Academic literature on the topic 'Holistic leadership development'
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Journal articles on the topic "Holistic leadership development"
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Shaked, Haim, and Chen Schechter. "Holistic School Leadership." NASSP Bulletin 100, no. 4 (December 2016): 177–202. http://dx.doi.org/10.1177/0192636516683446.
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As instructional leadership involves attempts to understand and improve complex systems, this study explored principals’ perceptions regarding possible contributions of systems thinking to instructional leadership. Based on a qualitative analysis, systems thinking was perceived by middle and high school principals to contribute to the following three areas of instructional leadership: (1) improvement of school curriculum, (2) development of professional learning communities, and (3) interpretation of performance data. Systems thinking as a potential enabler of instructional leadership is discussed and implications are suggested.
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Von Krosigk, B. "A holistic exploration of leadership development." South African Journal of Business Management 38, no. 2 (June 30, 2007): 25–31. http://dx.doi.org/10.4102/sajbm.v38i2.581.
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Aligning body, mind and spirit, acquiring emotional intelligence, an unshakable belief in their own intuition and producing outcomes in the context of organisational abilities encompass the attributes of leaders that emerged from this holistic exploration of leadership development. Emotionally aware leaders demonstrated their authenticity and cared for peaceful process. In this exploration such leaders started at the bottom within their enterprise working their way up over time. Agreeableness and flexibility were the core competencies they developed amongst others. A complex mix of behaviour, thoughts and emotions were the specific leadership attributes that were found to differ for different organisations. These specific leadership attributes needed to fit with the character and dynamics of the organisation. Since leadership development was found to be a holistic character development over time leadership courses are recommended for all scholars and students, with a strong emphasis on self-development. A grounded theory approach to this holistic exploration of leadership development serves the community well, by promoting the emergence of grounded theories which are free from practical impossibilities.
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Francisco, Lady Bee. "School Heads as Instructional Leaders in Support of Teachers’ Holistic Development." American Journal of Interdisciplinary Research and Innovation 1, no. 2 (August 23, 2022): 14–27. http://dx.doi.org/10.54536/ajiri.v1i2.498.
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Instructional leadership is a school management paradigm in which a principal collaborates with teachers to support and advise in developing effective instructional strategies. This study was conducted to determine the school heads’ as instructional leaders in support of teachers’ holistic development in public elementary schools in the division of Nueva Ecija. A total of 316 teachers served as respondents in the study. The investigation utilized the descriptive correlational research methods and Slovin’s formula with stratified random sampling. The data was collected through a questionnaire that included the teachers’ demographic profile, school heads’ domains of instructional leadership, school heads’ leadership performance, and teachers’ holistic development—the researcher utilized Pearson Product Moment Correlation and Spearman’s rho as statistical treatment. The school head communicates with teachers and staff to ensure that everyone strives toward the same objective, assigns responsibility for curriculum organization across grade levels, and meets with instructors one-on-one to evaluate students’ school performance. Furthermore, the school principal ensures that public announcements do not interfere with teaching time, recognizes excellent performance through faculty meetings, keeps instructors informed about professional development, and recognizes students who thrive academically. The respondents strongly agree that their school head gives instructions and clarifies processes, facilitates communication, and permits teachers to evaluate their work. Regarding school heads’ domains of instructional leadership and school heads’ leadership styles, performance was positively correlated, the same with the result obtained between school heads’ domains of instructional leadership and teachers’ holistic development. Furthermore, a positive correlation was also found between school heads’ leadership styles performance and teachers’ holistic development. Generally, this study confirmed that school heads as instructional leaders would support the teachers’ personal and professional growth.
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Shared, Haim, and Chen Schechter. "Holistic School Leadership: Development of Systems Thinking in School Leaders." Teachers College Record: The Voice of Scholarship in Education 120, no. 2 (February 2018): 1–40. http://dx.doi.org/10.1177/016146811812000204.
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Background Systems thinking is a holistic approach that puts the study of wholes before that of parts. It does not try to break systems down into parts in order to understand them; instead, it focuses attention on how the parts act together in networks of interactions. Purpose This study explored the development of holistic school leadership— an approach where principals lead schools through the systems thinking concept and procedures— over principals’ different career stages, a topic that has received little research attention. Research Design Qualitative data were collected via 82 semistructured interviews, six focus groups, and 27 observations of three groups of principals: (a) prospective principals— 24 students attending three principal preparation programs; (b) novice principals— follow-up on 11 prospective principals during their first year after appointment; and (c) experienced principals— eight principals holding that position for 5+ years. Data analysis was conducted by generating themes through an inductive process of condensing, coding, categorizing, and theorizing. Findings Data analysis indicated that the development of systems thinking in school leaders consists of five stages: (a) preservice stage, typified by an expansion of view; (b) survival stage, typified by a slowdown in the development of systems thinking; (c) consolidation stage, typified by a gradual development of systems thinking; (d) role maturity stage, typified by a systemic view; and (e) possible decline stage, typified by some degree of difficulty to think systemically. Conclusions Systems thinking is not equally applicable to aspiring, novice, midcareer, and veteran school principals. This study's findings may help identify ways to enhance and accelerate the development of systems thinking in prospective and currently performing principals in a way that is compatible with the unique features and context of their specific stage.
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Quatro, Scott A., David A. Waldman, and Benjamin M. Galvin. "Developing holistic leaders: Four domains for leadership development and practice." Human Resource Management Review 17, no. 4 (December 2007): 427–41. http://dx.doi.org/10.1016/j.hrmr.2007.08.003.
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A. Kumar, U. Jaiswal, and A. Bhardwa. "Leadership skills propagated by Pt. Shriram Sharma Acharya for sustainable development with special reference to all world Gayatri Pariwar." Prayukti – Journal of Management Applications 02, no. 01 (2022): 68–74. http://dx.doi.org/10.52814/pjma.2022.2110.
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Leadership skills are essential for all human beings to live a life full of enthusiasm, holistic vision, and contribute for sustainable development. Leaders perform a crucial role and share responsibility in the paradigm shift towards a civilised, peaceful, developed and happy society. This research article focused on presenting key leadership skills in the context of Pt Shriram Sharma Acharya. It is based on a literature review about leadership, leadership skills and All World Gayatri Pariwar (AWGP). This work results in leadership skills found. Those who want to become a holistic and perfect leader might adopt these skills as necessary for the future leaders.
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Ogochi, Deborah, James Kilika, and Truphena Oduol. "The effect of servant leadership tenets and perceived impact in a community development context." International Journal of Research in Business and Social Science (2147- 4478) 11, no. 4 (June 5, 2022): 118–30. http://dx.doi.org/10.20525/ijrbs.v11i4.1818.
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The study responded to calls to extend the current understanding of servant leadership into new contexts. The selected context for investigation was the nonprofit sector in Kenya. Three objectives guided the study that sought to establish the servant leadership dimensions adopted, the impact achieved in the target communities and the effect of the dimensions on the level of impact achieved. 365 senior managers were sampled from 73 nonprofit organizations and data was collected on both dimensions of servant leadership and perceived impact in the communities served by the organizations. The study reports that ten attributes of servant leadership are relevant to the sector and are practiced to a moderate extent and this extent of adoption has accomplished a moderate level of impact in the communities served. Four tenets of servant leadership, holistic approach to work, service to others, sense of community and uprightness have a significant effect on the level of impact achieved in the communities. While a holistic approach and service to others have a negative effect, a sense of community and uprightness have a positive effect. The findings raise implications for the servant leadership theory and point to the need to complement its dimensions with the postulates of the situational leadership theory for a more appropriate application in work situations. The findings contribute toward addressing conceptual, theoretical, and empirical gaps found in the extant literature on servant leadership.
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Salamun, Hailan, Firdaus Khairi Abdul Kadir, Asyraf Hj Ab Rahman, and Rofishah Hj Rashid. "Rabbani Political Leadership for Sustainable Development: A Case Study in Terengganu, Malaysia." Academic Journal of Interdisciplinary Studies 10, no. 5 (September 5, 2021): 69. http://dx.doi.org/10.36941/ajis-2021-0124.
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The objective of the current study was to clarify the role of ‘Rabbani’ to establish a balance of sustainable development in Terengganu political leadership, Malaysia. We propose Rabbani political leadership as a task of bridging the understanding of sustainable development in harmony that may influence followers to manage the development in political workplace. It then explores the underlying reason for the mobilisation of sustainable social development. This study classified as a fieldwork study based in Terengganu, Malaysia. The obtained data were analysed systematically according to selected themes. The argument constructed into the following stages, namely an overview of Islamic principles in setting an identity of Islam as the way of life, proposing unity as the foundation of a harmonious life in which the whole life system as a response to having a holistic development as a catalyst of progress. This study was able to benefit the local community of Terengganu and also amongst the rulers and politicians in order to understand and applying the value of Rabbani political leadership quality for the sake of better social lifestyle. Rabbani political leadership in the state of Terengganu could be one of the models that cover three types of political leadership work ethics in Islamic principles namely; building identity that Islam is the way of life; proposing unity ass the foundation of a harmonious life; and a holistic development as a catalyst of progress. Received: 24 March 2021 / Accepted: 8 July 2021 / Published: 5 September 2021
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Efthimiou, Olivia. "Heroic ecologies: embodied heroic leadership and sustainable futures." Sustainability Accounting, Management and Policy Journal 8, no. 4 (September 4, 2017): 489–511. http://dx.doi.org/10.1108/sampj-08-2015-0074.
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Purpose The purpose of this paper is to demonstrate heroism as an embodied system of leadership and well-being. Heroic leadership is presented as a baseline for sustainable futures and global health. Design/methodology/approach This paper presents an embodied reading of heroic leadership and its sustainable development across five stages. It outlines its core functions, its grounding in self-leadership through physical and mental trauma and its holistic benefits, resulting in the development of the Heroic Leadership Embodiment and Sustainable Development (HLESD) model. The efficacy of HLESD is demonstrated in an empirical case study of heroism promotion and education: the Hero Construction Company and the Heroic Imagination Project. Findings Heroic leadership is revealed as an emergent, dynamic and distributed form of sustainable development. Research limitations/implications This paper demonstrates the critical connections between heroism, sustainability, embodied leadership and well-being and how they stand to benefit from each other, individuals and communities at large. Social implications The implementation of HLESD in educational, counselling and broader contexts in consultation with a wide range of professionals stands to offer significant benefits to pedagogies, clinical practice, holistic therapies and twenty-first-century societies, at both the community and policy level. Originality/value The emerging field of heroism science and the use of heroic leadership as an interdisciplinary tool is a novel approach to well-being, which holds immense potential for the imagining and fostering of sustainable personal and collective futures.
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Stephanie, Calley. "A holistic and inclusive model for international student services: Intercultural leadership development programs." Journal of Campus Activities Practice and Scholarship 3, no. 2 (October 22, 2021): 39–49. http://dx.doi.org/10.52499/2021021.
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International Student Services (ISS) offices have before them an opportunity to strategically cultivate the global leaders of the future. Yet, to cultivate global leaders, a change in structure, posture, and constituency is needed. Moving beyond providing compliance and transitional services, International Student Services offices can engage as co-educators through developing their constituency with the knowledge, attitudes, and skills needed of future global leaders. Moreover, with this change in posture, ISS offices can play a strategic role in bridging the divide between diverse others, assisting faculty, staff, and students in becoming more interculturally engaged. Towards that end, an ISS office at a faith-based, liberal arts university in Southern California instituted a holistic and inclusive developmental model based on the high-impact intercultural practices noted in the literature. This article outlines the changes the university instituted in structure, posture, and constituency, seeking to move from the marginalization to the development of international students through an Intercultural Leadership Development Program.
Dissertations / Theses on the topic "Holistic leadership development"
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Kouanchao, Ketmani. "Lao American college students' holistic identity development." Thesis, California State University, Fullerton, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3570185.
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Lao American college students' holistic identity development was examined in this study. The research utilized modified grounded theory methods to generate a model of holistic identity development for Lao American students whose families immigrated to the United States after 1978 as a part of the third wave of Laotian immigrants. Chickering and Reisser's (1993) psychosocial identity development theory and Kodama, McEwen, Liang, and Lee's (2002) negotiating identity and development task model for Asian Americans were utilized as an a priori theoretical foundation. Interviews explored participant perceptions and lived experiences as related to the elements of these two theories. Grounded theory development techniques were utilized in the analysis to explore the nature and interactions of various elements of the a priori theories. Data were collected using one exploratory focus group followed by in-depth interviews. Each participant was a child of parents who were refugees; all but one was born in the U.S. Findings center around three themes related to Lao American college students' holistic identity development: (a) the enmeshment of purpose and identity, (b) the influence and integration of family and culture influences, and (c) the fluidity of community influence. The dissertation concludes with a discussion of implications for theory, policy, and practice.
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Almohaimeed, Saleh Abdulaziz. "Understanding leadership development for young people : creating a multi-dimensional and holistic framework for emerging high-school students as future leaders in KSA." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/15773.
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This thesis concerned with understanding what makes young people as future leaders. It sets out to explore leadership development for secondary school students (12-to-18-year), focussing on what makes young leaders and how they become future leaders. The fundamental purpose of this explanatory and exploratory qualitative study was to investigate leadership development at the age of adolescence. There are three key objectives for this study: (1) to explore and investigate what contributes to forming young people as future leaders; (2) to clarify and understand how young people become future leaders; and (3) to create a multidimensional and holistic framework for developing secondary students as future leaders. These aims were achieved via conducting qualitative in-depth interviews (N=46) with established leaders (N=19) and university professors (N=27) in both the UK and the kingdom of Saudi Arabia (KSA). Additionally, as this study focuses on adolescence, it was important to conduct three focus groups with secondary school students in KSA (N=27). Succinctly this study aims to deepen our understanding of the issue of developing young people as future leaders. This study used multi-levels of analysis and multi-domains of purposive sampling via using maximal variation sampling, both leaders and academics are categorised into six domains (business, education, social, voluntary sector, YLD programmes directors, and developmental psychologists). The secondary school students were selected from government school, private school, and gifted students. Due to the extensive sample gathered (46 interviews and 3 focus groups) and significant data generated (287.000 words), the author’s study produces both emergent themes and abundant numerical results. However, these large quantities can encourage various quantitative studies in the future. There are several key contributions of value in this study; (1) creating and conceptually testing a comprehensive framework to develop young people as future leaders; (2) the theoretical contribution as the qualitative analysis has generated massive number of new emergent themes related to the research questions; (3) analysis of the empirical contributions revealed lots of variables, factors, criteria, tools; (4) a cross-cultural YLD which verify that there are both differences and similarities between the UK and KSA; (5) the findings proved that leadership for young people is learnable to a great extent; that adolescence is a critical period for developing leaders; that sparking the motivation to lead is important at this age; there are serious obstacles facing YLD; generic leadership is more applicable for YLD; and finally, one of the significant contributions of this study is its focussing of attention on a long-term approach for young people leadership development. The further contribution of this study is creating a multi-dimensional and holistic framework for YLD based on theories of adult leadership and intensively reviewing the literature review on YLD. It has been developed via pilot study and finally developed and validated throughout a cohort of stablished leaders and university professors (N=41). This study’s findings can benefit policy and practice to a great extent since it focuses on the secondary school students; as they are the future leaders, this study can be of significant help to the strategic planning of policy makers in the Ministry of Education, Youth Ministry, and generally within the political context, family business. This study inspires me to establish a leadership-based academy, which focuses on high-school students and develops them as national leaders.
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Cain, Maureen Elizabeth. "Inside the primary school leadership team : an investigation into primary school leadership practice and development as an integrated process." Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/inside-the-primary-school-leadership-team-an-investigation-into-primary-school-leadership-practice-and-development-as-an-integrated-process(6bbedb79-7646-4b37-b396-8b155ce27bb1).html.
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This thesis makes a conceptual contribution to the field of school leadership studies with a descriptive and analytical representation of the current practice and development of leaders in English Primary schools. The aim of the research is to investigate the development of nineteen school leaders, nesting their own vivid descriptions of their leadership development within a professional researcher enquiry for new knowledge and understanding. An extensive literature review locates the argument in a historical and cultural context, directed by the first research question: ‘What are the knowledge claims about the changes to school leadership and management in the policy and research literature in the last twenty-five years?’ The second research question asks: ‘What are the knowledge claims of the practice of school leadership in Primary schools as found in the official and research literature?’ Findings from the literature provide knowledge of the official expectations and advice given to school leaders in the implementation of their work. The literature also provides knowledge of leadership practice associated with issues of power, micro-politics, social and moral frames used by leaders as social agents in interpreting their leadership. Research questions three and four direct the field-research asking: ‘How are leadership roles practised and developed in Primary schools?’ and ‘What are the empirical findings that build knowledge of Primary school leadership practice and development?’ A case-study methodology structured the field-work, with qualitative research conducted in four Primary schools in North-West England during one academic year, 2008-2009. The empirical data for the case was primarily collected from nineteen members of four Senior Leadership Teams (SLT) through semi-structured interviews and observations of SLT meetings. The analysis of the full research findings is presented in an original construction of leadership, conceptualised as the PIVOT. This framework presents the key findings as integrated factors in a holistic frame around a central point, the PIVOT of leadership, which is explained as the Purpose, the Identity, the Values, the Options and the Trust, presenting wider issues for educational leadership decisions. The final research question five asks: ‘What recommendations can be made for policy and practice regarding school leadership development in Primary schools?’ Findings from the case-study make a contribution to knowledge about current school leadership practice and development, explained as a holistic, integrated approach underpinned by a wider, educative rationale, identified in the PIVOT framework. This raises issues for policy-makers and school practitioners in the development of Primary school leaders as educational leaders and provides a resource for further research enquiry by academic researchers with an interest in developing Primary school leaders.
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Martin, Wilhemina. "The effectiveness of Community Development Workers (CDWs) as change agents in their pursuit of a holistic approach to development : a case study of CDWs in the Western Cape." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86482.
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Thesis (MPA)--Stellenbosch University, 2014.ENGLISH ABSTRACT: Since its inception the Community Development Worker Programme (CDWP) seeks to promote cooperative governance within the context of the Intergovernmental Relations Framework. In pursuit of a holistic approach to development Community Development Workers (CDWs) strive for effectiveness in their role as change agents. This case study was conducted to determine the effectiveness of CDWs as change agents in pursuit of a holistic approach to development in the Western Cape. This was a qualitative study using participatory action research as a CDW in the West Coast; semi-structured interviews with Dedicated Officials from municipalities in the Cape Winelands Region, City of Cape Town and West Coast Region; focus groups with community members and stakeholders from Kayamandi in the Cape Winelands Region, Eerste River in the City of Cape Town and various towns in the West Coast Region; focus group and semi-structured interviews with Supervisors from the City of Cape Town, West Coast Region and Cape Winelands Region. Questionnaires were completed by Regional Coordinators from the West Coast Region, City of Cape Town, Overberg Region and Central Karoo Region; and questionnaires were completed by CDWs from the City of Cape Town, Cape Winelands Region, West Coast Region, Central Karoo Region and Overberg Region in the Western Cape. The findings of the research reveal that the CDWP has made tremendous progress since its inception. Regional Coordinators, supervisors and CDWs have a very good grasp of what is expected of them as change agents. The responses from the community also revealed much appreciation and support for the work done by CDWs in their role as change agents. The effectiveness of CDWs in their role of change agents in pursuit of a holistic approach to development is rated to be between 6-8 on a scale of 1-10; with ten being the highest. There is room for improvement however as the findings indicate that there are several cases where CDWs experience isolation and frustration and are challenged in their pursuit of holistic development as they are hampered by a lack of adequate resources; a lack of access to budgets; a lack of support, cooperation and political interference from ward councillors and politicians; a lack of understanding, appreciation, cooperation and support from local government and a sense of belonging at local municipal level in many instances amongst others. Although the research reveals that the province is effective in its pursuit of a holistic approach to sustainable community development on the part of CDWs as change agents, the researcher wishes to argue that improved collaboration needs to take place amongst the various levels of governments, government departments, development agencies and the beneficiaries of development themselves to further maximise the efforts and effectiveness of CDWs in their role as change agents. The building blocks of development and the Batho Pele Principles must also be more consistently applied and attentively addressed and diligently implemented by all the stakeholders in the development process in order to improve service delivery and enhance more effective community development to the benefit of the community at grassroots whilst meeting local, national and provincial development targets. The challenge to each of us as change agents is therefore to do our all towards reconstruction, community development and equal opportunities for all. We all have to be accountable and answer the question as to what we are doing concerning community development, namely education; poverty relief; service delivery; etc. in our own communities. We need to acknowledge where we have come from, where we are now and where we are going. Much progress has already been made despite a lack of funding, facilities and resources. More sacrifices must still be made however to ensure a better life for all. The issue is around respect, irrespective of who you are dealing with.
AFRIKAANSE OPSOMMING: Van sy ontstaan af probeer die Gemeenskapsontwikkelingswerkerprogram (GOWP) koöperatiewe bestuur in die konteks van die Tussenregeringsverhoudingsraamwerk bevorder. Gemeenskapsontwikkelingswerkers (GOW’s) streef na effektiwiteit in hul rol as veranderingsagente om ’n holistiese benadering tot ontwikkeling te volg. Hierdie gevallestudie is uitgevoer om die effektiwiteit van GOW’s as veranderingsagente wat ’n holistiese benadering tot ontwikkeling in die Wes-Kaap nastreef te bepaal. Dit was ’n kwalitatiewe studie met gebruik van deelnemende aksienavorsing as ’n GOW in die Weskus; halfgestruktureerde onderhoude met toegewyde amptenare van munisipaliteite in die Kaapse Wynlandstreek, Stad Kaapstad en Weskusstreek; fokusgroepe met gemeenskapslede en belanghebbendes uit Kayamandi in die Kaapse Wynlandstreek, Eersterivier in die Stad Kaapstad en verskeie dorpe in die Weskusstreek; fokusgroep- en halfgestruktureerde onderhoude met toesighouers uit die Stad Kaapstad, Weskusstreek en Kaapse Wynlandstreek. Vraelyste is deur streekskoördineerders van die Weskusstreek, Stad Kaapstad, die Overbergstreek en Sentraal Karoostreek ingevul; en vraelyste is deur die GOW’s van die Stad Kaapstad, Kaapse Wynlandstreek, Weskusstreek, Sentraal Karoostreek en Overbergstreek in die Wes-Kaap ingevul. Die bevindings van die navorsing toon dat die GOWP sedert sy ontstaan geweldige vordering gemaak het. Streekskoördineerders, toesighouers en GOW’s het ’n baie goeie begrip van wat as veranderingsagente van hulle verwag word. Die reaksies van die gemeenskap het ook groot waardering en ondersteuning getoon vir die werk wat deur die GOW’s in hulle rol as veranderingsagente gedoen word. Die effektiwiteit van GOW’s in hul rol as veranderingsagente wat ’n holistiese benadering tot ontwikkeling nastreef word beskou as 6-8 op ’n skaal van 1 tot 10, met tien as die hoogste punt. Daar is egter ruimte vir verbetering aangesien die bevindings aandui dat daar verskeie gevalle is waar GOW’s isolasie en frustrasie ondervind en uitgedaag word in hulle nastrewing van holistiese ontwikkeling weens onder andere ’n gebrek aan toereikende hulpbronne; ’n gebrek aan toegang tot begrotings; ’n gebrek aan ondersteuning en samewerking en die politieke inmenging van wyksraadslede en politici; ’n gebrek aan begrip, waardering, samewerking en ondersteuning van die plaaslike regering en ’n gevoel van tuis hoort op plaaslike munisipale vlak in baie gevalle. Hoewel die navorsing toon dat die provinsie effektief is in sy nastrewing van ’n holistiese benadering tot volhoubare gemeenskapsontwikkeling aan die kant van GOW’s as veranderingsagente, wil die navorser aanvoer dat beter samewerking op die verskillende vlakke van regering, regeringsdepartemente, ontwikkelingsliggame en die begunstigdes van ontwikkeling moet plaasvind om die pogings en effektiwiteit van GOW’s in hul rol as veranderingsagente verder te versterk. Die boustene van ontwikkeling en die Batho Pelebeginsels moet deur al die belanghebbendes in die ontwikkelingsproses meer konsekwent toegepas, noulettend gehanteer en toegewyd geïmplementeer word om dienslewering te verbeter en meer effektiewe gemeenskapsontwikkeling in belang van die gemeenskap op grondvlak te bewerkstellig terwyl dit aan plaaslike, nasionale en provinsiale ontwikkelingsteikens voldoen. Die uitdaging aan elkeen van ons as veranderingsagente is dus om alles moontlik te doen in belang van rekonstruksie, gemeenskapsontwikkeling en gelyke geleenthede vir almal. Ons moet almal aanspreeklik wees en die vraag beantwoord oor wat ons doen omtrent gemeenskapsontwikkeling, naamlik onderwys, armoedeverligting, dienslewering, ens. in ons eie gemeenskappe. Ons moet erken waar ons vandaan kom, waar ons nou is en waar ons heengaan. Baie vordering is reeds gemaak ten spyte van ’n gebrek aan befondsing, fasiliteite en hulpbronne. Meer opofferings moet egter nog gemaak word om n beter lewe vir almal te verseker. Dit gaan oor respek, ongeag met wie jy handel.
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Berkley, Lisa A. "A Case Study: The Role of Compassionate Cities, Healthy Cities, and UN Sustainable Development Goals in City Leadership and Planning." Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1582819813185475.
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Lippi, Julian Fulvius, and jlippi@swin edu au. "Doing, Knowing and Being: Bringing Athena out of the shadow to illuminate the mentoring archetype and to guide practice." RMIT University. Management, 2004. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20090723.115457.
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This thesis is an exploration of the construct of mentoring and its transformative power in the development of the self. The concept of Athenic mentoring is offered and framed, in Jungian (Jung 1958;1996;2002) terms as an archetypical encounter between two people that can facilitate a significant transformative shift (metanoia) in the development of the personal and professional self. These shifts are initially at the level of 'being' but influence the more visible dimensions of 'doing' and 'knowing'. 'Doing' and 'knowing' can be articulated in terms of practice knowledge and skills (Schön 1987a). 'Being' is framed in both Jungian (Jung 1958;1996;2002) and Rogerian (Rogers 1973;1996) terms as engagement of the authentic, grounded and integrated self, in ways that may be largely and initially unconscious, but that can be taken up in conscious awareness and are ultimately reflected in overt, observable behaviours. Cunningham's (1988) framework of holistic interactive research was chosen as a method that allowed the researcher to draw on, as well as to reflect upon, his own experience in order to generate data. Written narrative and oral story-telling (Reason & Hawkins 1988) have been fundamental to the creation and analysis of data. Indeed, the process of writing has been an important source of self-understanding, revelation and integration for the author. The power of archetypal story-telling - most obvious in the ancient stories of human challenge, development and triumph, such as that of Athena(Mentor), in the Greek tradition - is acknowledged and explored from this perspective. In this respect the researcher has followed Megginson's (2000) advice that research into mentoring deserves and demands 'vivid stories'. The research approach also reflects Strauss and Corbin's (1990) suggestion that by staying close to the data ('grounding' theory in the data) before a deep immersion in the literature, the researcher will be more open to the insights that the data might reveal. The starting point for the research was the researcher's observation that, in the context of being a 'hired mentor' in an organisational setting, 'turning points' occurred that could be characterised as significant, transformational shifts in the energy and perspective of the person being mentored. While these shifts were reflected in important changes in work, choices and outward behaviour and practice, it was not obvious when or how the shifts had occurred. The initial research questions were framed as: what does the mentor do that leads to this turning point? and, can this be identified so that mentors can improve their chance of achieving it in practice? Later, the research journey itself led to a broader and richer framing of the research questions as a deeper exploration of the level at which transformative development of the self plays out and the implications of that for mentoring itself. The initial research question eventually was reframed as: How does the mentor need to be? Major sources of data were stories of ten people who have been in mentoring relationships (either as mentor, mentee, or both). The researcher's own experience was also a significant source of the data. In its presentation, the thesis attempts to 'track' and make transparent the ways in which listening to and writing down the stories of others, the researcher's own stories, engaging with the literature and writing reflective notes iterated with the construction of this particular conceptualisation of mentoring in 'Athenic' terms. Both contemporary Western literature (the majority of it American) and translations of Homer's (1980; 1998) accounts of Athena as mentor were used initially to explore the nature of mentoring. Later, the Jungian (Jung 1958;1992;1996;2002) and post-Jungian (Hillman 1975;1996) literature on the notion of the archetypes; Buber's (1996) conception of relationship as 'I-Thou'; and Rogers' (1996) evocation of 'becoming a person' all helped to describe more richly the dynamics of Athenic mentoring - both in terms of the nature of transformative personal change and the dynamics of the relationship that facilitates it. A major outcome of this research is the differentiation of Athenic mentoring (which facilitates the transformation of a person's 'being') from mentoring that helps to develop what a person 'knows' or 'does'. This differentiation will hopefully contribute to our understanding of the mentoring process, but at the most pragmatic level, will make it easier to navigate the complex and poorly 'mapped' contemporary literature. It is concluded that Athenic mentoring might not be, fully or even partly, recognised until well after it occurs, and that because it involves the pyschodynamic and largely unconscious interplay of one person's dominant archetypes with those of another, it is not something that can be easily orchestrated or arranged. This challenges contemporary notions (Burke & McKeen 1989; Murray & Owen 1991; Cunningham 1993; Hay 1995) that mentoring can be packaged, 'commodified' and paid for in a similar way to coaching and counselling. As a stimulus for further work, it is suggested that the role of mentor can be understood as completing or starting aspects of the development of self that have not been initiated or concluded in the parenting relationship; and the possibility for being a mentor or a mentee continues throughout life, or for at least as long as there remains the possibility that a 'Dream' (Levinson, Darrow, Klein, Levinson & McKee 1978; Levinson & Levinson 1996) can be fulfilled.
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WIlliams, Pearl Juanita Cherrol. "Leadership's influence on the holistic development of learners with barriers to learning." Thesis, Nelson Mandela Metropolitan University, 2012. http://hdl.handle.net/10948/d1008194.
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The implementation of an inclusive education system in South Africa after 1994 has challenged public schools to revisit their management structures; and, in the process, it has offered learners with barriers to learning the opportunity to become independent and employable members of society – especially in disadvantaged school communities, where learners are often limited in their development because of financial constraints. However, many education policies – based on humanity, equality, social justice and accessibility – are often neglected at some schools; and this causes many learners with barriers to learning to lose heart or drop out of mainstream schools. The main aim of this study was to investigate and describe school leadership‟s management strategies to implement intervention programmes to the benefit of learners in need, since schools are required to accommodate and support all learners in partnership with the wider school community. To understand how these amendments influence disadvantaged schools, an in-depth qualitative inquiry was conducted with 10-13 different leaders, selected through purposive sampling, at each of three disadvantaged primary schools in Port Elizabeth that are directly responsible for teaching learners with barriers to learning. During the data-collection, individual interviews, group interviews and an observation were used. The process of content analysis was implemented to analyse the data. This entails coding, categorising, comparison and conclusion of the information. Four main themes emerged, namely: barriers to learning experienced in these disadvantaged schools; insufficient infrastructure in these schools; dealing with the problem at present; and possible interventions and guidelines, which were closely associated with the four sub-questions of the study – and eventually answered the research questions.
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Beausoleil, Kent Alan SJ. "Transforming Lives: Attending to the Spirit of College Students from Dysfunctional and/or Abusive Young Adult Formational Experiences." Miami University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=miami1416579119.
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Morrison, Dirk. "A study of holistic thinking in an agricultural leadership development program using asynchronous computer conferencing." 2004. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=80077&T=F.
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Van, Wyk Juanita. "The utilisation of a 360° leadership assessment questionnaire as part of a leadership development model and process." Thesis, 2008. http://hdl.handle.net/2263/25691.
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The immense changes in the economic environment caused by globalization and technology have forced organizations from around the world to transform in order to adapt, survive, and succeed in the changing world of the new millennium. These changes are not only in the external elements of the organization – its products, activities, or structures – but also in its intrinsic way of operating – its values, mind-set, even its primary purpose. Organizations must learn faster and adapt to the rapid change in the new environment or they will not survive (De Vries, 2001; Ellis&Pennington, 2004). According to Senge (1990b), learning organizations demand a new view of leadership. In a learning organization, leaders are designers, stewards, and teachers. They are responsible for the building of organizations where employees continually expand their capabilities to understand complexity, clarify vision, and improve shared mental models – that is, the leaders are responsible for learning. Leaders in learning organizations must help employees see the big picture, with its underlying trends, forces, and potential surprises. They need to think systematically and be able to foresee how internal and external factors might benefit or destroy the organization (Senge 1990b). Autocratic leadership behaviour, focused on exercising top-down control is more successful in stable environments. Transformational leadership behaviour focused on giving inspiration through the marshalling of ideas, creativity, and the initiative of its employees, is more successful in competitive, changing environments (Cockerill, Schroder&Hunt, 1998). The focus of this research has been on the measurement of leadership behaviour as part of the implementation of a holistic model and process in an organization that has to function in a competitive, changing environment. A 360° leadership assessment questionnaire has been used to conduct the research. A set of fifteen transformational leadership competencies have been identified by the organization where the research was conducted as the leadership competencies that will enable the organizations’ leaders to be effective, successful leaders in a dynamic, changing and competitive business environment. Based on the identified set of leadership competencies, a 360° Leadership Assessment Questionnaire (LAQ) was developed and validated. The LAQ was used to measure leadership behaviour in the organization under research annually over a period of three years as part of the implementation of a holistic model and process for leadership development. The objectives of this research were the following: - To measure leadership behaviour by means of a 360° leadership assessment questionnaire as part of the implementation of a holistic model for leadership development;
- To track the overall changes in leadership behaviour over a period of three years in order to determine if the implementation of a holistic model and process had a positive impact on leadership behaviour over a extended period of time;
- To analyse and describe the trends and patterns in leadership behaviour based on the results of the 360° leadership assessment questionnaire conducted over a period of three years;
- To describe the elements and implementation of a holistic model and process for leadership development.
- Top Management (M2-3) received consistently higher ratings than the other management levels;
- Middle Managers (M5-6) received significantly lower ratings than the other management levels in terms of integrity, purpose building, information capacity, conceptual ability, business acumen and empowering;
- Female leaders received significantly lower ratings than male leaders in terms of information capacity, people development and empowering. Although females were rated higher than their male counterparts by their supervisors, all the other rater groups rated female leaders lower than male leaders on these competencies;
- Leaders in the age group 25-40 years received the highest ratings on business acumen and visionary thinking;
- Leaders in the age group 41 – 50 years were rated the highest by all the rater groups on conceptual ability;
- African (Black) leaders were rated significantly higher on visionary thinking in years 1, 2 and 3 than leaders from other race groups.
Thesis (PhD (Psychology))--University of Pretoria, 2008.
Psychology
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Books on the topic "Holistic leadership development"
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Rainey, David L. The pursuit of sustainability: Creating business value through strategic leadership, holistic perspectives, and exceptional performance. Charlotte, NC: Information Age Publishing Inc., 2015.
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Merrick, Joav, Daniel T. L. Shek, and Andrew M. H. Siu. Tomorrow's Leaders: Service Leadership and Holistic Development in Chinese University Students. Nova Science Publishers, Incorporated, 2014.
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Merrick, Joav, Daniel Tl Shek, and Florence Ky Wu. Leadership and Service Learning Education: Holistic Development for Chinese University Students. Nova Science Publishers, Incorporated, 2015.
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Kise, Jane A. G. Holistic Leadership, Thriving Schools: Twelve Lenses to Balance Priorities and Serve the Whole Student. Solution Tree, 2019.
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Lemcke, Erik. Social Ecology in Holistic Leadership: A Guide for Collaborative Organizational Development and Transformation. Emerald Publishing Limited, 2021.
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Executive Coaching in Strategic Holistic Leadership: The Drivers and Dynamics of Vertical Development. McGraw-Hill Education, 2020.
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Lemcke, Erik. Social Ecology in Holistic Leadership: A Guide for Collaborative Organizational Development and Transformation. Emerald Publishing Limited, 2021.
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Lemcke, Erik. Social Ecology in Holistic Leadership: A Guide for Collaborative Organizational Development and Transformation. Emerald Publishing Limited, 2021.
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Morrison, Dirk. A study of holistic thinking in an agricultural leadership development program using asynchronous computer conferencing. 2004.
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Berner, Georg. Management In 20XX: What Will Be Important in the Future -- a Holistic View. Publicis MCD Werbeagentur GmbH, 2007.
Find full textBook chapters on the topic "Holistic leadership development"
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Binner, Hartmut F. "Method-Based Integrated Process-Related Leadership and Management System Development." In Holistic Business Model Transformation, 149–85. Wiesbaden: Springer Fachmedien Wiesbaden, 2022. http://dx.doi.org/10.1007/978-3-658-37367-2_4.
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Kiruhi, Timothy Mwangi. "Accelerating Africa’s Renaissance Using Contextual Holistic Leadership Development." In Leading an African Renaissance, 115–32. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-40539-1_7.
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Pashiardis, Petros. "The Conceptualization and Development of the Pashiardis–Brauckmann Holistic Leadership Framework." In Modeling School Leadership across Europe, 13–46. Dordrecht: Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-7290-8_2.
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Chan, Kim-Yin, Moon-Ho Ringo Ho, and Regena Ramaya. "A “T-shaped” Metaphor for Holistic Development: Entrepreneurial, Professional and Leadership (EPL) Efficacies Predict Self-perceived Employability." In Entrepreneurship–Professionalism–Leadership, 113–30. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-3121-7_7.
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Shek, Daniel T. L., Xiaoqin Zhu, Diya Dou, Moon Y. M. Law, Lu Yu, Cecilia M. S. Ma, and Li Lin. "Nurturing Holistic Development in University Students Through Leadership Courses: The Hong Kong Experience." In Teaching Quality of Life in Different Domains, 61–80. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21551-4_4.
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Shaked, Haim, and Chen Schechter. "The Developmental Process of Holistic School Leadership." In Systems Thinking for School Leaders, 97–117. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-53571-5_8.
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Zillner, Sonja, Laure Le Bars, Nuria de Lama, Simon Scerri, Ana García Robles, Marie Claire Tonna, Jim Kenneally, et al. "A Roadmap to Drive Adoption of Data Ecosystems." In The Elements of Big Data Value, 41–62. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68176-0_3.
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AbstractTo support the adoption of big data value, it is essential to foster, strengthen, and support the development of big data value technologies, successful use cases and data-driven business models. At the same time, it is necessary to deal with many different aspects of an increasingly complex data ecosystem. Creating a productive ecosystem for big data and driving accelerated adoption requires an interdisciplinary approach addressing a wide range of challenges from access to data and infrastructure, to technical barriers, skills, and policy and regulation. In order to overcome the adoption challenges, collective action from all stakeholders in an effective, holistic and coherent manner is required. To this end, the Big Data Value Public-Private Partnership (BDV PPP) was established to develop the European data ecosystem and enable data-driven digital transformation, delivering maximum economic and societal benefit, and achieving and sustaining Europe’s leadership in the fields of big data value creation and Artificial Intelligence. This chapter describes the different steps that have been taken to address the big data value adoption challenges: first, the establishment of the BDV PPP to mobilise and create coherence with all stakeholders in the European data ecosystem; second, the introduction of five strategic mechanisms to encourage cooperation and coordination in the data ecosystem; third, a three-phase roadmap to guide the development of a healthy European data ecosystem; and fourth, a systematic and strategic approach towards actively engaging the key communities in the European Data Value Ecosystem.
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Caro-González, A., A. Serra, X. Albala, C. E. Borges, D. Casado-Mansilla, J. Colobrans, E. Iñigo, J. Millard, A. Mugarra-Elorriaga, and Renata Petrevska Nechkoska. "The Three MuskEUteers." In Contributions to Management Science, 3–28. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-11065-8_1.
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AbstractUnder the inspiring and aspiring title: Paving the way for pushing and pursuing a “one for all, all for one” triple transition: social, green, and digital: The Three MuskEUteers, a group of remarkable co-authors and contributors have developed radically new forward-looking visions, principles, approaches, and action recommendations for an attuned indivisible social, green, and digital transition.The triple transition is aimed at helping humanity gather around a life-sustaining purpose, as opposed to life-destroying one in terms of wars of all kinds (military, economic, political, etc.); nature decay and wreckage (carbon footprint, plastic pollution, soil poisoning, etc.); human alienation (favelas, homeless persons, refugee camps, child malnutrition, poverty, exclusion of any kind); and geographic imbalances with empty rural spaces and overcrowded megacities (creating difficult access of rural and/or remote population to care, health, and other essential services; difficulty of urban population to contact with natural environments).The work highlights the urgent need to speed up a third social transition (Within this social transition dimension we understand the socio-cultural scope as any social shift implies a cultural transition and vice versa, with its very deep implications.), in addition to the green and digital transitions more widely recognised by the international community. Innovation, or a European industry-led twin transition aiming for climate neutrality and digital leadership, cannot be supported without a firm, responsive, responsible social and environmental engagement. Neither is it possible to tackle a JUST triple transition which is not firmly rooted in worthwhile human development, underpinned by the Sustainable Development Goals. And none of these transitions can go separately and/or isolated; they all need to intertwine around the notion of (more, firmer, and determined) just transition.European society is presented as a huge “co-laboratory” for this “all for one, one for all” boundaryless triple transition to respond to the urgent radical changes demanded by humanity and by the planet. The chapter proposes a radically new vision to pursue a non-explored transformative way to ideate, design, develop, and deliver science, innovation, and collaboration through experimentation and learning, and throughout multi-stakeholder engagement from the n-helix spectrum. It proposes systemic innovation tactics for the “how” (green, techno-digital), for the strategic “what” (green, social), for the purposeful “why” (green, social), and for the operational “how best” (green, social, techno-digital) within the governing principles of eco-centric society. This encompasses: Courageous goal-aligned alternatives, as a shift to new (yet ancient) principles of eco-centric rather than ego-centric behaviour. The adoption of a “complex system mind-set” to build up dynamic, context-sensitive, and holistic approaches to co-design mission and purpose-driven actions, outcomes, outputs, and no-harm impacts. The ignition of the transformative capacity of all forms of collaboration (international, interdisciplinary, intersectoral, intergenerational, inter-institutional, inter-genders) vs hierarchy as alternative governance and distribution models to overcome the unjust and unsustainable biased status quo within evolving, adaptable, flexible, and transformational n-helix ecosystems. The Three MuskEUteers, deeply anchored in European values (human dignity, freedom, democracy, equality, rule of law, and human rights), will pave the way and drive humanity towards the achievement of the ambitious, but achievable, targets of the United Nations 2030 Global Agenda, the Sustainable Development Goals.Europe can be the initiator of co-laboratory experiments where social change drives the “all for one, one for all” dream into transforming this three-prong transition into possible real good ecosystems working.
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Lemcke, Erik. "Organizational Development and Leadership." In Social Ecology in Holistic Leadership, 47–114. Emerald Publishing Limited, 2021. http://dx.doi.org/10.1108/978-1-80043-840-820211004.
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Thomas, Debby. "Holistic Community Development in Rwanda." In Building Leadership Bridges, 183–95. Emerald Publishing Limited, 2018. http://dx.doi.org/10.1108/s2058-880120180000006019.
Full textConference papers on the topic "Holistic leadership development"
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Salmon, Duncan, Simon Dick, and Yuriy Zhupikov. "People Development - Holistic Approach to Leadership & Development." In ADIPEC. SPE, 2022. http://dx.doi.org/10.2118/210868-ms.
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Abstract In 2020 the Australian Institute of Management conducted a Leadership Survey and the "most important finding was that poor leadership is a major contributing factor to employee attrition." "75.55 % of respondents stated that they had left an organisation in their last three roles because of the leadership team, their direct manager, or a combination of both. Nearly half (42.32%) had left more than one of their previous roles." We can clearly see that "poor leadership will simply not be tolerated by employees, and this is a rising trend."
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Zoghi, Ben, Michele Norton, and Leigh Ann Fierro. "EMERGING WEARABLE TECHNOLOGIES, MINDFULNESS AND EMOTIONAL INTELLIGENCE LEARNING FOR A MORE HOLISTIC ENGINEERING LEADERSHIP DEVELOPMENT." In 14th annual International Conference of Education, Research and Innovation. IATED, 2021. http://dx.doi.org/10.21125/iceri.2021.0636.
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Alexander, Gregory, Sheila Matoti, and Pieter Van Zyl. "ASCERTAINING THE USE OF EXTRACURRICULAR ACTIVITIES IN PROMOTING LEARNERS’ HOLISTIC DEVELOPMENT IN MULTICULTURAL SCHOOL SETTINGS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end039.
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Encouraging learners to participate in extracurricular activities should commence in the early phase of their growth where a basis for their personality, learning and development is laid. Extracurricular activities could further assist in improving learners’ creativity and artistic talents. Philosophers, such as Rousseau, Spencer and Dewey further reiterate the value of extracurricular activities in developing social relationships and intellectual intelligence. Learners associate with different peer groups which may satisfy their socialisation, self-assessment, self-identification and the fulfilment of their needs in becoming self-actualised. Learners can further be enabled to reach self-actualisation by participating in academic activities, such as maths, science clubs and research projects. Such activities seemingly contribute to learners’ academic development which in turn may assist them in mastering certain life tasks; developing leadership roles; increasing their involvement in the community and expressing their civil responsibility. Amidst the latter, it is noted that the lack or in some cases, the non-existence of extracurricular activities hinder learners’ growth and learning, especially in multicultural school settings, where the foundation for learners’ development has to occur in a conducive environment. Multicultural schools in the Letjweleputswa educational district, Free State province of South Africa seem not to use extracurricular activities as an effective tool in promoting learners’ holistic development. The aim of this paper is to ascertain the use of extracurricular activities in promoting learners’ holistic development in the Letjweleputswa educational district. Via a qualitative research methodology, three focus group interviews were conducted with 20 learners attached to four multicultural schools. Findings of the study revealed that learner participants are of the view that their involvement in extracurricular activities could give them a greater chance of being employed; of getting a better job; of being accepted into university and of developing certain attributes, such as creativity, innovation, problem solving and endurance. The study further recommends that multicultural schools in the Letjweleputswa educational district need to implement various extracurricular activities as a means of developing various traits and competencies such as learners’ physical-, emotional-, cognitive and social skills; moral underpinnings, life-skills, well-being, leadership qualities, analytical thinking processes and communication abilities.
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Winston, Rebecca, Ivano Di Filippo, and Jesús Martínez Almela. "NEED FOR HOLISTIC APPLICATION OF COGNITIVE READINESS FOR PROJECT VALUE CREATION: COMPLETE LEADERSHIP FOR PROJECT TEAM SUCCESS." In 10th IPMA Research conference: Value co-creation in the project society. International Project Management Association, Serbian Project Management Association, 2022. http://dx.doi.org/10.56889/uvjy9205.
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The purpose of this paper is to set forth a research plan and call for volunteers to engage in the research, initiated in the Research Conference of 2021, on an important issue impacting projects and programs, but more importantly society [4]. Given the proliferation of articles, publications, surveys, and other communication modes about stressing one character expression of a capability or skill of the three intelligences over other character expressions of the myriad of capabilities and skills that comprise cognitive readiness, one needs to understand the impact of such communications. The focus on one expression such as empathy or passion can leave a team not understanding the objectives, necessary team interactions, and other aspects of team leadership and management necessary for delivery of outputs and benefits for the organization, the market and society. Understanding the impact of this focus on areas of team interactions; team development, including both personal and professional; performance and resilience of teams during times of crisis and disruption; and various personnel decisions will be vital to directing training, course development, team communications, and other personnel interactions
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Stefanovska, Lidija, and Taip Jakupi. "CHALLENGES AND PROBLEMS THAT FAMILY BUSINESSES FACE." In Sixth International Scientific-Business Conference LIMEN Leadership, Innovation, Management and Economics: Integrated Politics of Research. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2020. http://dx.doi.org/10.31410/limen.2020.201.
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It is a fact that the family business is becoming increasingly interesting for researchers in the field of management. From here the initial basis for their special treatment is drawn, since their holistic treatment with other MSMEs still does not emphasize their uniqueness in many aspects. If the importance of these family businesses is supported by the fact that they participate with 70% in the GDP of Europe as well as the fact that they employ up to 60% of the labor force in Europe, then it is more than clear that the scientific community should pay much more attention to these businesses. The paper aims to cover the biggest challenges and problems faced by family businesses, especially in terms of their management, inheritance, organizational communication and vision for their development, as segments where the biggest problems are observed.
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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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Peens, Shaun. "THE FUTURE AND SUSTAINABILITY OF MEANINGFUL EDUCATION LIES IN THE ABILITY OF SEASONED TEACHERS TO CULTIVATE NOVICE TEACHERS THROUGH STRENGTH-BASED-MENTORING." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end066.
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"Newly qualified teachers are barraged with uncertainties and could seem inadequately prepared for the teaching profession. Even though graduates are believed to have sufficient subject content knowledge the average day could offer more interruptions than anticipated. Although this study will not aim dispute the quality or value of the curriculum offered; there seems to be an absence in the holistic development of educators. It is therefore imperative that experienced educators serve as mentors to expand the gain of their skills learnt through exposure and involvement in teaching, adding value to the education sector. As part of prospective doctoral study, the researcher will investigate whether a mentorship program for seasoned educators could offer guidance, stability and confidence to novice teachers by contributing maturity and responsibility. South Africa has educational challenges 25 years post-apartheid; whether it be pit latrine, bilingual schools in monolingual areas (and vice versa) or often vandalized schools. These factors impact education ranging from macro- (education sector), meso- (socio-economic decline) as well as micro-level (teacher and learner) with majority support from the Department of Education to socio-economic challenges and little attention to educators. Hence, this study will purposefully focus on micro-level where educators could hold one another accountable to build educational capacity. The discovery of challenges novice teachers experience and whether possible gaps exist which could be filled by a suitable mentoring program will have initial priority, with the secondary intention to assist seasoned teachers on a road to self-discovery, embracing a servant leadership role in a quest to address these challenges, striving towards solutions in mentoring for the benefit of sustainable learning. The study elects to include Secondary schools from different backgrounds in the Free State Educational District, involving teachers selected based on their eagerness to improve their life and teaching skills. A pragmatic research approach will be intended with the inherent use of mixed method research to analyze data. Quantitative data could point towards the possible gaps and challenges with the use of a questionnaire. From this data strengths-based-mentoring collaboration sessions will follow to obtain qualitative data about the suitability of a mentorship programme. Pragmatism as a research method complements the combination of positivism leading to the appreciation of its suitability in practice focusing on solutions."
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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
Reports on the topic "Holistic leadership development"
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Ruderman, Marian, Cathleen Clerkin, and Carol Connolly. Leadership development beyond competencies: Moving to a holistic approach. Center for Creative Leadership, 2014. http://dx.doi.org/10.35613/ccl.2014.1043.
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Schneider, Megan. Student Sustainability Leadership Development at Portland State University: Developing Holistic Sustainability Leaders. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.7234.
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Katwere Ssemwanga, David, Dominic Lomongin Aballa, Steven Amoko, and Sheila Nduhukire. A Holistic Approach to Accelerated Attainment of Open-Defecation Free Status in Moyo District. Institute of Development Studies (IDS), September 2021. http://dx.doi.org/10.19088/slh.2021.018.
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This case study was developed to inform subsequent research and analysis of local government leadership and prioritisation of sanitation and hygiene (S&H) in East Africa. Consolidated learning from across the three countries involved can be found in the Sanitation Learning Hub (SLH) Learning Brief: Strengthening sub-national systems for area-wide sanitation and hygiene. From late 2020 to early 2021, the SLH collaborated with local government actors and development partners from three subnational areas to explore ways of increasing local government leadership and prioritisation of S&H to drive progress towards area-wide S&H. For some time, local government leadership has been recognised as key to ensuring sustainability and scale and it is an important component of the emerging use of systems strengthening approaches in the sanitation sector. It is hoped that this work will provide practical experiences to contribute to this thinking. Three case studies were developed to capture local government and development partners’ experiences supporting sub-national governments increase their leadership and prioritisation of S&H in Siaya County (Kenya), Nyamagabe District (Rwanda), and Moyo District (Uganda), all of which have seen progress in recent years. The development partners involved were UNICEF in Kenya, WaterAid in Rwanda, and WSSCC/ Uganda Sanitation Fund in Uganda. The cases were then analysed through three online workshops facilitated with staff from the local governments, central government ministries and development partners involved to explore them in further detail, review experiences and identify levers and blockages to change. Lessons from the workshops are documented in the SLH learning brief mentioned above. This is the case study developed by Moyo District and WSSCC/Uganda Sanitation Fund documenting their experiences and reflections from working together to increase prioritisation of S&H in Moyo District, Uganda.
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Pittman, David, J. Buchanan, and Deborah Quimby. The Power of ERDC : ERDC 2020–2030 Strategy. Engineer Research and Development Center (U.S.), April 2021. http://dx.doi.org/10.21079/11681/40382.
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The ERDC 2020–2030 Strategy outlines the origination of the organization, future direction, and the methods used to accomplish its research and development mission. The Strategy details the Ends (where we are going and why), the Ways (how we will get there), and the Means (the resources needed to get there) by which we will achieve the US Army Engineer Research and Development Center (ERDC) strategy. To realize its vision and maintain its world-class status, ERDC strives to be the go-to organization for the Warfighter and the nation to solve large complex problems in its mission space. To strengthen the outcomes from the Ends, Ways, and Means, ERDC has adopted the philosophy of the Understand-Predict-Shape (UPS) paradigm. The UPS paradigm maximizes the potential of ERDC’s current research programs and helps contemplate, develop, and define the organization’s future portfolio. UPS represents a holistic view of the operational environment: How to better Understand the Present, Predict the Future, and Shape the Outcome. The ERDC leadership team has looked toward the future and defined major strategic Science and Technology campaigns that offer challenges that ERDC can, and should, effectively address.
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An Holistic Approach to Leadership Development. IEDP Ideas for Leaders, May 2014. http://dx.doi.org/10.13007/383.
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