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Journal articles on the topic 'Leadership development'

To see the other types of publications on this topic, follow the link: Leadership development.

Author: Grafiati

Published: 4 June 2021

Last updated: 13 July 2024

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1

Luria, Gil, Allon Kahana, Judith Goldenberg, and Yair Noam. "Leadership Development: Leadership Emergence to Leadership Effectiveness." Small Group Research 50, no. 5 (August 26, 2019): 571–92. http://dx.doi.org/10.1177/1046496419865326.

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This study aimed to understand how leadership effectiveness of the trainer in a leadership development program can influence emerging leaders’ development and effectiveness. We hypothesized that the trainer’s leadership effectiveness would be a boundary condition. In this two year longitudinal field study, military cadets’ leadership effectiveness from their emergence as informal peer leaders during basic training through the officer training course (OTC) to their formal leadership roles as active duty officers was followed. The sample included 854 cadets and their 72 trainers. We found that cadets’ effectiveness during OTC mediated the relationship between informal leadership emergence during basic training and their subsequent effectiveness as formal leaders. Furthermore, trainers’ effectiveness moderated the relationship between cadets’ informal leadership emergence and effectiveness in OTC. Results indicate that informal emerging leaders are more likely to develop into highly effective formal leaders when supervised by effective trainers. Theoretical and applied implications are discussed.

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2

Buenar Puplampu, Bill. "Leadership asengagement, leadership assystem development." European Business Review 22, no. 6 (October 17, 2010): 624–51. http://dx.doi.org/10.1108/09555341011082925.

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3

Gerhard Huber, Stephan. "School leadership and leadership development." Journal of Educational Administration 42, no. 6 (December 2004): 669–84. http://dx.doi.org/10.1108/09578230410563665.

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4

Taffinder, P. "High impact leadership [leadership development]." Engineering Management 16, no. 4 (August 1, 2006): 22–24. http://dx.doi.org/10.1049/em:20060404.

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5

Amagoh, Francis. "Leadership development and leadership effectiveness." Management Decision 47, no. 6 (June 19, 2009): 989–99. http://dx.doi.org/10.1108/00251740910966695.

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6

Turner, John R., and Rose Baker. "Pedagogy, Leadership, and Leadership Development." Performance Improvement 56, no. 9 (October 2017): 5–11. http://dx.doi.org/10.1002/pfi.21734.

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7

McDade, Sharon A. "Leadership Development." NASPA Journal 27, no. 1 (July 1, 1989): 33–41. http://dx.doi.org/10.1080/00220973.1989.11072132.

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8

Albritton, Rosie L. "Leadership development." College & Research Libraries News 48, no. 10 (November 1, 1987): 618–23. http://dx.doi.org/10.5860/crln.48.10.618.

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9

Adrian, Judith G., and Jerold W. Apps. "Leadership Development." Adult Learning 4, no. 6 (July 1993): 9–25. http://dx.doi.org/10.1177/104515959300400605.

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10

Ardichvili, Alexandre, Kristina Natt och Dag, and Steven Manderscheid. "Leadership Development." Advances in Developing Human Resources 18, no. 3 (April 22, 2016): 275–85. http://dx.doi.org/10.1177/1523422316645506.

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11

Conner, Jerusha Osberg, and Karen Strobel. "Leadership Development." Journal of Adolescent Research 22, no. 3 (May 2007): 275–97. http://dx.doi.org/10.1177/0743558407299698.

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12

Day, David V. "Leadership development:." Leadership Quarterly 11, no. 4 (December 2000): 581–613. http://dx.doi.org/10.1016/s1048-9843(00)00061-8.

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13

McNally, Kimberly, and Rosemary Lukens. "Leadership Development." JONA: The Journal of Nursing Administration 36, no. 3 (March 2006): 155–61. http://dx.doi.org/10.1097/00005110-200603000-00010.

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14

Williams, Ruth. "Leadership development." Nursing Management 17, no. 10 (March 2011): 13. http://dx.doi.org/10.7748/nm.17.10.13.s18.

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15

Mallon, Melissa. "Leadership Development." Public Services Quarterly 13, no. 2 (April 3, 2017): 90–97. http://dx.doi.org/10.1080/15228959.2017.1302391.

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16

Gardner, John. "Leadership Development." NASSP Bulletin 73, no. 515 (March 1989): 73. http://dx.doi.org/10.1177/019263658907351512.

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17

Wilson, Jeffrey L. "Leadership Development." Journal of Public Health Management and Practice 8, no. 1 (January 2002): 21–26. http://dx.doi.org/10.1097/00124784-200201000-00005.

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18

Farrell, Maggie. "Leadership Reflections: Leadership Development Through Service." Journal of Library Administration 54, no. 4 (May 19, 2014): 308–17. http://dx.doi.org/10.1080/01930826.2014.924317.

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19

Kozak, Metin, Michael Volgger, and Harald Pechlaner. "Destination leadership: leadership for territorial development." Tourism Review 69, no. 3 (August 12, 2014): 169–72. http://dx.doi.org/10.1108/tr-05-2014-0021.

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Purpose This paper aims to provide an original body of work that presents and discusses the theory that destination leadership is about proactively shaping the future development of destinations and territories. This is the second part of the special issue of Tourism Review on destination leadership. Design/methodology/approach This editorial introduces the papers included and highlights a few general thoughts about the interplay between destination leadership and territorial development. Findings This introduction summarizes how the papers in this special issue contribute to two streams of research: first, the papers reflect on the necessity of adapting the specific form and style of destination leadership to the development status of a destination. Second, papers highlight that local stakeholders, local knowledge and the local context, in general, have a high impact on destination leadership. Originality/value By summarizing and condensing the various contributions to this special issue, the editorial introduction highlights that destination leadership is about proactively shaping the future of tourist destinations. Furthermore, it argues that this development needs to respect local networks, territorial characteristics, histories and contexts. Therefore, tailoring destination leadership to their own territories seems to be an essential success factor, and in the future, we may want to define Alpine destination leadership, island destination leadership, city destination leadership, etc.

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20

Sinclair, Amanda. "Seducing Leadership: Stories of Leadership Development." Gender, Work & Organization 16, no. 2 (March 2009): 266–84. http://dx.doi.org/10.1111/j.1468-0432.2009.00441.x.

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21

Cloud, Robert C. "Epilogue: Change leadership and leadership development." New Directions for Community Colleges 2010, no. 149 (December 2010): 73–79. http://dx.doi.org/10.1002/cc.398.

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22

Maganda, Carmen, Edith Kauffer, Julia Ros-Cuellar, Citlalli A. González H., and Harlan Koff. "Leadership and development." Regions and Cohesion 12, no. 2 (June 1, 2022): v—x. http://dx.doi.org/10.3167/reco.2022.120201.

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Since the Consortium for Comparative Research on Regional Integration and Social Cohesion-Social Elevation (RISC-RISE) was founded in 2007 (RISC at the time), it has been characterized by two important traits: (1) a commitment to the principle of leadership within discussions of sustainable development; and (2) the presence of strong women leaders in the consortium’s governance structures and scientific initiatives. Neither RISC-RISE nor Regions & Cohesion would have thrived without the leadership shown throughout their decade of existence by a cross-regional community of strong women leaders. These women contributed to the success of these initiatives through the promotion of a people-based vision of sustainability (including gendered perspectives), an inclusive academic dialogue (including feminist approaches), and community engagement (including women leaders). Women engaged and directed this dialogue.

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23

Mclntire, David D. "Student Leadership Development." NASPA Journal 27, no. 1 (July 1, 1989): 75–79. http://dx.doi.org/10.1080/00220973.1989.11072137.

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24

Hackman, Michael Z., Amy M. Kirlin, and Janice L. Tharp. "Prescriptive Leadership Development." Journal of Leadership Education 3, no. 1 (July 1, 2004): 72–81. http://dx.doi.org/10.12806/v3/i1/ab2.

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25

Kaufman, Eric K., and Hannah S. Carter. "Agricultural Leadership Development." Journal of Leadership Education 4, no. 2 (December 1, 2005): 66–75. http://dx.doi.org/10.12806/v4/i2/ab2.

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26

Kaufman, Eric K., and Rick D. Rudd. "Rural Leadership Development." Journal of Leadership Education 5, no. 3 (December 1, 2006): 128–41. http://dx.doi.org/10.12806/v5/i3/rf7.

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27

Horstmeier, Robin Peiter, and Martha A. Nall. "Youth Leadership Development." Journal of Leadership Education 6, no. 1 (December 1, 2007): 141–57. http://dx.doi.org/10.12806/v6/i1/rf7.

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28

Komives, Susan R., Susan D. Longerbeam, Felicia Mainella, Laura Osteen, Julie E. Owen, and Wendy Wagner. "Leadership Identity Development." Journal of Leadership Education 8, no. 1 (July 1, 2009): 11–47. http://dx.doi.org/10.12806/v8/i1/tf2.

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29

McCall, Morgan W. "Recasting Leadership Development." Industrial and Organizational Psychology 3, no. 1 (March 2010): 3–19. http://dx.doi.org/10.1111/j.1754-9434.2009.01189.x.

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To the extent that leadership is learned, it is learned through experience. This article begins with seven conclusions about the role of experience in leadership development, ponders the reasons that what is known is so rarely applied, suggests some ways to put experience at the center of leadership development efforts, and concludes with a series of recommendations for practice and for future research.

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30

Whitehead, Gordon. "Adolescent Leadership Development." Educational Management Administration & Leadership 37, no. 6 (October 23, 2009): 847–72. http://dx.doi.org/10.1177/1741143209345441.

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31

Bush, Tony. "Accelerating Leadership Development." Educational Management Administration & Leadership 38, no. 2 (March 2010): 147–48. http://dx.doi.org/10.1177/1741143209357370.

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32

Huggins, Kristin Shawn, Hans W. Klar, Hattie L. Hammonds, and Frederick C. Buskey. "Supporting Leadership Development." Journal of Research on Leadership Education 11, no. 2 (July 31, 2016): 200–221. http://dx.doi.org/10.1177/1942775116658636.

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33

Grant, Beth. "Comparative Leadership Development." Missiology: An International Review 39, no. 2 (April 2011): 191–203. http://dx.doi.org/10.1177/009182961103900205.

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34

Turner, John R., Rose Baker, Jae Schroeder, Karen R. Johnson, and Chih-hung Chung. "Leadership development techniques." European Journal of Training and Development 42, no. 9 (November 5, 2018): 538–57. http://dx.doi.org/10.1108/ejtd-03-2018-0022.

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Purpose The purpose of this paper is to identify the different leadership development techniques used to develop leaders from the human resource development (HRD) and performance improvement (PI) literature, and to categorize the development techniques using Garavan et al.’s (2015) multifaceted typology of development where development has recently emerged in the literature as a “central and important process” (p. 360). Design/methodology/approach This literature review followed the guidelines for an integrative literature review presented by Torraco (2005) and Imel (2011). This literature review was a freestanding literature review designed to provide directions for future research and development within the HRD discipline. Findings This literature review categorized over 500 leadership development techniques and mapped them with previously identified leadership capacities into Garavan et al.’s (2015) development typology. Once mapped, the authors were able to identify the most common leadership capacities and related development techniques for each development domain in the typology. Practical implications This research provides a tool for identifying required leadership capacities and development techniques that could be used by scholars and scholar-practitioners to conduct further research, as an aid in designing future leadership development programs and as instructional materials in the classroom. Social implications Leadership is becoming a shared construct in today’s literature. Leadership as a shared construct has multiple shareholders, both internal and external of the agent. To better meet the needs of these shareholders, this research provides tools for the scholar and scholar-practitioner for leadership development that can be catered to one’s needs – as opposed to a one-size fits all strategy. Originality/value This paper highlights the HRD and PI literature, and provides a pragmatic tool for leadership development. This tool can be used by scholars for future research and for testing, as well as by scholar-practitioners for designing future leadership development programs.

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35

Couch, Michael A., and Richard Citrin. "Retooling leadership development." Strategic HR Review 17, no. 6 (November 12, 2018): 275–81. http://dx.doi.org/10.1108/shr-07-2018-0061.

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Purpose This paper aims to describes how properly designed and executed leadership development can make a difference, an approach the authors call intentional development. Design methodology/approach By building unique connections among recent advancements in human capital management and neuroscience, this paper proposes the components that any organization can use to significantly improve the return on their investment in leadership development. Findings It is estimated that US companies spend over US$13bn annually on leadership development. Match that number to the abundant research that finds most leadership development to be ineffective, and the conclusion is a phenomenal amount of waste. The situation does not need to be that dire. Originality/value Following the practices of yesterday are not sufficient to build leaders needed for now and the future. It is time to retool leadership development.

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36

Weiss, David, and Vince Molinaro. "Integrated leadership development." Industrial and Commercial Training 38, no. 1 (January 2006): 3–11. http://dx.doi.org/10.1108/00197850610700763.

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37

Sugiyama, Keimei, Kevin V. Cavanagh, Chantal van Esch, Diana Bilimoria, and Cara Brown. "Inclusive Leadership Development." Journal of Management Education 40, no. 3 (March 9, 2016): 253–92. http://dx.doi.org/10.1177/1052562916632553.

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38

BEERS, LEE SAVIO. "Leadership Development Resources." Pediatric News 44, no. 3 (March 2010): 50. http://dx.doi.org/10.1016/s0031-398x(10)70135-1.

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39

Hallinger, Philip. "School Leadership Development." Education and Urban Society 24, no. 3 (May 1992): 300–316. http://dx.doi.org/10.1177/0013124592024003002.

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40

Mackenzie, Sarah V., and George F. Marnik. "Rethinking Leadership Development." Schools 5, no. 1/2 (October 2008): 183–204. http://dx.doi.org/10.1086/591826.

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41

Mason, Claire, Mark Griffin, and Sharon Parker. "Transformational leadership development." Leadership & Organization Development Journal 35, no. 3 (April 29, 2014): 174–94. http://dx.doi.org/10.1108/lodj-05-2012-0063.

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Purpose – This paper aims to investigate whether leaders whose transformational leadership behavior improves after training exhibit different psychological reactions compared to leaders whose leadership behavior does not improve. Design/methodology/approach – The authors followed 56 leaders taking part in a transformational leadership training program. Questionnaire measures of leaders’ self-efficacy, positive affect, perspective taking, and transformational leadership behavior were obtained pre- and post-training. Findings – Leaders whose self-efficacy, perspective taking and positive affect increased over the training period also reported improvements in their transformational leadership behavior. In addition, leaders whose positive affect increased were more likely to receive improved transformational leadership behavior ratings from their supervisors, team members and peers. Research limitations/implications – The study supports the proposition, derived from social cognitive theory that change in transformational leadership behavior is related to change in leaders’ psychological attributes. Further research is required to establish the direction of this relationship and whether leaders’ psychological reactions represent a means through which the effectiveness of leadership interventions can be improved. Practical implications – Leaders’ psychological reactions should be monitored and supported during developmental interventions. Effective leadership training interventions are important not only to achieve change in behavior, but to avoid negative psychological outcomes for leaders. Originality/value – The study is unusual because it explores the relationship between leader attributes and leadership behavior longitudinally, in a training context. The longitudinal analysis, focussing on change in leaders’ psychological attributes, allowed us to explain more variance in leaders’ reactions to training.

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42

Vardiman, Phillip D., Jeffery D. Houghton, and Darryl L. Jinkerson. "Environmental leadership development." Leadership & Organization Development Journal 27, no. 2 (February 2006): 93–105. http://dx.doi.org/10.1108/01437730610646606.

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43

Kirk, P. "Community leadership development." Community Development Journal 39, no. 3 (July 1, 2004): 234–51. http://dx.doi.org/10.1093/cdj/bsh019.

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44

Masie, Elliott. "Leadership Development Personalized!" Leader to Leader 2013, no. 69 (June 2013): 37–41. http://dx.doi.org/10.1002/ltl.20086.

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45

Kim, Karen A. "Leadership Development Programs." New Directions for Community Colleges 2003, no. 123 (2003): 101–10. http://dx.doi.org/10.1002/cc.126.

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46

Liu, Kevin. "Systemic leadership development." Leadership in Action 19, no. 3 (March 17, 2007): 12–13. http://dx.doi.org/10.1002/lia.4070190303.

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47

McCarron, Graziella Pagliarulo, Brenda L. McKenzie, and Aoi Yamanaka. "Leadership identity development." New Directions for Student Leadership 2023, no. 178 (June 2023): 31–43. http://dx.doi.org/10.1002/yd.20552.

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48

Yamanaka, Aoi, and Julie E. Owen. "Leadership identity development." New Directions for Student Leadership 2023, no. 180 (December 2023): 11–23. http://dx.doi.org/10.1002/yd.20577.

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AbstractThis article examines various applications of the leadership identity development (LID) grounded theory and model and explores the process used to apply LID to the construction of collegiate student leadership development experiences. Featured programs include those that use LID as a design element of the program, but do not explicitly teach it; those that explicitly teach the content of the LID theory and model in leadership programs and curricula; and those that use LID at the institutional level to inform university‐wide leadership programming. The article concludes with critiques and considerations for leadership educators interested in applying LID in their leadership education and development programs.

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49

Reid, Robert L. "Managing Leadership Development." Civil Engineering Magazine 94, no. 3 (May 2024): 36–41. http://dx.doi.org/10.1061/ciegag.0001722.

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50

George, Julieanne. "Effective leadership development." Nursing Management 55, no. 7 (July 2024): 6–7. http://dx.doi.org/10.1097/nmg.0000000000000135.

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