Relevant bibliographies by topics / Executive leaders

Academic literature on the topic 'Executive leaders'

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Published: 4 June 2021
Last updated: 19 February 2023

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Journal articles on the topic "Executive leaders"

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Longenecker, Clinton, and Mike McCartney. "The benefits of executive coaching: voices from the C-suite." Strategic HR Review 19, no. 1 (January 30, 2020): 22–27. http://dx.doi.org/10.1108/shr-06-2019-0048.

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Purpose The purpose of this paper is to provide readers with research findings based on qualitative data that describe the benefits of executive coaching from a sample of 70 senior business executives, all of whom have a personal executive coach. In addition, the paper provides readers with specific questions concerning their organizations’ approach to executive leadership development and the application of these potential benefits to their enterprise. Design/methodology/approach The findings of this study are based on personal interviews with 30 executives and ten four-person focus groups in which both sets of participants were asked to describe personal and organizational benefits associated with their experiences in using executive coaches. Findings Interviews and focus group findings converged around a number of benefits associated with effective executive coaching. These benefits included improved executive focus, better alignment of key leadership behaviors, candid and ongoing feedback, accountability for appropriate leader behaviors, improved emotional intelligence and ego control and personal support and encouragement, among others. Research limitations/implications This qualitative study provides empirical evidence of the benefits of executive coaching from the perspective of senior business leaders. These findings provide researchers with specific criteria that can be tested and measured on a larger scale. The primary limitation of the study is the small sample size of only 70 executives. Practical implications The findings of this research provide a compelling set of benefit trends that individual executives, boards of directors and organizations need to consider in the development of their senior leaders. Specific questions are included to guide practitioner’s thinking concerning executive coaching and its role in their organizations. Social implications These findings make a compelling case that senior leaders can become more effective and can experience great benefits when they properly make use of an effective executive coach. The development of senior leaders using this tool can have a powerful impact on organizational performance and organization’s culture. Originality/value A review of the literature will reveal that anecdotal evidence abounds, but there is limited empirical research chronicling the true benefits of executive coaching.
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Leeds, J. Peter, Krystal N. Roach, Scott K. Burtnick, and Holly M. Moody. "Development and validation of an executive training and development-type taxonomy." Journal of Workplace Learning 30, no. 6 (August 13, 2018): 442–68. http://dx.doi.org/10.1108/jwl-01-2018-0025.

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Purpose The purpose of this study is to develop and validate a taxonomy useful for classifying the training activity preference patterns adopted by executives and for describing how these patterns relate to important workplace measures. Although many organizations hold that well-trained and developed leaders are important for organizational success, little is known about the patterns of self-developmental activities that such leaders choose to initiate and how such training impacts organizational outcomes. Understanding these patterns may be useful in characterizing leaders in terms of training interest and showing a relation between executive training and valued organizational outcomes. Design/methodology/approach Using a sample of 4,624 senior executives who completed a training activity and attitude survey, cluster analysis was used to derive a five-type training and development (T&D) taxonomy. Types varied by training activity pattern/attitudes and the proportion of well-trained and less-well-trained executives in each agency were described. The researchers collected an independent sample of employee perceptions of engagement and leader effectiveness and number of equal employment opportunity (EEO) complaints within each agency. Findings Organizations with higher concentrations of well-trained/developed leaders tend to have employees with more favorable workplace attitudes and higher regard for senior leaders and generate smaller proportions of EEO complaints. Research limitations/implications Data were collected from 2011 and 2012, government leaders were sampled, and outcome analyses were conducted at the agency level rather than at the individual level. Practical implications A link between leader training and organizational outcome is useful for promoting and justifying such training to stakeholders. Social implications Characterizing leaders by training pattern will be useful in examining training usage/interest and in crafting programs tailored to leaders of different patterns. Originality/value An executive training pattern taxonomy is unique in the literature and evidence linking such training to outcome is rare.
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Frugé, Kimberly R. "Repressive agent defections: How power, costs, and uncertainty influence military behavior and state repression." Conflict Management and Peace Science 36, no. 6 (October 19, 2019): 591–607. http://dx.doi.org/10.1177/0738894219881433.

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Leaders are incentivized to repress in the face of mobilized dissent. However, leaders are unable to repress alone and rely on repressive agents, who can shirk the order and weaken the leader’s control. I use a formal model to analyze when the leader can use repression strategically to avoid defection, based on leader type. Each type has incentives to repress to distort the leader’s risk of removal and thus deter defection. Power, cost, and uncertainty are important in both the leader’s and the agent’s decision to repress. Testable hypotheses reveal how executive power and punishment influence the level of repression.
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Nyukorong, Remy, and William Quisenberry. "Character Traits Of Effective Executives: A Phenomenological Study Of Ceos In Ghana." European Scientific Journal, ESJ 12, no. 20 (July 30, 2016): 69. http://dx.doi.org/10.19044/esj.2016.v12n20p69.

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Leadership in organizations has been widely studied in the literature. However, scant research could be found exploring the critical personality characteristics business executives need to have in order to lead corporate organizations more effectively. This qualitative, phenomenological study was designed to investigate the lived experience of top-level business leaders in leadership roles. Ten Chief Executive Officers of Ghana Club 100 were interviewed and told their experience as leaders. The email and face-to-face interview transcripts were coded and analyzed for themes. The following personality attributes emerged from the study which were found to support and promote strong executive effectiveness: integrity, forward-looking, selfconfidence, emotional intelligence and maturity, and caring for others. The study significance provides information to Board of Directors of Ghanaian Corporations in the selection, promotion, and training of executive-level managers, and potentially lower the costs associated with losing highpotential executive leaders. The study findings could also help business schools and management consultants to focus better on preparing business leaders for the future. A major limitation of the study was the small sample size, which may require caution in generalizing the findings to the entire population. The current study is one of the first to be carried out in Ghana on leader personality traits.
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Rao, M. S. "Grooming management graduates as leaders, entrepreneurs and chief executives." Human Resource Management International Digest 23, no. 7 (October 12, 2015): 27–30. http://dx.doi.org/10.1108/hrmid-07-2015-0128.

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Purpose – Prepares management graduates to become leaders, entrepreneurs and chief executives. Design/methodology/approach – Offers leadership lessons based on the career of Jack Welch, former Chief Executive and Chairman of General Electric. Findings – Shows that becoming a chief executive requires consistent and persistent effort. Practical implications – Shows that the lessons can be applied in any industry to prepare management graduates as leaders, entrepreneurs and chief executives. Social implications – Shows how to groom management graduates as successful leaders, entrepreneurs and chief executives. Originality/value – Highlights what business schools do not teach. Emphasizes the importance of both classroom learning and corporate experience. Outlines tools and techniques to fast-track a career.
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Allen, Stuart, and Louis W. Fry. "Spiritual development in executive coaching." Journal of Management Development 38, no. 10 (November 11, 2019): 796–811. http://dx.doi.org/10.1108/jmd-04-2019-0133.

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Purpose Spiritual topics emerge in executive leadership coaching. However, the scholarly literature has emphasized the performance development aspects of executive coaching (EC) more than the development of executives’ inner lives, although there is some evidence of practitioners addressing spiritual topics. Executive leaders have spiritual needs and executive coaches may be well positioned to address the intersection of the leaders’ work and spiritual lives, provided coaches observe skill boundaries and the limitations of the coaching context. The purpose of this paper is to discuss the merits of including spiritual development (SDev) in EC and how executive coaches can incorporate it in their practice. Design/methodology/approach EC, SDev and spiritual direction are compared, drawing attention to conflicting and complementary aspects of SDev applied in EC. Organizations’, clients’ and coaches’ likely concerns about such integration are explored and addressed. Suitable contexts, principles, a basic developmental framework and practical steps for executive coaches considering the inclusion of SDev in EC are proposed. Findings The paper provides coaches, consultants, executives and those charged with executive development with a foundational understanding of the role of SDev in EC. Originality/value A framework is provided for professionals involved in executive management development to address executive leaders’ spiritual needs through EC.
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Lichtenstein, Scott, and Pat Dade. "The Shareholder Value Chain: Values, Vision and Shareholder Value Creation." Journal of General Management 33, no. 1 (September 2007): 15–31. http://dx.doi.org/10.1177/030630700703300102.

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Business now almost universally accepts that the primary management task is value creation. The impact of leaders’, directors' and executives' personal values in the value creation process has been largely ignored in the literature. This paper seeks to redress the current situation by proposing that the needs and values of leaders and executives drive the vision, goals and strategies to create shareholder value. Yet, while most directors and senior managers will be at ease with pushing the organisation farther and faster in the creation of new methods to create more shareholder value, this is creating dis-ease amongst other directors, executives and the organisations' operator who have different values. This disease potentially stymies leaders' and boards' ability to create more value for shareholders. By understanding the values dynamic and asking different questions, boards and leaders can motivate the culture to create more value. The objective of this paper is to build on previous executive values research by examining the impact of how the values of one executive value group translate into methods of creating shareholder value and proposing the linkage between leaders values and shareholder value. First, a theoretical background is provided. Next, the results of empirical research into executive values are briefly reviewed and combined with data and insights from proprietary market research to discuss how the needs and values of one executive value group impact on strategic leadership factors driving shareholder value creation methods. This is followed by proposing a conceptual framework illustrating the linkages between leaders' values and shareholder value creation with propositions. Conclusion and implications are drawn and finally limitations and areas for further research are provided.
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Tkaczyk, Bart. "Crafting continuing learning and development: a positive design tool for leadership development." Development and Learning in Organizations: An International Journal 28, no. 4 (June 2, 2014): 5–8. http://dx.doi.org/10.1108/dlo-10-2013-0079.

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Purpose – The purpose of this paper is to consider leaders as continuing learning and development (L&D) crafters. Design/methodology/approach – To maximize leaders’ “self-awareness” and “learning agility”, this article addresses itself to positive, purposeful and planned self-development by means of continuing L&D crafting. Findings – Executing leader’s structured and personalized developmental portfolios produce both personal and organizational gains, as reported by participants in the global “Learning Entrepreneurs” research project. Practical implications – The article offers a “designy” tool that executives can use in the workplace and outside. Social implications – Apart from the fact that it seems highly practical to employ L&D crafting as a business leadership development method, one can extrapolate this idea, and recommend this technique to leaders outside of business. This may transform institutions at large into learning organizations. Originality/value – Rooted in design thinking and positive organizational studies, the article advances a “continuing developmental portfolio” made up of two components: a continuing executive development “Check-in” and “Design”. These together are a mechanism for natural and disciplined learning from opportunistic incidents.
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Cole, Loressa, and Jeffrey N. Doucette. "Meet ANCCʼs New Executive Leaders." JONA: The Journal of Nursing Administration 47, no. 10 (October 2017): 472–73. http://dx.doi.org/10.1097/nna.0000000000000526.

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Miller, Steven V. "Individual-level expectations of executive authority under territorial threat." Conflict Management and Peace Science 34, no. 5 (October 28, 2015): 526–45. http://dx.doi.org/10.1177/0738894215600384.

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What makes individuals likely to support state leaders with few constraints on executive authority? Leaders who reorganize power around their position seem inimical to most individuals’ welfare. Yet in many countries these leaders receive broad popular support when citizens feel some type of threat. This study argues that territorial threat leads individuals to support this type of state leadership. Mobilization of the military for defense of territory requires discretion by the state leader, leading individuals to interpret checks and balances as obstacles to security. The results using mixed effects logit analyses show a robust connection between territorial threat and individual-level expectations of the state leader. Individuals who live in states under territorial threat are more likely to prefer a state leader unconstrained by legislative process or other checks and balances. The analyses provided in this study have important implications for the study of popular support of democracy.
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Dissertations / Theses on the topic "Executive leaders"

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Kovacs, Louise Carolyne. "Enabling leaders to navigate complexity : an executive coaching framework." Thesis, Middlesex University, 2016. http://eprints.mdx.ac.uk/20827/.

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The purpose of this project was to increase coaching effectiveness in complex assignments, such as those that have an objective of increasing an executive’s capability to navigate complexity or where the coaching is crossXcultural. In the context of complex assignments, a flexible framework is required that supports the coach in the process of developing an individualised programme that meets the needs of the coachee in their specific environment. It is argued that the concept of case formulation can be applied to executive coaching to provide the foundation for a flexible coaching framework. Through this project, the Purpose, Account, Intervention, Reflect (PAIR) framework was developed, applied and evaluated with 12 coaching case studies in Australia and South East Asia. A Realistic Evaluation methodology (Pawson & Tilley 1997) was used to evaluate the effectiveness of the coaching and to identify what factors made the coaching effective and in which contexts. Outcomes were measured using a 360° survey, pre and postXcoaching interviews with the coachee and their manager, and coach and coachee session notes and reflections. The mechanisms of coaching and significant context factors were identified using session notes and reflections, and postXcoaching interviews. Successful coaching outcomes were identified in all 12 cases along with 17 key mechanisms of coaching effectiveness. Based on these findings, hypotheses regarding what makes coaching effective for which people and in what contexts were developed. This study demonstrates that the use of the PAIR framework facilitates the application of a case formulation approach to executive coaching and its use assists coaches in creating individualised coaching programmes. This study also demonstrates how the PAIR framework is flexible enough to meet a range of different contexts, including complex executive development and crossXcultural coaching assignments. Different combinations of mechanisms of coaching effectiveness were identified in each of the 12 case studies assignments, reinforcing the need to develop individualised programmes to meet the specific needs of each coachee. The implications of these findings for executive coaching practice and future research are considered and recommendations made for both practising coaches and researchers in the field.
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De, Beer Paul Andrew. "The role of executive coaching in assisting leaders to empower organisations." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50519.

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Thesis (MBA)--Stellenbosch University, 2005.
ENGLISH ABSTRACT: The concept of executive coaching has become known over the last 20 years. Executive coaching is a service that is provided to managers and leaders within organisations in order to help them to make changes that will lead to increased personal and organisational performance. Coaching helps leaders to function better in the business world by helping them to see beyond their own mindsets; helping them to learn new skills; and helping them to overcome deeply ingrained habits and behaviours that may be restricting their further success. Coaching is not targeted specifically at executives that are experiencing performance problems, but at any manager or leader that wants to learn or change in some way, or simply wants to further increase their performance. The need for executive coaching has arisen due to the speed at which the world is developing and hence because of constant change. Globalisation, technology, mass production and increased levels of democracy have lead to a highly competitive business world. The leader and manager of today have to be highly efficient and deal with a much broader range of tasks than ever before while being highly advanced in the areas of personal and interpersonal skills. These same changes that have affected the world have lead to changing social norms where people have the need to partiCipate and be heard. The traditional management approaches to business whereby leaders commanded their employees to execute their ideas, is no longer an efficient practise as business is just too complex to centralise decision making. The concept of organisational empowerment which became know in the late 1980's has to do with the top leaders of organisations sharing their power and authority with those lower down in the organisation. Empowerment is seen as the key to sustainable organisational success, however it is complex to implement, takes considerable time and needs dedication, focus and drive from top leaders to be successful. Top leaders however will need to transform their own styles, habits and skills in order to successfully empower their organisations. Executive coaching is seen as the best method to help leaders and managers to empower their organisations by assisting them to change their leadership styles, learn better personal skills and to properly plan and execute changes that need to be made within the organisation. The use of executive coaching will also teach executives how to coach all those within their organisations, which will further help change the organisation from a traditional culture to a culture of collaboration and support.
AFRIKAANSE OPSOMMING: Die konsep van bestuursafrigting het in die afgelope 20 jaar bekend geword. Bestuursafrigting is 'n diens wat gelewer word aan bestuurders en leiers binne 'n organisasie om hulle te help om veranderinge te maak wat sal lei tot verhoogde persoonlike en organisatoriese prestasie. Afrigting help leiers om beter te presteer in die besigheidswereld deur verby hul eie gedagte raamwerk te kyk, nuwe vaardighede aan te leer en om diep ingewortelde gewoontes en gedrag te oorkom wat sukses verhinder. Afrigting is nie net gefokus op uitvoerende amptenare wat prestasie probleme ervaar nie, maar op enige bestuurder of leier wat wil leer of verander, of prestasie wil verbeter. Die behoefte vir bestuursafrigting het ontstaan as gevolg van die tempo waarmee die wereld voortdurend verander. Globalisering, tegnologie, massa produksie en verhoogde vlakke van demokrasie het gelei na 'n hoogs kompeterende besigheidswereld. Die hedendaagse leier en bestuurder moet hoogs effektief wees, meer take kan verrig as ooit tevore en ook nog hoogs gevorderd wees in terme van interpersoonlike vaardighede. Hierdie veranderinge het ook gelei na veranderende sosiale norme waar mense meer betrokke wil wees deur insette te lewer. Die tradisionele benadering tot besigheid, waar leiers opdragte gee aan werknemers om hulle idees uit te voer, is nie meer effektief in die huidige komplekse samelewing nie. Die idee van organisatoriese bemagtiging, wat in die laat 1980's bekend geword het, het te make met die verspreiding van mag van die senior bestuur in die organisasie na laer vlakke. Bemagtiging is die sleutel tot volhoubare organisatoriese sukses maar, dit is moeilik om te implementeer, het baie tyd en toewyding nodig en benodig fokus van die top leiers om suksesvol te wees. Daarom moet top bestuurders hul eie styl, gewoontes en vaardighede transformeer om bemagtiging suksesvol te implementeer in hul organisasies. Bestuursafrigting word gesien as die beste metode om leiers en bestuurders te help om hul werknemers te bemagtig deur hulle te help om hulle leierskapstyle te verander, beter persoonlike vaardighede aan te leer en om beter organisatoriese beplanning en uitvoering te fasiliteer. Die gebruik van bestuursafrigting leer bestuurders hoe om ander te mentor wat die tradisionele kultuur van bestuur vervang met een van samewerking en ondersteuning.
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Elbarouki, Sam. "Executive Banking Leaders and Risk-Management Strategies on Subprime Mortgage Lending." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2254.

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During 2000-2008, subprime mortgage loans were a profitable and popular commodity for banks and lenders alike. The majority of banks that offered this type of mortgage eventually suffered grave financial consequences, largely due to the lack of risk-mitigating processes within their mortgage portfolio. Guided by the stewardship theory, the purpose of this qualitative multiple case study was to explore the risk-mitigation protocols that 4 bank CEOs employed in Northern California used to mitigate the offering of this risky product. Semistructured interviews were used to elicit detailed narratives from these purposively selected bank CEOs on their experiences in risk mitigation. A review of company documents, core value policies, and member checking of initial interview transcripts aided in the overall reliability and validity of the final interpretations. After using Robert Yin's five steps of data analysis, six themes were derived from the final interpretations: risk management as a culture; leaders making prudent, calculated risks on their mortgage lending platform; risk committees set in place to oversee risk strategies; a fiduciary responsibility to grow responsibly; consistent guardrails implemented within the loan portfolio; and leaders using discipline, execution, and correct judgment. By implementing these risk-mitigation strategies, these specific banks were able to survive the mortgage recession with very little financial repercussion. These findings may influence social change by uncovering risk-mitigation strategies in an effort to alleviate this risky product being offered to consumers.
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Philipps, Armin F. "Leaders’ perceptions after a coaching intervention as part of their development journey." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97425.

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Thesis (MPhil)--Stellenbosch University, 2015.
ENGLISH ABSTRACT: The aim of this study was to gain insights into leaders’ perceptions of their coaching experiences. The study aimed to capture personal experiences after a coaching intervention and to reveal the individual’s views on such experiences. It furthermore aimed to provide insights on the change effect of coaching conversations. This purpose was supported by the following research objectives: - Objective 1: To identify which aspects of the coaching intervention had the desired impact for the coachee; - Objectives 2: To establish the aspect of the coaching process which supported the goals of the initial development journey of the participant; - Objective 3: To identify what other aspects the coachee became aware of during his/her journey of development; and - Objective 4: To establish what constituted a positive coaching experience. The research was based on a phenomenological and interpretive approach and included a sample of twelve individuals who had recently completed a coaching intervention, either in their personal capacity or as part of an organisational change intervention. All participants completed a semi-structured interview schedule which was utilised as the primary data source. The researcher developed themes and categories of data for analysis and interpretation and tested the research objectives against the data collected, as well as against literature reviewed. To create a unique experience for individual coaching participants, coachees, coaches and organisations are required to partner with each other as these are the key coaching elements outlined within the context of the coaching intervention. Motivation and perception may play a part in the creation of the coaching experience and probably influence the participants. The key coaching elements are three core relationships and are described in more detail herein. The researcher developed a coaching engagement model which is presented, discussed and adapted through the data feedback received.
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Beauchamp, Julie. "An exploration into the vision and visioning activity of leaders /." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=84469.

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The concepts of transformational and charismatic leadership have led to a variety of leadership behaviors and practices that seek to enhance followers' motivation to perform beyond expectations, by changing their values, goals, needs and aspirations at work. One such activity, which has gained momentum and interest in recent years, is the dissemination of a vision. This thesis is an attempt to investigate the nature of the visioning process in organizational leadership through theoretical analysis and empirical investigation.
An analysis of the visioning process yielded two important components: the visioning activity and the visioning product. Based on this analysis and a review of the existing literature, vision was defined as a product with content and the visioning activity a two-stage process involving vision formulation and vision articulation. Building on these definitions, a number of vision content characteristics and visioning behaviors were examined, leading to theoretical propositions and testable hypotheses.
The empirical test of the proposed theoretical framework was carried out in two studies. Study 1 investigated observers' perceptions of leader behaviors, vision content characteristics and related attributions of vision and visionary leadership. This study was conducted using analyses of biographical and autobiographical accounts. Study 2 sought to replicate the investigation with direct observations from followers of "real-life" organizational leaders.
The empirical test substantiated the importance of distinguishing between the various content characteristics of visions as they relate to attributions of vision and visionary leadership on the part of observers/followers. The empirical results also support the importance of distinguishing between the various components of the visioning activity of leaders as they relate to attributions of vision and visionary leadership on the part of observers/followers. Finally, the results suggest distinct relationships between the attributions of vision/visionary leadership and various effects of the visioning process on followers.
In light of these results, suggestions for future research and implications for leadership practice are discussed.
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Ramos, Polly Castro. "Employee Retention Strategies for Executive Operation Leaders in an Academic Nursing Environment." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7181.

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Employee attrition affects organizations in the form of lower productivity, decreased profitability, and reduced sustainability. In 2014, business owners lost over $11 billion in tangible and intangible assets due to the inability to retain employees. Using the social exchange theory as the conceptual framework, the purpose of this multiple case study was to explore effective employee retention strategies used by business leaders in an academic nursing environment. The study encompassed participants from 3 of the United States: Texas, Kentucky, and Florida. Participants were purposefully selected because of their experience in implementing effective employee retention strategies. Data were collected via semistructured interviews with 4 business leaders. Data were analyzed using inductive coding of phrases, word frequency searches, and theme interpretation. Three themes emerged from the analysis of data: supportive leadership assisted in the retention of employees, growth and development opportunities for employees continued their commitment with the organization, and a robust and focused onboarding process was a critical component of creating the culture and commitment from the employee from the onset of their employment. This study might contribute to social change by providing business leaders in academic nursing environments with valuable insights related to employee retention that can lead to enhanced sustainability, improved organizational growth, and increased profitability, which might promote prosperity for local families and the community.
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Bloxham, Thomas Raymond. "Leadership of public education : an exploration of executive leaders in education Queensland." Thesis, Queensland University of Technology, 2013. https://eprints.qut.edu.au/61601/1/Thomas_Bloxham_Thesis.pdf.

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Education reform aimed at achieving improved student learning is a demanding challenge for leaders at all levels of education across the globe. In Queensland, Australia, Assistant Regional Directors, School Performance (ARD-SP) of public schools are executive leaders at the forefront of this challenge, working with groups, clusters, or networks of schools and one-on-one with principals, focusing on the performance of their schools. The ARD-SP role was recently established to positively impact student learning across the entire public school system in Queensland. The proposed study aimed to capture how ARDs-SP conceptualise and enact their leadership role. The study utilised a micropolitical perspective of leadership to understand the way in which these leaders talked about their leadership practices, their challenges, and the wider contextual factors impacting upon their work. A case study methodology guided the study and allowed ARDs-SP to share their understandings and enactment of executive leadership. A conceptual framework drawing upon the micropolitical leadership framework of Blase and Anderson (1995) was employed to analyse the research data gathered. Data were collected from Education Queensland (EQ) (i.e. that sector of the Department of Education and Training in Queensland responsible for public schools) policy material and reports and two rounds of semi-structured interviews with 18 ARD-SP participants and two senior EQ executives. The findings of this study were initially presented as four themes: performance, supervision, professional challenge, and system sustainability. They were then considered in the light of the literature and explored through the macro, meso, and micro layers within the conceptual framework. The key findings of this study found that ARDs-SP referred to using two different leadership approaches (i.e. an adversarial approach and/or a facilitative approach) when supervising school principals and the approach employed depended primarily upon the perceived performance of the principal. It was also found that the notion of supervision embedded within the role was perceived by ARDs-SP as problematic. These findings imply opportunities to refine the role and in doing so harness other system improvement strategies for EQ. An important contribution of this study was a reconceptualised conceptual framework that showed leadership approaches used by ARDs-SP as falling upon a continuum.
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Davies, Malcolm Roy, and n/a. "Prediction of Transformational Leadership by Personality Constructs for Senior Australian Organisational Executive Leaders." Griffith University. School of Psychology, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20060220.142914.

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The purpose of this thesis was to investigate prediction of senior leader transformational leadership behaviour. Transformational leadership was identified as a major theory with substantial practical implications for economic prosperity. It was argued that a better understanding of what predicts transformational behaviour would assist in creating a lift in the effective application of the theory with attendant benefits for all organisational stakeholders. It was proposed that personality components would predict transformational behaviour. Personality was conceptualised in two ways: as components of the Five Factor Model of personality and as personality disorder components. Specifically, eight personality constructs were hypothesised as predictors. They were three Hogan Personality Inventory based Five Factor Model components and the five Hogan Development Survey personality disorder components. It was further proposed that self-subordinate rating agreement would moderate the prediction of transformational behaviour by the selected personality components. A survey research methodology was used to gather data from senior Australian organisational executive leaders. Two samples were accessed while subjects were attending training or strategy seminars. The samples incorporated a total of 462 individual senior leader subjects and 1,881 of their subordinates drawn from the top four levels of a range of large multi-level public and private Australian organisations. It was argued that the sample validly represent a senior executive cohort of organisational leaders. Subject leaders completed a brief demographic questionnaire, the leader version of the Multifactor Leadership Questionnaire, and either the Hogan Personality Inventory or the Hogan Development Survey. Subjects' subordinates completed the rater version of the Multifactor Leadership Questionnaire. Transformational behaviour was operationalised as charisma, which was calculated as the mean of two subordinate rated transformational components of the Multifactor Leadership Questionnaire, viz., idealised behaviour and inspirational motivation. This dependent variable was regressed on the various personality variables to assess predictive ability. Moderation of the prediction of transformational leadership behaviour by personality components was assessed by multiple regression of transformational leadership behaviour on the various personality components within self-subordinate rating agreement categories. There were eight specific original contributions from the findings of this thesis. The HPI component ambition was found to positively predict charisma. The HPI component prudence was found to negatively predict charisma. Self subordinate rating agreement operationalised as an absolute difference score was found to moderate the level of prediction by whole HPI regression model and some of the relationships and predictions of charisma by individual HPI components. It was found that prevalence of personality disorder components among senior executives varied from six percent to 34 percent of the sample cases. The HDS personality disorder components sceptical and cautious were found to negatively predict charisma; whereas the HDS component imaginative was found to positively predict charisma. Self subordinate rating agreement operationalised as a relative difference score was found to moderate the whole HDS regression model and some but not all of the relationships and predictions of charisma by individual HDS components. Theoretical and practical implications of the above findings, limitations of this research and recommendations for future research were discussed.
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Longueira, Manuel. "The value of emotional intelligence training for leaders at Goedgevonden Colliery." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/97281.

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Thesis (MBA)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: Emotional intelligence has been a much debated topic in leadership circles globally, since the idea was first conceived in the 1970s, and later made popular by Goleman in the 1990s (Goleman, 1995: 5). In an endeavour to effect a culture change at the Glencore SA operations, a process of emotional intelligence (EI) training has been rolled out to the leadership at the mining operations over the past four years. This has met with varying degrees of success, but it begs the question: What is the value of this training, and how effective is it expected to be? This research set out to assess the correlation between the results in productivity and safety, with that of the exposure of emotional intelligence to the leadership at the Goedgevonden (GGV) coal mining operation. To this end, this research sought to develop a view of the levels of emotional intelligence, or the lack thereof, prior to any form of intervention, and to draw comparisons with the present EI levels. The hypothesis being: EI training of the leadership team at the Goedgevonden operation has significantly improved performance. The research then tested a sample of the GGV leadership for their emotional intelligence quotient using a commercially available test. These test results have been included in the findings. The concept of group emotional intelligence (GEI) was studied in the course of the literature review, and it was further deemed pertinent to examine this concept as to its relevance at the Goedgevonden operation. Tests were conducted with two teams. A distinct disparity arose from the findings of the team emotional tests, which did not correlate with the similar training to which both teams had been exposed. The findings of the team emotional tests also correlated significantly with the performance of the two teams over the past three years. A ten percent discrepancy in performance exists, as with a very similar percentage in test scores. A strong sense of need for emotional intelligence training evolved from the interview process. More significantly, was the need for this training to be aimed at the lower levels of the organisation, as well as for this training to incorporate a strong element of team EI. These aspects are both articulated in the recommendations also.
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Connaghan, Karen M. "Essential entrepreneurial and innovation practices of executive leaders in California education service agencies." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10133187.

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The role of entrepreneurship and innovation in K–12 education continues to evolve. As more reform efforts come and go, it is clear that little has changed despite billions of dollars invested in these efforts. Education leaders are being asked to leverage entrepreneurial and innovative solutions to transform the K–12 education environment to meet the needs of a modern society and workplace. Consequently, there is an urgent need to expand the boundaries of possibilities for improving public education. Identifying the essential practices of executive education leaders is of particular importance to K–12 education which is under increasing pressure to provide better equity of resources, do more with less, close the student achievement gap, and prepare students for a future where most jobs have yet to be defined. To meet this challenge, executive education leaders must leverage and implement key entrepreneurial and innovation practices. The purpose of the study was to identify and understand the practices of executive level leaders in California County Offices of Education. The study was designed using the Delphi method approach of identification, shared evaluation, re-evaluation, and finally consensus among the executives to identify the essential entrepreneurial and innovation practices of education leaders. At the conclusion of the process, 15 executives identified 13 opportunity recognition, leadership, and staff practices they believe to be essential to support entrepreneurship and innovation in education. The 2 opportunity recognition skills were: (a) collaboration, (b) future-focus. The 8 leadership practices were: (a) articulate vision, (b) promote healthy organization culture, (c) flexibility, (d) life-long learning, (e) relationship building, (f) actively seek opportunities, (g) decisive. The 3 staff practices were: (a) trust, (b) flexibility, (c) drive. A key finding of the study was the identification of 3 overarching practices spanning opportunity recognition, leadership, and staff: (a) collaboration, (b) flexibility, and (c) future-focused. The essential practices identified in this study assist leaders in strengthening and transforming education organizations. By focusing on the identified essential practices, leaders are able to meet the challenges and complexity evident in today’s K–12 education environment, and create organizations where entrepreneurship and innovation can thrive in support of student learning.

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Books on the topic "Executive leaders"

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Creating leaders for tomorrow. Portland, Or: Productivity Press, 1996.

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Goldman, Alan. Transforming toxic leaders. Stanford, Calif: Stanford University Press, 2009.

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John, Beeson, and Conference Board, eds. Developing business leaders for 2010. New York, NY: Conference Board, 2002.

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The Toyota leaders: An executive guide. New York: Vertical, 2008.

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Hitch, Christopher. Executive skills for busy school leaders. Larchmont, NY: Eye On Education, 2010.

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Hitch, Christopher. Executive skills for busy school leaders. Larchmont, NY: Eye On Education, 2010.

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Knowledge leadership: Tools for executive leaders. Thousand Oaks: Response Books, 2008.

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Executive intelligence: What all great leaders have. New York: Collins, 2005.

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Toxic leaders: When organizations go bad. Westport, Conn: Quorum Books, 1996.

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Thought leaders: The source code of exceptional managers and entrepreneurs. New Delhi: Tata McGraw Hill Pub. Co., 2001.

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Book chapters on the topic "Executive leaders"

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Brown, Paul, and Kate Lanz. "Coaching leaders with neuroscience." In Mastering Executive Coaching, 226–40. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781351244671-14.

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Lee, Robert J., and Michael H. Frisch. "Learning to Coach Leaders." In Advancing Executive Coaching, 47–81. San Francisco, CA, USA: Jossey-Bass, 2012. http://dx.doi.org/10.1002/9781118255995.ch3.

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Anstiss, Tim, and Margaret Moore. "Coaching leaders towards improved health and well-being." In Mastering Executive Coaching, 194–211. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781351244671-12.

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Kets de Vries, Manfred F. R. "Do We Get the Leaders We Deserve?" In The Daily Perils of Executive Life, 115–17. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-91760-9_21.

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Blankenship, J. Ross. "What is executive assessment?" In Assessing CEOs and senior leaders: A primer for consultants., 9–41. Washington: American Psychological Association, 2022. http://dx.doi.org/10.1037/0000264-002.

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Blankenship, J. Ross. "Ethical and legal considerations in executive assessment." In Assessing CEOs and senior leaders: A primer for consultants., 69–97. Washington: American Psychological Association, 2022. http://dx.doi.org/10.1037/0000264-004.

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Reid, Wendy. "Artists and Managers as Executive Leaders of Arts Organizations." In Kultur und Management, 227–37. Wiesbaden: Springer Fachmedien Wiesbaden, 2012. http://dx.doi.org/10.1007/978-3-531-19277-2_22.

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Reid, Wendellyn. "Artists and Managers as Executive Leaders of Arts Organizations." In Kultur und Management, 197–207. Wiesbaden: Springer Fachmedien Wiesbaden, 2014. http://dx.doi.org/10.1007/978-3-658-05871-5_20.

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Dolan, Simon L. "How can an executive coach help leaders and organizations?" In The Secret of Coaching and Leading by Values, 68–95. Abingdon, Oxon ; New York, NY: Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9781003025146-3.

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Blankenship, J. Ross. "Professional development and future directions in executive assessment." In Assessing CEOs and senior leaders: A primer for consultants., 167–88. Washington: American Psychological Association, 2022. http://dx.doi.org/10.1037/0000264-007.

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Conference papers on the topic "Executive leaders"

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Li, Jiequn, and Runde Lu. "On the Strategy of Leaders' Executive Power Improvement." In 2018 2nd International Conference on Data Science and Business Analytics (ICDSBA). IEEE, 2018. http://dx.doi.org/10.1109/icdsba.2018.00093.

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Celaya, Leandra Yvonne, Daniel K. Mueller, and Samuel Robert Hernandez. "Developing Healthcare Leaders, Fostering Collaboration, and Facilitating Transformation in the Kingdom of Saudi Arabia: Practice-Based Synthesis Projects in a Global Executive Graduate Program." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8058.

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At the 2015 International Hospital Federation (IHF) World Congress in Chicago, Illinois, USA, the Global Consortium for Healthcare Management Professionalization presented a call to action to professionalize the field of healthcare management. Governments and organizations that seek to realize the benefits of professional healthcare managers may meet this challenge by providing educational opportunities to established executives who are positioned to lead and ultimately mentor future managers. This paper introduces a case example of an executive graduate program in health administration, delivered by a university in the United States in partnership with the Ministry of Health in Saudi Arabia, with the aim of developing Saudi healthcare professionals as healthcare leaders. We share challenges, experiences and insights related to adapting a US curriculum for the Saudi working executives during a time of transformation in the Kingdom. We also provide a detailed description of the Executive Management Study, an applied synthesis activity required for all executive learners in the program. Results of an alumni survey are incorporated to demonstrate graduates’ perceptions of the effectiveness of the learning experience.
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Alfaro-Pozo, Rocío, María Ávila-Rondón, Gema Calleja-Sanz, and Cristina Tomàs-Pérez. "HOW DO FUTURE BUSINESS LEADERS THINK? ANALYSIS OF EXECUTIVE MBA STUDENTS’ PROPOSALS." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.2207.

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Ito, Kumiko, and Takehiro Inohara. "Model of sense-making process for leaders' organizational resocialization: Based on case study of executive leaders in boundaryless career." In 2014 11th International Conference on Service Systems and Service Management (ICSSSM). IEEE, 2014. http://dx.doi.org/10.1109/icsssm.2014.6943396.

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Constantinides, Michalis. "System-Level Leadership in Multi-Academy Trusts in England: The Role of Executive Leaders." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1690388.

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Nichols, Timothy, Glenn Ashe, and Dennis Kruse. "The Global Shipbuilding Executive Summit Series: Partnering with the Navy and Coast Guard to Improve Naval Shipbuilding." In SNAME Maritime Convention. SNAME, 2014. http://dx.doi.org/10.5957/smc-2014-p29.

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The shipbuilding industry is approaching a historic crossroads. The demand for new and more capable ships is surging while a wave of retirements and operational obsolescence will place enormous challenges on shipbuilders around the world. However, recent performance setbacks in the form of protracted delays in delivery of new ships that were over budget and not compliant with essential requirements clearly confirmed that the industry must do better. At the same time, increased fleet operations are placing significant pressure on fleet maintenance budgets to achieve expected fleet availability metrics within the bounds of available resources. The challenges that these conditions are placing on the shipbuilding industry prompted a group of industry and government leaders in the USA to have the first Global Shipbuilding Executive Summit in 2010 that was jointly sponsored by the American Society of Naval Engineers and Siemens PLM Software. Based on the view that Public Private Partnerships are best suited to deal with such broad systematic issues, a group of like-minded leaders came together to focus on solutions to the top shipbuilding industries challenges. The summit began with introductory comments by prominent shipbuilding leaders from both the USA and Europe. The European perspective was a very important and challenging viewpoint on how leading shipyards are addressing similar challenges and moreover competing in the export market for high performance vessels. Then close to 100 executives spent several hours developing a set of specific recommendations to improve industry performance and productivity.
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Petrat, Deborah, Lucas Polanski-Schräder, Ilker Yenice, Lukas Bier, and Ilka Subtil. "AI as a leader - what individual factors influence the acceptance of AI applications that take on leadership tasks?" In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002233.

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In times of digital transformation and the rise of Artificial Intelligence (AI), there is a constant power struggle between technology and humans. Due to the advancing development of digitalization, Artificial Intelligence (AI) is no longer a future version. Through various methods, such as machine learning, it is now already possible to work with a large amount of data. The goal of AI development is to support people in the best possible way in both professional and private contexts (Buxmann & Schmidt, 2018). It is already capable of relieving leaders in a company, for example, by allowing routine, steering and/or deployment tasks to be taken over by AI applications, so that leaders have more time for their employees and can focus on the strategic development of their own area of responsibility (Manyika et al., 2017; Offensive Mittelstand, 2018). In the case of an AI manager, his or her successful integration will ultimately depend on whether employees and even other human managers will accept an algorithm's instructions (Sahota & Ashley, 2019). It will be critical to the subsequent successful implementation of AI as a leader to determine what application-specific concerns exist and what specific expectations are placed on the design. Therefore the research question is asked: What individual factors of human leaders and their employees influence the acceptance of AI as a leader? To answer the question, four hypotheses are operationalized in an online survey with N=74 that collects data on leaders' and employees´ acceptance and expectations of AI as a leader. The questionnaire is based on literature and already established instruments. To survey the acceptance of the subjects, the technology acceptance model (TAM) proposed by Davis (1985) is followed by asking the perceived usefulness (PU) and the perceived ease of use (PEU). In the absence of concrete AI applications that embody the identity of an executive, three use cases from the corporate landscape are used as templates for three scenarios (digital cognitive assistant in staff recruitment, in supervision in form of a smart screen and a physical autonomous system in a form of a robot). It is found that technology affinity as well as commitment have an impact on the acceptance of AI leaders. Technology-related factors predicted higher acceptance for an AI leader that is a cognitive assistance in supervision. In this case, participants who indicated more technological expertise or involvement in AI activities perceived AI leaders as easier to use. As expected, the effect of age on perceived ease of use was mediated by technology affinity (for all scenarios and aggregated), such that older respondents had lower technology affinity and thus lower perceptions of the ease of use of AI leaders. In addition, whether the user had managerial responsibilities or not did not matter for acceptance. Most respondents were convinced that AI-powered leadership will change organizations in terms of new job profiles and new skills, however, they did not believe in a radical transformation any time soon. The obligatory requirements are to work as transparently as possible. The first step has been taken, which now needs to be confirmed in a broad-based study.
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Howes, C. Susan, and Robert W. Taylor. "A Competency-Based Approach to Addressing the Leadership Gap in the Oil and Gas Industry." In SPE Annual Technical Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/206302-ms.

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Abstract As oil and gas industry technical professionals land their first supervisory roles, gaps in their leadership skills often become apparent. Years of technical education and training have prepared them well for roles as individual technical contributors, but stronger business, management, and leadership skills are needed as they move into emerging leadership roles in which they direct others. Competency assessments of first-level supervisors and mid-career experienced hires are conducted to determine mission-critical leadership gaps. This process is done in alignment with competency-focused job descriptions that enumerate key soft skills needed in each leadership role and build on a sound foundation of technical competency. Bringing emerging leaders together as a group enhances their networking opportunities as they advance through the program; including experienced hires helps them become attuned to the company's management style. Learning opportunities can include face-to-face instruction, webinars, e-learning, online resources, exercises, business simulations, and coaching and mentoring. Building future leaders is key to succession planning. Introducing experienced hires to the leadership styles of the company ensures the successful integration of new talent into the team. A competency-based approach to assessing emerging leaders provides the roadmap for creating a deep bench of candidates for future roles in executive management. Experienced instructors and mentors are crucial to ensuring the leadership program delivery is aligned with the corporate mission, vision and values. The delivery of the leadership development program can be self-sustaining if program graduates and external expert facilitators are incorporated into the delivery of the program to future cohorts. Technical professionals progress through supervisory/management positions on their respective career ladders primarily by ‘learning on the job' rather than through formal training. This paper looks at differences between the current state of supervisory development and what professionals actually need in leadership skills. These are new skills needed for transitioning from supervisor/manager to an effective leader. New methods of digital delivery allow greater interaction between participants and instructors. Building an innovative leadership development program enhances the company's brand and attracts and retains top talent.
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Honda, Hiroshi. "Partnering to Succeed: Keys to Managing Technology Development, Risk and Globalization." In ASME 2001 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2001. http://dx.doi.org/10.1115/imece2001/ts-23403.

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Abstract The subject symposium on “Partnering to Succeed: Keys to Managing Technology Development, Risk and Globalization” is held under the sponsorship of Engineering and Technology Management (E&TM) Group at the 2001 ASME International Mechanical Engineering Congress and Exposition (IMECE) with its congress highlight topic of “Progress Through Partnerships: Team Approaches for Today’s Economy,” following a success of the 2000 ASME IMECE E&TM Group Symposium on “Successfully Managing the Risk and Development of Your Business and Technology” with its congress highlight topic of “Beyond the Traditional Boundaries.” The 2000 symposium counted over 500 attendees (1), (2), increased by more than 2.5 times from about 200 attendees for all the sessions organized for IMECE 1999 by three divisions of the E&TM Group. The original proposal for these 2000 and 2001 IMECE symposia, shown in Appendix, was submitted to then E&TM Group Vice President Arnold Rothstein by the author at the Technology & Society (T&S) and Management Division Executive Committee and E&TM Group Operating Board meetings at IMECE 1999 in Nashville. E&TM Group Representative Kenneth Home and session track leaders were instrumental in carrying out these symposia, with the cooperation and support of Arnold Rothstein and his successor Jeff Rode, Division Chairs John Paul and Robert Bums (T&S), Steven Nichols (Management Division), and David Pyatt (Safety Engineering and Risk Analysis Division (SERAD)) and other members of the division executive committees and the group operating board. The current paper introduces key issues to be discussed at the subject “twenty-six session” symposium for ASME 2001 IMECE, with trends of our time and the originally proposed symposium concept taken into consideration.
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Juita, Novia, Ermanto Ermanto, and Ngusman Abdul Manaf. "Language Politeness of Executive Leader in Facebook." In Proceedings of the Seventh International Conference on Languages and Arts (ICLA 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icla-18.2019.97.

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Reports on the topic "Executive leaders"

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Gentry, William, Jennifer Deal, Sarah Stawiski, and Marian Ruderman. Are leaders born or made? Perspectives from the executive suite. Center for Creative Leadership, 2012. http://dx.doi.org/10.35613/ccl.2012.2028.

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Bendixen, Shannon, Michael Campbell, Corey Criswell, and Roland Smith. Change-Capable Leadership The Real Power Propelling Successful Change. Center for Creative Leadership, 2017. http://dx.doi.org/10.35613/ccl.2017.2049.

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If you could ask 275 senior executive leaders about how to lead change, what would they have to say? What if they talked about the most important factors for success, what you should do more of, do less of, or avoid all together? What if their experiences could help you lead change in your organization and provide an early warning system to avoid failure? Do we have your attention? If you are a leader facing complex business challenges in your organization that require changes in the way people have always done things, we offer the following insights from the senior executives we asked about their experiences in leading change: 1. Change yourself. Leading change successfully means spending time outside of your comfort zone. As the individual leading an initiative you must change your mindset, actions, and behaviors. 2. Don’t go it alone. Leading change is a team activity. People come together driven by a compelling, and frequently communicated, message about why we are changing. 3. Know the signs . Recognize the early warning signs that indicate an initiative is starting to derail.
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Nietschke, Yung, Anna Dabrowski, Maya Conway, and Chaula Pradhika. COVID-19 Education Response Mapping Study in Asia: Executive summary. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-701-4.

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This document provides a summary of research exploring the systems, policies, and school-level practices that have supported learning continuity in Asia during and after the COVID-19 pandemic. Based on a review of policy documents on COVID-19 responses in Asia and a deep dive analysis of system and school-level responses in the Philippines and the Kyrgyz Republic, the findings from this study provide policymakers and education stakeholders with evidence of promising practices that could be leveraged to support learning recovery and education system resilience. In addition, a policy review was conducted on the Lao People’s Democratic Republic (Lao PDR), which focused on the practices of policymakers that have the potential to support teaching and learning. The study's intent is not to compare and contrast countries' responses but to highlight innovations in the system and school practices and make recommendations based on insights from system leaders and educators.
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Deal, Jennifer, Kristin Cullen, Sarah Stawiski, William Gentry, and Marian Ruderman. World Leadership Survey Biannual Report on Employee Commitment and Engagement 2013–2014. Center for Creative Leadership, 2015. http://dx.doi.org/10.35613/ccl.2015.2048.

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" From the Executive Summary: ""The purpose of the World Leadership Survey (WLS) is to provide a window into how professionals, managers, and executives view their life within the organization. This view of the employee experience will help leaders of organizations understand what employees experience, and what the organization can do to improve commitment and reduce turnover. The good news for organizations in the United States and Canada (the sample for this report) is that respondents are mostly committed to their organizations, satisfied with their jobs and their pay, work more than the typical 40-hour workweek, and do not currently intend to leave their jobs. The professionals, managers, and executives surveyed feel supported by their organization and by their direct supervisor, and think that their organizations are economically stable. Unfortunately they also feel overloaded, with their work disproportionately interfering with the rest of life, and that there is a high level of political behavior within their organization. Both overload and overt political behavior can reduce individual and organizational effectiveness. This report describes the current employee experience, and what organizations can focus on to maintain and improve commitment and engagement."
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Reinhold, Diane, Tracy Patterson, and Peter Hegel. Make Learning Stick: Best Practices to Get the most out of Leadership Devlopment. Center for Creative Leadership, 2015. http://dx.doi.org/10.35613/ccl.2015.2043.

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"Are you taking a closer look at “learning transfer”? Are you wondering how to make sure the lessons taught through your leadership training and development efforts stick weeks, months, or years later? As a professional interested in learning and development, you may be in a position to acknowledge and help overcome the challenges to learning in your organizations. You are likely in a position to influence supervisors and executives, as well as potential participants, in leadership development efforts. You may also have a role in creating and supporting a learning environment. With a better understanding of learning transfer, you can help your organization realize multiple benefits, including bigger impact from developmental experiences, more effective leaders, and a stronger organizational ability to learn and adapt. Read on to learn CCL’s perspective on and best practices for learning transfer for leadership development. We share a framework—and specific tactics—that we use in designing leadership development solutions. With this information, you can begin to help leaders and your organization overcome challenges to learning transfer—and earn greater benefit from leadership development investments."
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Baader, Franz, and Benjamin Zarrieß. Verification of Golog Programs over Description Logic Actions. Technische Universität Dresden, 2013. http://dx.doi.org/10.25368/2022.198.

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High-level action programming languages such as Golog have successfully been used to model the behavior of autonomous agents. In addition to a logic-based action formalism for describing the environment and the effects of basic actions, they enable the construction of complex actions using typical programming language constructs. To ensure that the execution of such complex actions leads to the desired behavior of the agent, one needs to specify the required properties in a formal way, and then verify that these requirements are met by any execution of the program. Due to the expressiveness of the action formalism underlying Golog (situation calculus), the verification problem for Golog programs is in general undecidable. Action formalisms based on Description Logic (DL) try to achieve decidability of inference problems such as the projection problem by restricting the expressiveness of the underlying base logic. However, until now these formalisms have not been used within Golog programs. In the present paper, we introduce a variant of Golog where basic actions are defined using such a DL-based formalism, and show that the verification problem for such programs is decidable. This improves on our previous work on verifying properties of infinite sequences of DL actions in that it considers (finite and infinite) sequences of DL actions that correspond to (terminating and non-terminating) runs of a Golog program rather than just infinite sequences accepted by a Büchi automaton abstracting the program.
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Lam, Terence, and Keith Gale. Construction frameworks in the public sector: Do they deliver what they promise? Property Research Trust, November 2021. http://dx.doi.org/10.52915/sbuk7331.

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We demonstrate that the use of Performance Frameworks for the procurement of construction projects by public sector organizations in the UK (specifically, in England) leads to significantly improved outcomes in terms of time, cost, quality, sustainability and closer relationships, than the traditional ‘open tender’ approach of procuring discrete projects, individually. We identify the factors that lead to such improvements. We label these: supplier’s task performance factors (project staff, execution approach, competence of firm and structure of firm); supplier’s contextual performance factors (trust and collaboration, culture and conscious behaviour); and client’s organisational factors (incentives, performance monitoring, procurement approach and communication). And we offer a performance improvement model that will help project managers to select the most appropriate suppliers at the procurement phase, to achieve successful project outcomes. The model can also be used to drive project performance further, by adopting client’s organisational factors during the procurement and construction phases. By applying the research conclusions, suppliers will be able to focus on communicating their strengths in the relevant aspects of task and contextual performance for technical tender proposals, and so increase the value of their services and the probabilities of winning work. And the analysis can be used by policy makers to help in drafting regulations and legislation on formal frameworks, in ways that will improve the delivery of policy objectives.
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Bizer, Kilian, and Martin Führ. Responsive Regulierung für den homo oeconomicus institutionalis – Ökonomische Verhaltenstheorie in der Verhältnismäßigkeitsprüfung. Sonderforschungsgruppe Institutionenanalyse, 2001. http://dx.doi.org/10.46850/sofia.393379529x.

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The starting point of the research project was the hypothesis that the "principle of proportionality", which is fundamental to law, is related to the "economic principle". The resulting methodological similarities were intended to enable a cross-disciplinary bridge to be built, which would allow the findings of economic analysis to be made fruitful for legal issues. This was practically tested in three study areas in order to be able to better classify the performance of the analytical tools. The foundations for interdisciplinary bridge building are found in the rational-choice paradigm. In both disciplines, this paradigm calls for an examination of the relationship between the purpose-means-relations: among the design options under consideration, the one must be selected that is expected to be as (freedom- or resource-) sparing as possible, in other words, the most "waste-free" solution to the control problem.The results of the economic analysis can thus be "translated" in such a way that, within the framework of "necessity", they support the search for control instruments that are equivalent to the objective but less disruptive. supports. The core of the positive economic analysis is the motivational situation of those actors whose behavior is to be influenced by a changed legal framework. In this context, the classical behavioral model of economics proved to be too limited. It therefore had to be developed further in line with the findings of research in institutional economics into homo oeconomicus institutionalis. This behavioral model takes into account not only the consequentialist, strictly situational utility orientation of the model person, but also other factors influencing behavior, including above all those that are institutionally mediated. If one takes the motivational situation of the actors as the starting point for policy-advising design recommendations, it becomes apparent that an understanding of governance dominated by imperative behavioral specifications leads to less favorable results, both in terms of the degree to which goals are achieved and in terms of the freedom-impairing effects, than a mixed-instrument approach oriented toward the model of "responsive regulation." According to this model, the law can no longer simply assume that those subject to the law will "obediently" execute the legal commands. It must ask itself what other factors determine behavior and under what boundary conditions changes can be expected in the direction of the desired behavior. For this reason, too, it must engage with the cognitive program of the behavioral sciences. This linkage opens up new perspectives for interdisciplinary research on the consequences of laws.
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