Relevant bibliographies by topics / Leadership practice

Academic literature on the topic 'Leadership practice'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 January 2023

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Journal articles on the topic "Leadership practice"

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Thude, Bettina Ravnborg, Svend Erik Thomsen, Egon Stenager, and Erik Hollnagel. "Dual leadership in a hospital practice." Leadership in Health Services 30, no. 1 (February 6, 2017): 101–12. http://dx.doi.org/10.1108/lhs-09-2015-0030.

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Purpose Despite the practice of dual leadership in many organizations, there is relatively little research on the topic. Dual leadership means two leaders share the leadership task and are held jointly accountable for the results of the unit. To better understand how dual leadership works, this study aims to analyse three different dual leadership pairs at a Danish hospital. Furthermore, this study develops a tool to characterize dual leadership teams from each other. Design/methodology/approach This is a qualitative study using semi-structured interviews. Six leaders were interviewed to clarify how dual leadership works in a hospital context. All interviews were transcribed and coded. During coding, focus was on the nine principles found in the literature and another principle was found by looking at the themes that were generic for all six interviews. Findings Results indicate that power balance, personal relations and decision processes are important factors for creating efficient dual leaderships. The study develops a categorizing tool to use for further research or for organizations, to describe and analyse dual leaderships. Originality/value The study describes dual leadership in the hospital context and develops a categorizing tool for being able to distinguish dual leadership teams from each other. It is important to reveal if there are any indicators that can be used for optimising dual leadership teams in the health-care sector and in other organisations.
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Raelin, Joseph A., Stephen Kempster, Howard Youngs, Brigid Carroll, and Brad Jackson. "Practicing leadership-as-practice in content and manner." Leadership 14, no. 3 (February 1, 2018): 371–83. http://dx.doi.org/10.1177/1742715017752422.

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A collective and collaborative response to an article appearing in Leadership’s “Leading Questions” department is prepared by a team subscribing to the leadership-as-practice approach. The focus is to represent the manner in which leadership-as-practice operates as a leadership theory and in its communal practice orientation. Among the themes addressed are leadership-as-practice’s theory development, its contribution in comparison to critical leadership theory, its approach to power, and its practicality. Emerging issues in leadership-as-practice theory and application are also reviewed.
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Rowland, Kate. "Leadership Track." Family Medicine 52, no. 2 (February 7, 2020): 144–45. http://dx.doi.org/10.22454/fammed.2020.842609.

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Koirala, Kamal Prasad. "Successful Leadership Practice in School." Education and Development 29 (December 1, 2019): 119–31. http://dx.doi.org/10.3126/ed.v29i0.32576.

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This paper mainly focuses on successful leadership practices in secondary school. It aims to identify the recent models and theories of successful leadership practice in schools, and explore the experience of school principal regarding successful school leadership in the Nepalese context. A qualitative study was carried out in Gorkha district for the collection of data. A successful head teacher was selected for in-depth interview to explore the perception and experience about successful practice of school leadership. The findings of the study reveal that strong interpersonal skills, people-centered leadership, clear communication of vision and goal, focus on academic achievement, co-curricular activities, transparency, creating a positive work environment, knowledge of pedagogical contents, and cooperation and collaboration with various stakeholders are the vital constituents of successful leadership practices.
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CRABTREE, BENJAMIN F., JENNA HOWARD, WILLIAM L. MILLER, DeANN CROMP, CLARISSA HSU, KATIE COLEMAN, BRIAN AUSTIN, MARGARET FLINTER, LEAH TUZZIO, and EDWARD H. WAGNER. "Leading Innovative Practice: Leadership Attributes in LEAP Practices." Milbank Quarterly 98, no. 2 (May 13, 2020): 399–445. http://dx.doi.org/10.1111/1468-0009.12456.

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Kaplan, Matthew, Elizabeth Larkin, and Alan Hatton-Yeo. "Leadership in Intergenerational Practice." Journal of Leadership Education 7, no. 3 (December 1, 2009): 69–82. http://dx.doi.org/10.12806/v7/i3/tf3.

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Grady, A. P. "Leadership is Everybody's Practice." American Journal of Occupational Therapy 44, no. 12 (December 1, 1990): 1065–68. http://dx.doi.org/10.5014/ajot.44.12.1065.

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Harris, Alma, and John DeFlaminis. "Distributed leadership in practice." Management in Education 30, no. 4 (September 20, 2016): 141–46. http://dx.doi.org/10.1177/0892020616656734.

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Christman, Luther. "Leadership in Practice, 1980." Image: the Journal of Nursing Scholarship 29, no. 2 (June 1997): 128–30. http://dx.doi.org/10.1111/j.1547-5069.1997.tb01543.x.

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Pullen, Richard L. "Leadership in nursing practice." Nursing Made Incredibly Easy! 14, no. 3 (2016): 26–31. http://dx.doi.org/10.1097/01.nme.0000481442.05288.05.

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Dissertations / Theses on the topic "Leadership practice"

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Baxter, Vincent P. "Communitarian Leadership Practice Acquisition in Educational Leadership Preparation." Thesis, The George Washington University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3556534.

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Principals have tremendous influence on the schools they lead (Bamburg & Andrews, 1990; Marzano et al., 2005). Certain leadership behaviors impact school level factors (Cotton, 2003; Hallinger & Heck, 2010; Leithwood, Begley, & Cousins, 1990; Marzano et al., 2005; Orr, 2003). To affect high levels of student achievement, school principals must be responsible for uniting diverse groups under shared purposes with purposeful emphasis on others rather than on self (Cotton, 2003; Hallinger & Heck, 2010; Leithwood, Begley, & Cousins, 1990; Marzano et al., 2005; Orr, 2003). Effective programs in educational leadership preparation include cohort-modeled groupings, among other features (Davis et al., 2005). Because cohorts are a feature of effective programs, yet few aspiring school leaders are prepared through cohort-based programs (Browne-Ferrigno & Muth, 2009), a concern regarding a problem of practice is raised.

The purpose of this study was to explore how aspirant school leaders experience the acquisition of leadership practices within their educational leadership preparation program and to contribute to the empirical understanding of how to best prepare school leaders for successful practice. This study was designed to examine: How do school leaders make meaning of their experience in a principal preparation program? In what ways do their experiences support the development of communitarian leadership?

The sample included nineteen school leaders who were alumni of a university-based educational leadership preparation program. Participants were interviewed using a basic interview protocol that followed the semi-structured approach for interview technique outlined by Moustakas (1994). The data analysis was carried out in the stepwise manner, using Atlas.ti 7.0 to code and group significant statements from the interview texts and using a basic memoing process to address any concerns of subjectivity.

Leaders who experienced preparation activities, including activities that gave them practice leading diverse individuals to shared outcomes articulated how preparation influenced the development of communitarian leadership skill, including relationship-building, communication, and values-identification. Communitarian leadership, which includes leadership actions linked to improved school-level outcomes (Marzano et al., 2005), may have utility as a framework for developing aspiring principals through formal preparation programs.

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Talucci, Sam. "Leadership development as reflexive practice." Thesis, University of Hertfordshire, 2012. http://hdl.handle.net/2299/8966.

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This thesis examines Leadership Development in both a corporate setting and an expedition-based setting. The assumptions that are the foundations of current Leadership Development originate, and are informed by, aspects of the natural sciences. These methods are critiqued in terms of usability and applicability in the context of human relating. An alternative approach is investigated based on nonlinear causality and the complex responsive process of relating using the work of Stacey (2003, 2007, 2010), Stacey and Griffin (2005), Stacey et al. (2000). What is explored is the Leader as expert and the ability through communication, decision making, and planning to create certainty. What is problematized is the fantasy that this creates in ongoing day-to-day interactions. The work explores interactions between a leadership consultant/coach and clients in varied domains: the role of the practitioner in the delivery and creation of theory, models, best practices and standard operating procedures; and the reflections of both the practitioner and clients that what is emerging cannot be foreseen. This leads to a further exploration cycle of the human experience in organizations and how reification, the uncanny, and the struggle for recognition might offer other ways of making sense of the experience. The work examines the role of the consultant/teacher and the client/student and the emergence of knowledge. It further investigates the relationship of time and causality and how this is connected to theoretical knowledge and knowledge in action. This leads to a further connection of thinking, reflecting and reflexivity and what this means as practice for leadership development. Using the context of leadership coaching for management teams and connecting the reflexive aspect of knowledge, what is argued is that sensemaking as developed by Weick (1995, 2001, 2009), Weick and Sutcliffe (2007) is not a sufficient practice to explain and create best practices, standard operating procedures, models, and theories. What is also necessary, and is identified as sensemaking and connected to Elias (1987) work, is our own involvement and detachment as we abstract to understand what is happening in the moment between human agents. It is argued that paying attention to these aspects of ongoing human relating offer the possibility of thicker and a more contextualized understanding of the emergent unpredictable outcomes that leaders deal with every day.
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Gaines, Kathryn Ann. "A Communicative Theory of Leadership Practice." Antioch University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1193149740.

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Klein, Edward T. "THE EFFECTS OF TEACHER COLLABORATION ON DISTRIBUTED LEADERSHIP PRACTICE." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1413290739.

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Hutchins, MaryLu. "Journeys toward Reflective Practice| How Engaging in National Board Certification Influences Teacher Identities and Practices." Thesis, West Virginia University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10110135.

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The purpose of this study was to explore the lived experiences of accomplished teaching practitioners by tracing the development of the teaching expertise of participants using a narrative inquiry frame. This allowed time and space for participants to engage in making meaning of the memories of lived teaching experiences. This perspective took into account the influence of the cultures and contexts in which the teacher was situated prior to, during, and after engaging in the National Board process. The implications of the study indicated engaging in continuous reflection enabled teachers to mitigate problems by framing and reframing practices. Educators at all levels may do well to pause, reflect, and reconsider the how the structures of public school might be altered so that teachers have the spaces they need to learn to teach in ways that ensure all students, particularly those with a support system that is significantly different from the backgrounds of their teachers, are provided with an equitable education. School leaders might choose to consider how the disparate cultural history of teachers and students influences the teaching practices in their school and community context, which may diminish the likelihood of equity, access, and fairness for learning by all students. Emphasis on creating pathways for culturally diverse future educators will continue to be of concern as our knowledge of the growing diversity of our students depends on constructing understandings of their actual, not perceived, educational needs.

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Wenham, Anne Maria, and res cand@acu edu au. "Gender and School: Policy directions, practice and leadership." Australian Catholic University. School of Educational Leadership, 2002. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp28.29082005.

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Since the mid 1970s student experience of gender at school has been the focus of intense media scrutiny, academic research and policy development for schools in Australia. This study took as its focus the role of the school principal as a leader for gender equity in schools. It set out to determine the response of 35 Catholic K-6 schools to gender policy directions as contained in gender policy documents published for Australian schools between 1975 and 1997 and to use these findings to determine implications for school leadership for gender equity. The study encompassed three interlinked research phases which contributed to specific learnings about leadership for gender equity. The first research phase entailed a critical analysis of gender policy documents for Australian schools leading to the development of a Policy Analysis Template. Utilisation of the template resulted in a synthesis of gender policy implications which formed the basis for examination of school practice in a sample of K-6 Catholic schools in the next two research phases. The second research phase examined student experience of gender at school using a questionnaire and the third research phase studied teacher and principal experience of gender reform utilising questionnaires. Data analysis methods included content analysis of policy documents, statistical analysis of questionnaire responses to determine particular connections and to identify emerging trends in the data and analysis of the qualitative responses to provide validation and further insights. The research tools developed for this study provide possibilities for future work in gaining insights into policy implementation in schools. The research results confirmed the findings of the implementation literature in terms of leadership. The response of schools to gender policy directions was strongly influenced by a principal who could not only articulate a vision of gender equity but who also had a commitment to translating this vision into practice. The findings also demonstrated a clear link between a school’s commitment to its proclaimed values, formed and shaped by its Catholic ethos and its response to gender equity issues through actual practice. Thus school responses to gender policy directions were seen to be informed and influenced by their articulated vision and mission. Furthermore, results demonstrated that specific gender policy directions had been adopted by schools whereas others had resulted in little or no impact at all. It was beyond the scope of this study to investigate the factors that enabled or inhibited school response to particular gender policy directions although specific gender policy reform priorities were signalled for principal attention. The focus of this study was on the emerging connections and relationships between gender policy directions, student experience of gender at school and teacher and principal experience of gender reform. The recommendations of the study addressed the role of the principal in fostering school commitment to equity practices. The study which utilised a sample of 35 Catholic K-6 schools demonstrated the significant role of the principal in gender reform. The impact of gender policy directions on actual school practice was seen to be dependent on the vision for gender equity and commitment to implement this into practice that the school principal brings to the role of leadership for gender equity.
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Ross, Jack John Wesley. "Peer leadership in a virtual community of practice." Thesis, University of Exeter, 2009. http://hdl.handle.net/10036/104921.

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This interpretive research study examines peer leadership in a distributed online MBA community of practice at New States University (NSU pseudonym, based in USA). It explores ways in which faculty members in a global business course, NMBA616 (pseudonym), negotiate relationships, meaning and identity in their efforts to be effective teachers and address their own needs for professional growth and development. The research participants provide insights about community formation and function in a virtual domain where they work together at a distance without meeting face-to-face. The study appears to be a new application of culture code methodology, symbolic interactionism and social learning theory as they conjoin on social, psychological and organizational levels. To my knowledge it is the first study of an MBA virtual community of practice. Research interviews were conducted primarily by distance using web-based technology, teleconferences and email, as well as some face to face discussion. The central questions are: 1) To what extent does a distributed faculty team in an online global business management course constitute a community of practice? 2) What is the nature of faculty relationships in the online global business management course? and 3) What are the leadership issues in a virtual practice setting? Findings reveal that online community practitioners are resourceful in creating peer leadership that is embedded within the group and its relationships. The study is motivated by my personal interests and professional experience, as well as by the quest of online colleagues for ways to assess, support and improve themselves and their practice. Building on personal experience as an online business communications instructor, the thesis presents an example of peer leadership in a virtual global business community of practice and in its completion stands as a case study.
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Lee, Alan. "Distributed leadership in practice : The case of plessington." Thesis, University of Southampton, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.503220.

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Nieh, Tai-Wei. "Leadership theory and practice: where East meets West." Thesis, Monterey, California. Naval Postgraduate School, 1989. http://hdl.handle.net/10945/26040.

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Thuku, D. "Leadership practice in a fast growing Kenyan bank." Thesis, University of Liverpool, 2016. http://livrepository.liverpool.ac.uk/3002380/.

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The research sought to (i) bring about change and make the Bank more customer-centric using literature on leadership practice to inform the process, (ii) understand and articulate how leadership is enacted within the organisation, and (iii) generate actionable knowledge that is relevant for academic and practitioner communities. The research concludes with a brief reflection and synthesis of a re-calibrated view of the researcher's leadership DNA.
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Books on the topic "Leadership practice"

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Seijts, Gerard, and Karen MacMillan. Leadership in Practice. Edited by Gerard Seijts and Karen MacMillan. 1 Edition. | New York : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315405629.

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Helm-Murtagh, Susan C., and Paul C. Erwin, eds. Leadership in Practice. New York, NY: Springer Publishing Company, 2022. http://dx.doi.org/10.1891/9780826149244.

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Newman, Jeffrey Hugh. The leadership matrix: Elements of effective leadership. New York: Wolters Kluwer Law & Business, 2012.

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Northouse, Peter Guy. Leadership: Theory and practice. 5th ed. Thousand Oaks: Sage Publications, 2010.

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Northouse, Peter Guy. Leadership: Theory and practice. 5th ed. Thousand Oaks: Sage Publications, 2010.

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Leadership: Theory and practice. 4th ed. Thousand Oaks: SAGE Publications, 2007.

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Leadership: Theory and practice. 5th ed. Thousand Oaks: Sage Publications, 2010.

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Leadership: Theory and practice. Fort Worth, Tex: Dryden Press, 1999.

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Leadership: Theory and practice. 6th ed. Thousand Oaks: SAGE, 2013.

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Leadership: Theory and practice. Thousand Oaks, Calif: Sage Publications, 1997.

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Book chapters on the topic "Leadership practice"

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Edwards-Groves, Christine Joy, and Karin Rönnerman. "Transforming Professional Practices: The Practice Architectures of Generative Leadership." In Generative Leadership, 59–81. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-33-4563-8_3.

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Cox, Yvette, and Andrée le May. "Leadership for Practice." In Principles of Professional Studies in Nursing, 155–71. London: Macmillan Education UK, 2007. http://dx.doi.org/10.1007/978-0-230-20882-7_9.

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Habash, Riadh. "Professional practice leadership." In Professional Practice in Engineering and Computing, 103–36. Boca Raton : Taylor & Francis, 2019.: CRC Press, 2019. http://dx.doi.org/10.1201/9780429202735-4.

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von Bülow, Charlotte, and Peter Simpson. "Leadership." In Negative Capability in Leadership Practice, 51–67. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-95768-1_5.

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Meyer, Ron, and Ronald Meijers. "The practice of leadership." In Leadership Agility, 16–35. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2017. http://dx.doi.org/10.4324/9781315159980-2.

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Talucci, Sam. "Leading as Practice." In Complexity and Leadership, 140–64. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003092230-9.

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Semann, Anthony. "Pedagogical leadership." In Pedagogies for leading practice, 51–64. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781351266925-5.

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Corrick, Gaynor, and Michael Reed. "Pedagogical leadership." In Pedagogies for leading practice, 65–77. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781351266925-6.

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Maximini, Dominik. "Changing Leadership." In Agile Leadership in Practice, 53–62. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-15022-7_4.

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Morgan, Gareth. "The Theory Behind the Practice." In Discovering Leadership, 263–74. London: Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-24203-7_19.

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Conference papers on the topic "Leadership practice"

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ARSENIJEVIĆ, JASMINA, and MARIJA M. NIKOLIĆ. "COMMON MISTAKES IN LEADERSHIP." In SCIENCE TODAY: FROM THEORY TO PRACTICE. Publishing House Science and Innovation Center, 2016. http://dx.doi.org/10.12731/sciencetoday.2016.25-32.

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Al-Harthi, Aisha Salim Ali, and Mahmoud Emam. "Leadership of technology in inclusive practice." In 2017 6th International Conference on Information and Communication Technology and Accessibility (ICTA). IEEE, 2017. http://dx.doi.org/10.1109/icta.2017.8336021.

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Yanuarti, Endah, and David F. Treagust. "Teacher Leadership: Promoting a Reflective Practice Model." In 6th International Conference on Educational, Management, Administration and Leadership. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemal-16.2016.35.

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Castro, António, and Delfina Soares. "Connecting leadership and knowledge." In ICEGOV2014: 8th International Conference on Theory and Practice of Electronic Governance. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/2691195.2691229.

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Binde, Juris, and Ilze Saulīte. "The Role of Leadership in Project-Oriented Organizations." In Project Management Development – Practice and Perspectives. University of Latvia, 2013. http://dx.doi.org/10.22364/pmdpp.2013.01.

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Saleniece, Ilze, and Dace Namsone. "SPECIFYING SCHOOL LEADERSHIP PRACTICE DIMENSIONS TO DEVELOP SCHOOL LEADERSHIP COMPETENCE FRAMEWORK FOR LATVIA." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1860.

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Peng, Zhang, and Liu Changming. "College Student Cadre's Leadership Training Study and Practice." In 2010 International Conference on Information Management, Innovation Management and Industrial Engineering (ICIII). IEEE, 2010. http://dx.doi.org/10.1109/iciii.2010.35.

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Mistur, Mark. "Design Leadership: Three Pedagogical Pairings for Performative Practice." In 2011 ACSA Teachers Conference. ACSA Press, 2011. http://dx.doi.org/10.35483/acsa.teach.2011.6.

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Who will lead in the much-needed awakening to the problem of the divide-and-conquer mentality that has strapped the construction industry to vast inefficiencies BOTH in the way buildings are conceived, designed, delivered AND how they perform? And in the barrage of contemporary claims for performance-based design – what is the fate of “Design”? This paper examines these questions with examples of substantial and emerging pedagogical initiatives that are critically founded and practically executed with a view toward a more integrated and better-designed future – of performative built environments and the practices that produce them.
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Turner, Jeff. "Pedagogical Leadership: High School Principals' Influence on Teacher Practice." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1443652.

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Squires, Tiffany. "Equitable Leadership and Distributed Leadership Practice: Cultivating Culture of Equity and Social Justice in Schools." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1891533.

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Reports on the topic "Leadership practice"

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Fernandez, Katya, Marian Ruderman, and Cathleen Clerkin. Building Leadership resilience: The CORE Framework. Center for Creative Leadership, 2020. http://dx.doi.org/10.35613/ccl.2020.2043.

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Effectively building resilience in today’s increasingly uncertain and complex world is crucial, especially for those in leadership positions. The current paper offers the following insights for leaders interested in building resilience: • A brief overview of what we know about resilience and burnout. This overview is informed by decades of research in leadership development. • A new, integrated framework for cultivating resilience in leaders: The CORE (Comprehensive Resilience) Framework. This framework is focused on four areas (physical, mental, emotional, and social) and takes a whole-self approach to resilience by developing a diverse set of responses to change and disruption. • A review of the eight practices designed to help build resilience within the CORE framework: sleep, physical activity, mindfulness, cognitive reappraisal, savoring, gratitude, social connection, and social contact. These practices were selected because there is empirical evidence of their effectiveness specifically in leaders and because they are simple, both in nature and in how they can integrated into daily life. Each practice review also includes tips for how to incorporate these practices into daily life. • A discussion of the practical and future applications of the CORE framework.
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Duckenfield, Vanessa. Responsible leadership as whole-person learning and organisational development in practice. Emerald, October 2022. http://dx.doi.org/10.35241/emeraldopenres.1114939.1.

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Drath, Wilfred, and Charles Palus. Making common sense: Leadership as meaning-making in a community of practice. Center for Creative Leadership, 1994. http://dx.doi.org/10.35613/ccl.1994.2004.

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Field, Adrian. Menzies School Leadership Incubator: Insights. Australian Council for Educational Research, July 2021. http://dx.doi.org/10.37517/978-1-74286-637-6.

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The Menzies School Leadership Incubator (the Incubator) is a national trans-disciplinary initiative to design, test and learn about transformative innovations that will support lasting systems change in Australian schools’ leadership. This review explores the successes, challenges and learning from work in the Incubator to date, from the perspective of a collaborative seeking longstanding systems change. The design of the review is informed by thinking in the innovation literature, principally communities of practice and socio-technical systems theory. This review was undertaken as a rapid exploration of experiences and learning, drawing on interviews with eight individuals from within the Incubator (six interviews) and collaborating partners (two interviews).
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Crossan, Mary, Gerard Seijts, Jeffrey Gandz, and Carol Stephenson. Leadership on Trial : A Manifesto for Leadership Development. Richard Ivey School of Business, 2010. http://dx.doi.org/10.5206/iveypub.44.2010.

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Recent books and articles have analyzed the causes of the global financial and economic crisis of 2007-09. Yet little attention has been paid to the quality of leadership in organizations that were at the epicentre of the storm, were victims of it, avoided it or even prospered from it. In the summer of 2009 a multi-disciplinary group of Ivey faculty decided to look at the leadership dimensions of the recent financial and economic crisis. We started by writing a working paper that laid out our preliminary views. We then engaged more than 300 business, public sector and not-for-profit leaders in small and large groups, as individuals and collectives, to get their reaction to this paper and, more generally, to discuss te role that organizational leadership played before, during and after the crisis. We examined leadership not just in the financial sector but also in many other public and private sector organizations that were affected by the crisis. In a sense, we were putting leadership on trial. Our aim in doing this was not to identify and assign blame. Rather, we examined leadership during this critical period in recent history to learn what we could, and use the learning to improve practice in leadership today and the development of next generation leaders. As we analyzed the role of leadership in this crisis we were faced with one major question: "Would better leadership have made a difference?" Our answer is unequivocal: "Yes!" We recognize that many people could argue it is unfair to criticize leaders whose decisions were based on their knowledge of the situation at the time and which only eventually, with the aid of 20/20 hindsight proved bad. We respect this view but we disagree with it. Some business and public sector leaders predicted better than others the bursting of the housing bubble and financial markets turmoil, positioned their organizations to avoid problems, and coped with them skillfully. Their organizations were not badly damaged by the crisis and some even prospered. Some governments and regulatory agencies' control and monitoring systems were superior to those in the U.S., the U.K., Ireland, Spain, Iceland and other countries that had to bail out their banks and other industries. Our evidence supports the conclusion that these companies, these agencies, these governments and these countries had better leadership. Good leadership mattered then and good leadership will matter in the future. We are presenting our conclusions about what good leadership involves in the form of a public statement of principles - a manifesto that addresses what good leaders do, who they are, and how they can be developed in organizations.
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Young, Stephen, Jessica Diaz, Bert De Coutere, and Holly Downs. Leadership Development in the Flow of Work: Leveraging Technology to Accelerate Learning. Center for Creative Leadership, 2022. http://dx.doi.org/10.35613/ccl.2022.2047.

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"A recent industry trend survey of CEOs found that only 11% of organizations report having a strong enough bench to fill leadership roles (Rhyne, 2021). As such, effective leadership development is an imperative for any high-performing organization. Rather than focusing time, money, and energy on only a small subset of “high-potential” employees, organizations can realize the full potential of their entire workforce by providing tech-enabled leadership development to leaders at all levels. This paper shares the following insights for Chief Learning Officers interested in leveraging evidence-based practices to accelerate leader development at scale and unlock the collective potential of their workforce: • A brief overview of why we need new ways to develop leaders and a high-level description of the new digital assessment and development tools that meet individuals where they are – offering a highly personalized approach to development in-the-flow of work. • A review of eight research-based learning practices that provide a foundation for leveraging technology to make in-the-flow leadership development better, faster, and more accessible to leaders at all levels. For every learning practice, we provide implementation tips and discuss illustrative example tools. • We conclude with a discussion around the strategic use of the eight learning practices for enabling better organization-wide development outcomes. "
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ARMY WAR COLL CARLISLE BARRACKS PA. Army Command and Management - Theory and Practice: A Reference Text for Department of Command, Leadership, and Management 1987-1988. Fort Belvoir, VA: Defense Technical Information Center, August 1987. http://dx.doi.org/10.21236/ada330398.

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Zwetsloot, Remco. Strengthening the U.S. AI Workforce. Center for Security and Emerging Technology, September 2019. http://dx.doi.org/10.51593/20190003.

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A sustained talent shortage could undermine U.S. strength in artificial intelligence; current immigration policies would make it worse. Read our recommendations for bolstering U.S. leadership in AI research and practice.
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de Biolley, Magali. Le Leadership Humanitaire Local au Burkina Faso : Passer de belles paroles aux actes. Oxfam, December 2021. http://dx.doi.org/10.21201/2021.8588.

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Ce rapport s’intéresse d’abord aux causes et défis qui permettent d’expliquer la marginalisation des acteurs locaux en faisant notamment remonter leurs perceptions. Une deuxième partie met en valeur les bonnes pratiques existantes et proposer des actions concrètes pour renforcer la place des acteurs locaux et éventuellement le leadership humanitaire local (LHL) dans la réponse au Burkina Faso. Cette étude permet la proposition de pistes pour une réponse dirigée par les acteurs humanitaires locaux et qui soit plus adaptée aux besoins, plus rapide, plus durable, plus appropriée, et qui réponde enfin au changement de réalité imposé par l’augmentation des violences, tout en maintenant les populations au centre de la réponse. This report looks at the marginalization faced by local actors in the humanitarian response in Burkina Faso. It examines the causes and challenges of their experience, in particular by foregrounding their perceptions. The report highlights existing good practice and proposes specific actions to strengthen the role of local actors and potentially local humanitarian leadership in the response. The study suggests ways of developing a response led by local humanitarian actors that better meets needs and is faster, more sustainable, more relevant and, finally, more responsive to the changing reality dictated by increased violence, while keeping people at the centre.
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Futch Ehrlich, Valerie A. Leadership Development as a Lever for Social Change: An Evaluation Framework and Impact Storytelling Approach. Center for Creative Leadeship, 2022. http://dx.doi.org/10.35613/ccl.2022.2050.

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Founded with the mission to “advance the understanding, practice, and development of leadership for the benefit of society worldwide”, the Center for Creative Leadership (CCL) has served both the social and commercial sectors for over 50 years. Many of our programs across corporate, government, philanthropic, and social (e.g., NGOS, nonprofits, K12 institutions, higher education institutions, and population health organizations) sectors have the goal of improving outcomes for individual leaders and groups, and extending those outcomes to create impact at the organizational, community, or societal level. Our clients often aspire for large and transformational impact. They are interested in telling stories of impact – both immediate and sustained – that trace the power of their investment and its ability to result in improved outcomes for individuals, organizations, and communities. However, it’s often difficult or impossible to represent such impact without intentional planning and measurement. Using the idea of levers as a metaphor, we present a pathway for how leadership development across contexts can lead to larger scale impact, with examples from some of our current efforts to demonstrate this impact. We also provide a typology of stories that can be useful for communicating complex impact pathways. The typology provides metaphors for understanding the variety of layers of impact that contribute to societal change. Our work in support of this framework is continuously evolving, as we are learning, improving our measures, and identifying opportunities for increased evaluation efforts.
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