampling was used to select senior managers and directors from mainly JSE listed companies. This resulted in a total of 371 usable questionnaires (317 from listed companies and 54 from unlisted companies) being received. A quantitative approach was adopted to investigate whether conscious leadership would be related to increased sustainability competencies and more effective sustainability-related corporate governance and whether these in turn would increase sustainability behaviours which would generate sustainable business practices as measured by financial, social and environmental performance. Regression analyses were conducted to investigate the hypothesised relationships among these variables. Pearson correlations and descriptive statistics were also calculated. The empirical results showed that respondents in this study regarded conscious leadership, not as a separate construct, but as a way they governed their businesses. The empirical results showed that corporate governance and systems thinking competency had a strong interactive relationship and should therefore be cultivated within business firms. Corporate governance (including conscious leadership) and systems-thinking competency were positive influencers of employee relations, equal opportunities and workforce diversity. The empirical results however showed that corporate governance (including conscious leadership) had a negative influence on profitability. The present study cannot argue for the discouragement of corporate governance (including conscious leadership), as measured in this study, because reduced corporate governance would decrease healthy employee relations and the latter would decrease the achievement of equal opportunities and workforce diversity in these firms. A decrease in healthy employee relations would decrease profitability. The most important finding of this study is that senior managers and directors of big business firms, mostly JSE-listed companies, regarded conscious leadership as an important part of corporate governance. Corporate governance that includes conscious leadership must be developed to higher levels in business firms, so that the negative and not-significant relationships to profitability as viewed by lower and high conscious leaders respectively can be changed to positive relationships.
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Voss, Corrie A. "The narrative journey of the conscious leader." Bowling Green State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1490870727530644.
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Baker, Shelletta. "Conscious Conclusions: The Effect of Positive-Attitude Cues on Teacher Candidate Dispositions about Mathematics." UNF Digital Commons, 2018. https://digitalcommons.unf.edu/etd/824.
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The purpose of this study was to use elements for developing teacher identity, personal philosophy, beliefs about teaching and learning, and reflection to frame an examination of the effect of Positive-Attitude Cues (PACs) on teacher candidates’(n = 135) mathematics anxiety and expressive writing. Participants were randomly assigned to a treatment (PACs) or control group (No-PAC) and their dispositions about mathematics were examined using the Revised Mathematics Anxiety Rating Scale (MARS-R); which had a Cronbach’s alpha of 0.96 and an expressive writing task before and after the intervention. A significant main effect of test time showed that participants in the posttest condition: (M = 67.54, SD = 19.06) responded with less total mathematics anxiety than participants in the pretest condition (M = 73.22, SD = 19.78), F (1, 133) = 40.61, p < .001, d = -.29; (M = 41.56, SD = 11.82) responded with less learning mathematics anxiety than participants in the pretest condition (M = 45.36, SD = 12.98), F (1, 133) = 38.56, p < .001, d = -.31; and (M = 25.98, SD = 8.03) responded with less mathematics test anxiety than participants in the pretest condition (M = 27.88, SD = 7.74), F (1, 133) = 29.55, p < .001, d = -.24. Also, there was a significant increase in the percentage of positive expressive writing tasks by PAC participants pre (N = 27) (M = .40, SD = .49) versus post (N = 56) (M = .84, SD = .37) intervention; p < .001 (2-sided); and no-PAC participants pre (N = 24) (M = .35, SD = .48) versus post (N = 60) (M = .88, SD = .33) intervention; p < .001 (2-sided). The results of this study can inform leadership and policy related to educator preparation.
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Huang, Po-Jui, and 黃柏睿. "The Leadership Conscious and Organizational Development of Non-Profit Organization : A Case Study of The Society of Wilderness." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/844k57.
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碩士國立臺灣師範大學
社會教育學系
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This study thinks that leaders’ conscious plays a pivotal role in organizational development, how leaders show their leadership affect the organization’s development. In this study, the case of the Society of Wilderness, explore the relationship between organization’s leadership conscious and organizational development process to other environmental non-profit organization as a reference orientation to sustainable development. After analyzing text and the result of interviews, this study summarizes some conclusions as follows: 1. Team leadership helps to organize internal communication and organizational sustainability. 2. Servant leadership’s sincere attitude makes members of the organization more willing to accept the leadership of the leader. 3. The Unique organizational cultural support the Society of Wilderness’s vision. 4. Orientating to social environmental development make the core leadership conscious natural transformation. 5. Innovative External links help to make the organization unique. According to the analysis and conclusions of this study, this thesis propose following recommendations for environmental NPOs: 1. To develop a system of team leadership. 2. Establish a good organizational culture to support the organization’s vision. 3. Create unique value of organization by expanding external links. 4. Organizational change should be in harmony with nature. 5. Add the concept of holism into the leadership conscious.
Book chapters on the topic "Conscious leadership development"
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Kairė, Sandra, Lilija Duoblienė, and Irena Zaleskienė. "Social Responsibility Through the Lens of an Agenda for Cultural Literacy Learning: Analyses of National Education Policy Documentation." In Dialogue for Intercultural Understanding, 27–43. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71778-0_3.
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AbstractThe contemporary world is marked by numerous new challenges: growth of inequality, migration, development of new technologies, climate change. All of them create tensions among nations, social groups or cultures. In the face of growing multiculturalism and need for dialogue, social responsibility as a concept in the educational field has received due attention. For instance, Berman (Educational Leadership, November:75–80, 1990; Children’s social consciousness and the development of social responsibility, University of New York Press, New York,1997; Leadership for social justice and democracy in our schools, Corwin Press, Thousand Oaks, CA, pp. 123–144, 2011) emphasized the importance of education for social responsibility in school and classroom and defined it as personal investment in the well-being of others. Vallaeys (GUNI Report of Higher Education in the World 5:88–96, 2014) discussed social responsibility as a matter of university mission and function. Berman (Leadership for social justice and democracy in our schools, Corwin Press, Thousand Oaks, CA, pp. 123–144, 2011) related the concept of social responsibility to the development of social consciousness that meant balancing on personal self-realization and personal achievement with equal focus on social self-realization and collective achievement. In particular, a person becomes conscious that personal development (i.e. How will I lead my life?) is interrelated with the development of others (i.e. What does the way I lead my life mean for the life of others?). In this case, social responsibility embraces cultural values and creates empowerment, cooperation, compassion, and respect.
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Schellhammer, Erich P. "Meaning and Concept of Peace Leadership." In Advances in Electronic Government, Digital Divide, and Regional Development, 27–47. IGI Global, 2018. http://dx.doi.org/10.4018/978-1-5225-4993-2.ch002.
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The last 30 years witnessed a major development of leadership theory. There is now a wide variety of leadership styles available for leaders that are distinct from the previous paradigm of authoritarian leadership. The chapter intends to present the most popular leadership orientations and analyzes their capabilities for a culture of peace. Thus, conscious leadership modelled after Ubuntu leadership, authentic leadership, transformational leadership, servant leadership, charismatic leadership among others are analyzed to identify peace leadership components. This analysis will at least reveal two peace leadership principles. One is a vision of the leader that corresponds to the vision of a culture of peace as it has been developed by the United Nations. The other is a set of core values a peace leader needs to be effective in influencing followers to actualize a culture of peace. The chapter concludes by briefly describing the tool box of a leader to stay on course such as the practice of mindfulness and awareness of neuroplasticity.
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Chakraborty, Misha, and Dominique T. Chlup. "The Relationship Between Social Justice Issues and Emotional Intelligence (EI)." In Advances in Educational Marketing, Administration, and Leadership, 205–23. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9850-5.ch009.
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This chapter discussed issues of injustice as often affecting the emotional, and in some cases, the physical well-being of a person. In recent years, researchers have begun to explore the role of Emotional Intelligence (EI) in creating awareness when it comes to social justice issues related to areas such as racism, sexism, heterosexism, etc. The purpose of this chapter is twofold: First, to concentrate on the area of social justice issues to find out what the literature has explored in terms of the role Emotional Intelligence (EI) might play when it comes to dealing with social oppression, and second, to advocate emotional intelligence traits that can be successfully used to cope with social oppression. We reviewed the literature as a way to deepen our understanding of how to foster “socially conscious” practices within the workplace. The chapter has implications for Human Resource Development (HRD) practitioners to remind them of the responsibility they have to encourage and welcome studies and practices addressing critical aspects such as social justice issues as a way to help ensure a productive and safe workplace. Through this review of the literature, we found that emotional intelligence traits, if practiced responsibly, can make society a better place for everyone to live and work in.
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Esquivel, Mariana I. Vergara, Barbara Wallace, Apeksha Mewani, Adriana Reyes, Victoria Marsick, Lyle Yorks, Edmund W. Gordon, et al. "Conflict Resolution and Leadership Mindfulness into Action (MIA) for Cultural Humility and Awareness (MIA-CHA)." In Encyclopedia of Strategic Leadership and Management, 71–82. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-1049-9.ch006.
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Mindfulness into Action (MIA) for Cultural Humility and Awareness (MIA-CHA) has the two main aims: 1) training students in how to be transformational leaders who are capable of addressing and resolving tension around diversity issues within organizations/ communities/ societies, as they emerge skilled in ending microaggressions (Pierce, 1995; Sue et al, 2007) and fostering cross-cultural harmony; and, 2) training students to emerge as competent researchers who may contribute data regarding the utility of MIA-CHA for ending microaggressions and promoting cultural humility and awareness to meet contemporary diversity challenges. The anticipated result is a new generation of researchers and new era of grant-funded research that pioneers MIA-CHA for ending microaggressions and fostering harmony. Through participation in a leadership skills development methodology (chapter 31) that incorporates indigenous knowledge and organizational learning techniques, students gradually become more aware of their own unconscious behaviors, more in tune with the people surrounding them, and increasingly skillful in engaging in conscious and intentional action. They become what Boyatzis and Mckee (2005) call “resonant leaders.” This means that they are capable of achieving a new awareness that is vital in cross-cultural interactions: i.e. the ability to connect with their thoughts, emotions, and hearts in ways that enable them to counteract the destructive effects of stress, dissonance, and self-limiting mindsets often associated with contemporary diversity challenges; and, instead, they learn to nurture the development of sustainable, harmonious, and high functioning relationships shared among the diverse membership of organizations and communities. Further, they enter into a process that is consistent with learning cultural humility, as a valued construct in the discourse on achieving cultural competence (Tervaln & Murray-Garcia, 1998; Waters & Asbill, 2013; Hook et al, 2013). This is virtually the process described by Wallace (2008), as shifting from hierarchical authority (A/B) in interpersonal and organizational relationships to non-hierarchical equality (A=B). In similar way, Participatory Action Research (PAR) is doing research with people rather than on them (Fals Borda, 1979; Heron, 1996; Heron & Reason 1997; Reason 1996, 1988; Reason & Bradbury, 2010).
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Lauve-Moon, Katie. "Gender “Neutral” Hiring Processes." In Preacher Woman, 71–92. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780197527542.003.0004.
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Chapter 3 examines congregational hiring processes, which are most often perceived by congregants as “gender neutral.” This chapter draws on interview data to reveal hiring committees’ aversion to an “affirmative action” approach and shows that their failure to recognize the gendered hurdles faced by women prior to the job market actually results in masculinized hiring processes rather than gender-neutral ones and reinforces sexist hiring decisions. It also explores the conscious and unconscious gender biases of hiring committee members, which inevitably play a role in hiring decisions. Specifically, this chapters highlights congregants’ preferred hiring criteria, which are commonly understood as “gender neutral,” and shows how these seemingly neutral preferences actually result in unequal outcomes for women. For instance, while hiring senior pastors, congregations often preferred younger pastors who also have senior pastor or associate pastor experience. Some congregants also preferred pastors with direct and clear career trajectories. These seeming gender-neutral preferences disproportionately advantage men because women often connect with their callings and find opportunities for professional development later in life as a result of the gendered hurdles they face on their ways to the job market. This chapter further explores congregants’ unconscious gender biases, which often assumed men and women to be different but equal. However, congregants failed to understand how these assumed differences ultimately advantaged men in the pursuit of pastoral leadership.
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Crawford, Joseph, and Kerryn Butler-Henderson. "Digitally Empowered Workers and Authentic Leaders." In Leadership, Management, and Adoption Techniques for Digital Service Innovation, 103–24. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2799-3.ch006.
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The digital era has catalyzed the contemporary workforce and workplace. Employees are now required to develop skills that may be outdated in a matter of years, and be consciously aware that their society is evolving rapidly. This Chapter conceptualizes the characteristics of a digitally empowered worker to encompass awareness, creativity, agility, and a positive learning orientation. In doing so, the authors consider the way in which an authentic leader and authentic follower may influence the development of the digitally empowered. Authors present a model and its impact on digital innovation and digital productivity.
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Zoller, Kendall. "The Philosophy of Using Communicative Intelligence for Cross-Cultural Collaboration." In Advances in Human Resources Management and Organizational Development, 303–20. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8376-1.ch018.
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This chapter describes Communicative Intelligence (CI) from a philosophical lens. The author explains its cognitive, emotional and actionable elements. CI is the deliberate and intentional deployment of verbal and nonverbal communication patterns in ways that aspire to develop relationships across and within cultures in the unpredictably dynamic arena of human interactions (see Zoller, 2008). Further, the author suggests that CI is a consciously mindful state where the deliberate application of verbal and nonverbal skills and moves are used to achieve an alignment between the intended message and the manner in which it is perceived to build rapport, model empathy, and impact trust. By using the strategies and ways of thinking found in CI, leaders can improve the quality of their relationships resulting in new possibilities and solutions to the issues facing organizations. Key areas of interest will be discussed including how CI can be used to impact cross-cultural collaboration and leadership.
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Lienhardt, Godfrey. "Excerpt from “The Dinka and Catholicism”." In Anthropology of Catholicism. University of California Press, 2017. http://dx.doi.org/10.1525/california/9780520288423.003.0005.
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Like Julian Pitt-Rivers, Godfrey Lienhardt (1921–93) was a student of E. E. Evans-Pritchard at Oxford. His great ethnography Divinity and Experience: The Religion of the Dinka, published in 1961, is regarded as one of the great social anthropological studies of religion. In his research (1947–50) on this southern Sudanese nomad population (neighbors of the Nuer, the people researched by Evans-Pritchard), Lienhardt approaches religious symbolism, imagery, and leadership as informed intimately by the Dinka’s own everyday experience of the world. He altered dominant social anthropological perspectives on religion of the time by drawing attention to the discrepancy and contradictions that existed between people’s everyday experience of “religion” and their conscious, reflexive articulations about those practices. The attention to skepticism and ambiguity is evident in this essay (first published in 1982, and reproduced here almost in its entirety) that reflects on the interaction between the Dinka and Italian Catholic missionaries, who had been in the Sudan since the mid-nineteenth century. Lienhardt begins by asking, “What kind of translation, as it were, of experience is required for a Dinka to become a nominal or believing Christian?” He responds to this question with circumspection, stressing the challenges in any missionary encounter, which he aptly characterizes as not one of simple straightforward instruction and conversion (or rupture), but one fraught with gaps in understanding and divergent intentions on both sides. Many of these gaps inhere in language, both idiomatic and semantic terms, with many ideas being “caught in translation,” leading Catholicism to “stick” unevenly and in unpredictable ways across the Dinka world. Thus the Dinka accepted the Church mostly, Lienhardt suggests, through ideas of progress and mostly material development that were quite foreign to Dinka experience and, somewhat ironically, also to the ideas and principles taught by the missionaries. Catholic doctrine and eschatology were thus absorbed into the Dinka life-world through a kind of “linguistic parallax” (a displacement or change in the perception of objects in space from different points of observation). Lienhardt erroneously characterizes the church as “the bearer of a theoretically unified body of theological and social doctrine”—a portrayal similar to widespread views even today. But the acuity of his attention to the intricacies and uncertainties of the exchange of meanings that is part of missionization—and to the political economic realities shaping the encounter—distinguishes this work as a pioneering study in the anthropology of missions, especially in colonial Africa. In this respect Lienhardt’s essay might be seen as a precursor to a great tradition of poststructuralist works on African religious missionaries, postcolonialism, and social transformation.1 His focus on Catholicism, however, provides us a glimpse of the dynamics of “syncretism” in situ as a process that cannot be understood outside its social, historical, and political context.
Conference papers on the topic "Conscious leadership development"
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Jones, Gareth David, and Shawn Fullmer. "The ExxonMobil Brazil Technology Collaborative: A Team of Teams Cross-Silo Leadership Experiment." In ADIPEC. SPE, 2022. http://dx.doi.org/10.2118/211629-ms.
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Abstract The value of breaking down silos to enable people to collaborate across organizational boundaries and disciplines is widely recognized. This horizontal collaboration stimulates innovation that can result in the development of new integrated solutions and business opportunities. Unfortunately cross-silo leadership is notoriously difficult to achieve. Effective collaboration across interfaces between Technology Development and Operating Units in many industries, including the energy industry, is a particularly stubborn challenge. The purpose of this paper is to share an approach and results of adopting a diverse and inclusive Team of Teams model designed to develop and deploy technology for the exploration and development of assets in the prolific Brazil Pre-Salt play. Key design criteria for this Collaborative included: 1) Setting clear and aligned business priorities, 2) Appointing "Collaborative Connectors" multidisciplinary subject matter experts with leadership skills consummate to the challenge, 3) Identifying business unit "Technology Champions" as vested customers to help bridge across silos, 4) A multifaceted communication strategy built on transparency that fostered ideation and frequent updates on the Brazil business landscape to continuously test technology relevance and identify refinement / early deployment opportunities, 5) A conscious break with historical technology time frames and process paradigms to accelerate business application and value realization. The Brazil Technology Collaborative experiment is deemed a success by several measures including: A leading count of business unit nominated "Technology Value Realized" KPI candidates, for example 1) the adaptation and integration of ExxonMobil reservoir characterization "Total Pore Systems" technology to reduce uncertainty on dynamic performance forecasts in complex lacustrine carbonates, 2) Improved sub salt seismic imaging and predictions of reservoir presence and quality from seismic inversion, 3) Geologic Process Modeling to help identify and constrain credible subsurface scenarios for uncertainty analysis and 4) Rapid assimilation of play wide data and interpretations in a practical tool to drive consistent subsurface evaluations across multiple teams and disciplines. Beyond this Pre-Salt example, cross silo leadership in technology will be a critical capability and competitive advantage in the energy transition which demands organizations innovate and grow collaboration across internal functional boundaries and with multiple external partners.
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Chávez, Minerva S. "EMPLOYING WHITENESS AS PROPERTY: LEADERSHIP IN HIGHER EDUCATION AND THE SIGNALING DIVERSITY WHEN YOU ARE WHITE." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v2end061.
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"Academic leaders in the United States are tasked with establishing university strategic plans that facilitate a holistic educational experience in order to meet the needs of our diverse student populations. A holistic education includes the academic, social, emotional, and spiritual (meaning of life, finding purpose) necessities of our students. To this end, let us consider the leaders accountable for upholding this ethical imperative. This autoethnography examines the concept of Whiteness as Property (WaP) (Harris, 1993) to identify how the distribution of power amongst educational leaders maintains whites in a space of racialized privilege while using people of color to signal their commitment to establishing a diverse university culture. Using the WaP lens, allows for the analyses of the practices, behaviors, and other social performances administrators engage in to construct their leadership identities in relation to the current sociopolitical milieu concerning inclusion and diversity. Autoethnography illuminates these leadership practices in unique ways—the narratives are from the perspective of the non-traditional leader. We serve to collectively lead our universities in the right direction to meet our strategic goals and provide equable education for all students. As a working-class Latina occupying educational leadership roles, autoethnography permits the theorization of my liminal perspective to underscore the interconnected role of universities as apparatuses assisting in capital accumulation, legitimation, and production. The narratives provide an analytical and profoundly humanistic understanding of the experiences that shape our conscious behaviors, actions, and thoughts in our workplace."
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Vereitinova, T. V., V. A. Dmitrieva, and M. P. Khalina. "РОЛЬ ПСИХОТЕРАПИИ АУТЕНТИФИКАЦИИ В ПОЗИТИВНОЙСОЦИАЛИЗАЦИИ ЛИДЕРА." In ПЕРВЫЙ МЕЖКОНТИНЕНТАЛЬНЫЙ ЭКСТЕРРИТОРИАЛЬНЫЙ КОНГРЕСС «ПЛАНЕТА ПСИХОТЕРАПИИ 2022: ДЕТИ. СЕМЬЯ. ОБЩЕСТВО. БУДУЩЕЕ». Crossref, 2022. http://dx.doi.org/10.54775/ppl.2022.20.68.001.
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The report provides a definition, principles, criterion and model of authentication psychotherapy. The field of application of authentication psychotherapy is considered. From the perspective of ontopsychology the primary and only goal of authentication psychotherapy is the restoration, or awareness, of the natural project of person in its primordiality, not yet distorted by subsequent culturalization, the discovery of the individual potential of the mind. Thus, the directive criterion of authentication psychotherapy is the individual natural project of person – "Ontic In-itself (ISO) – radicality of psychic activity, the project of nature that creates human being" [A. Meneghetti]. The basic model of authentication psychotherapy consists in the integral integration of the conscious part of the personality with the natural project, which is the basis of a person, the result of which is the development of creative potential. In today's world, with its high pluralism in all spheres and the dynamics of social processes, great attention is paid to the emerging leadership potential of youth. The socialization of youth in conditions of social transformation is contradictory – the main psychological problems that reduce leadership potential are reinforced by consumerism, biologism, and critical idealism. Whereas positive socialization is a bidirectional process and phenomenon: mastering prosocial behavior and subjective psychological wellbeing of the individual, which results in holistic implementation. The sequence of psychotherapeutic authenticating work with a leader's personality proceeds from the logic of proportionality of four spheres: 1) individual-personal, which includes physical health and psychological well-being; 2) family, affective, which includes the subject's close emotional connections; 3) professional, which includes work contacts; 4) social, which includes other contacts with society, and the level of realization of the seven qualities of a leader [A. Meneghetti]. And it is also subject to the phases of authenticating psychotherapy: the situation of first contact, retroactive anamnesis, fideistic diagnosis, identification of Iso impulses and the reasoning, repeated verbalization of them. A review of the results of research on the application of authentication psychotherapy showed that effective leaders take an active position, capable of taking responsibility for the social context, which can be designated as a tendency to actualization, the discovery of the self, and in ontopsychology is designated as actualization in being, achieving authenticity, compliance with the internal project – Ontic In-itself. В докладе дается определение, принципы, критерийи модель психотерапии аутентификации. Рассматривается область применения психотерапии аутентификации. С позиции онтопсихологии первичная и единственная цель психотерапии аутентификации – восстановление, или осознание, природного проекта человеком в его первозданности, еще не искаженной последующим окультуриванием, раскрытие индивидуального потенциала ума. Таким образом, директивным критерием психотерапии аутентификации служит индивидуальный природный проект человека – «онто Ин-се –радикальность психической деятельности, проект природы, создающий человеческое существо» [А. Менегетти]. Базовая модель психотерапии аутентификации состоит в целостной интеграции сознательной части личности с природным проектом, являющимся основой человека, результатом которой служит развитие творческого потенциала. В современном мире, с его высоким плюрализмом во всех сферах и динамикой социальных процессов, большое внимание обращается на формирующийся лидерский потенциал молодежи, Социализация молодежи в условиях общественной трансформации носит противоречивый характер – основные психологические проблемы, редуцирующие лидерский потенциал, усиливаются потребительством, биологизмом и критическим идеализмом. В то время как позитивная социализация – это двунаправленный процесс и явление: освоение просоциального поведения и субъективное психологическое благополучие человека, результатом которого служит целостная реализация. Последовательность психотерапевтической аутентифицирующей работы с личностью лидера исходит из логики соразмерности четырех сфер: 1) индивидуально-личностной, которая включает физическое здоровье и психологическое благополучие; 2) семейной, аффективной, которая включает в себя близкие эмоциональные связи субъекта; 3) профессиональной, которая включает рабочие контакты; 4) социальной, которая включает остальные контакты с обществом, и уровня реализованности семи качеств лидера [А. Менегетти]. А также подчиняется стадиям аутентифицирующей психотерапии: ситуация первого контакта, ретроактивный анамнез, фидеистический диагноз, выявление импульсов онто-Ин-се и рассудочная, повторяемая их вербализация. Обзор результатов исследованийприменения психотерапии аутентификации показал, что эффективные руководители занимают активную позицию, способны брать ответственность за социальный контекст, которую можно обозначить как тенденцию к актуализации, раскрытию самости, а в онтопсихологии обозначается как актуализация в бытии, достижение аутентичности, соответствие внутреннему проекту – онто Ин-се