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Relevant bibliographies by topics / Roles of leaders

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Academic literature on the topic 'Roles of leaders'

Author: Grafiati

Published: 25 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Roles of leaders"

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Sherman, Rose O., and Heather Saifman. "Transitioning Emerging Leaders Into Nurse Leader Roles." JONA: The Journal of Nursing Administration 48, no. 7/8 (2018): 355–57. http://dx.doi.org/10.1097/nna.0000000000000628.

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Walker, Kathrin C. "The Multiple Roles That Youth Development Program Leaders Adopt With Youth." Youth & Society 43, no. 2 (December 6, 2010): 635–55. http://dx.doi.org/10.1177/0044118x10364346.

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The roles that program leaders establish in their relationships with youth structure how leaders are able to foster youth development. This article examines the complex roles program leaders create in youth programs and investigates how they balanced multiple roles to most effectively respond to the youth they serve. Analyses of qualitative data from 12 high quality programs for high school—aged youth suggest that program leaders take on different roles. In some cases, youth experienced their program leader as a trusted friend, caring parent figure, or influential mentor. In other instances they described him or her as having the knowledge and authority of a teacher or boss. Analyses further suggest that moving across multiple roles appeared to make the program leaders more effective.

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Haeberle, Steven H. "ALTERNATIVE ROLES AMONG NEIGHBORHOOD LEADERS." Southeastern Political Review 16, no. 2 (November 12, 2008): 179–203. http://dx.doi.org/10.1111/j.1747-1346.1988.tb00261.x.

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Mitchell, Donald W. "Strategic roles for model leaders." Handbook of Business Strategy 7, no. 1 (January 2006): 243–47. http://dx.doi.org/10.1108/10775730610618891.

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Skålsvik, Hugo, Daniel Adriaenssen, and Jon-Arild Johannessen. "Leadership aiming at innovation: suggesting and discussing four roles of an innovation leader." Problems and Perspectives in Management 14, no. 3 (September 27, 2016): 537–48. http://dx.doi.org/10.21511/ppm.14(3-2).2016.10.

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Organizations often experience problems and challenges due to the development of rigid bureaucratic rules and procedures, which may represent obstacles to creativity and innovation. In a global knowledge economy, innovation is an important competitive parameter. Consequently, anything that may stimulate innovation in an organization’s creative energy fields is valuable. This paper addresses one question: What management roles of an innovation leader may enhance the development of innovation in an organization’s creative energy fields? Methodology used is conceptual generalization. The article suggests, clarifies and discusses four roles of an innovation leader’s that may have a positive impact on an organization’s innovation performance in creative energy fields. The roles are conceptualized as “the innovation leader as an expert”, “the innovation leader as a reputation builder”, “the innovation leader as a relationship builder”, and the “innovation leader as a creative change force”. The article argues how these four roles are important in promoting innovation in organizations. By doing this, the article contributes to the extant knowledge on how four different roles of an innovation leader’s may enhance an organization’s innovation performance in creative energy fields. Keywords: the knowledge society, innovation in organizations, creative energy fields, innovation leaders, roles of an innovation leader. JEL Classification: O31, O33, D83

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Gjerde, Susann, and Gro Ladegård. "Leader Role Crafting and the Functions of Leader Role Identities." Journal of Leadership & Organizational Studies 26, no. 1 (May 28, 2018): 44–59. http://dx.doi.org/10.1177/1548051818774553.

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This article explores how experienced leaders address an inherent tension between leader role expectations and leader role identities when they enter a new position. Building on analysis of interviews with leaders in intrarole transition, role, and identity theories, we suggest they engage in a process of leader role crafting. We present four sets of role-crafting strategies which aim to influence the development of leader roles, and show how leader role identities both facilitate and impede the use of these. The article contributes to the leadership literature by extending contemporary perspectives on dynamic roles and role identities, while shedding light on an important challenge for today’s leaders who are faced with a particularly ambiguous and demanding role that is always in the making. The study also adds to practice by suggesting ways that leaders can engage in leader role crafting in a more reflexive manner.

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Nurmukhanova, Dana. "School Leaders in Kazakhstan: Perspectives, Roles and Challenges." Journal of Education in Black Sea Region 5, no. 2 (May 23, 2020): 51–61. http://dx.doi.org/10.31578/jebs.v5i2.199.

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School leadership is back to fashion and became the major concern for many pieces of research. Expectations from schools and school leaders are changing along with time and society demands. Countries care about the future and its competitive capacity in a global arena, hence, one of the strategic directions is to invest in education. Moreover, current tendencies require reconsidering the activities of educational leaders at all levels. This paper aims at exploring the current situation of school leadership and school leaders in general and research the perspectives, roles, and challenges they face nowadays. The paper also considers international perspectives on school leadership as well as the context of Kazakhstan. The study discusses the variety of leadership roles and challenges the school leaders confront aiming at school development. The findings include the overview of school management systems and existing practices of school development in Kazakhstan. Nevertheless, there is a number of challenges in understanding the concept of school leader and the roles due to the lack of consistent research on effective practices. The paper reveals a number of inconsistencies in terms of the lack of differentiation between the roles, characteristics, and responsibilities of school leaders. The research provides recommendations on conducting larger-scale research to enable the complete picture of school leadership in Kazakhstan.

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Kong, Ming, Haoying Xu, Aiqin Zhou, and Yue Yuan. "Implicit followership theory to employee creativity: The roles of leader–member exchange, self-efficacy and intrinsic motivation." Journal of Management & Organization 25, no. 1 (July 10, 2017): 81–95. http://dx.doi.org/10.1017/jmo.2017.18.

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AbstractLeaders’ implicit followership theory describes leaders’ personal assumptions about the traits and behaviors that characterize followers. Unlike traditional organizational behavior research, studies on leaders’ implicit followership theory can deepen our understandings of ‘how leaders and followers perceive, decide and take action’ from follower-centric perspective. Adopting 267 follower–leader dyads from 16 Chinese enterprises as our final sample, we found that: (1) positive leaders’ implicit followership theory had significant positive effect on followers’ creativity; (2) followers’ leader–member exchange with leader, intrinsic motivation and creative self-efficacy mediated the positive relationship between positive leaders’ implicit followership theory and followers’ creativity; (3) no significance difference was found between the mediating effects of leader–member exchange, intrinsic motivation and creative self-efficacy. The current study not only extended the application of social cognitive theory in leadership research, but also made contributions to the enrichment of social exchange theory and componential theory of creativity.

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Klages, Wiebke, Magritt Lundestad, and Paul Robert Sundar. "Mentoring of newly qualified teachers in early childhood education and care centres." International Journal of Mentoring and Coaching in Education 9, no. 1 (December 13, 2019): 103–18. http://dx.doi.org/10.1108/ijmce-02-2019-0040.

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Purpose The purpose of this paper is to present and discuss contrasting perceptions regarding “leadership and mentoring” among leaders of Norwegian early childhood education and care (ECEC) centres in their mentoring practices with newly qualified early childhood teachers (NQTs). Design/methodology/approach Semi-structured qualitative interviews were conducted with eight leaders in Norwegian ECEC centres. Findings Leaders in dual roles as leaders and mentors have varying orientations in mentoring NQTs. The paper presents the findings as two main orientations: an individual and an organizational orientation. Individually oriented leaders as mentors focus on individual needs and support of the NQT. Organizationally oriented leaders as mentors emphasize collective reflection and learning in the staff group and include NQTs in various learning processes in the ECEC centre. Research limitations/implications The study is a qualitative research inquiry in a specific context and may not be representative for larger groups. Further studies could include larger samples of leaders and NQTs. Such studies could focus on the balance between NQTs’ individual needs and organizational needs, and how NQTs are included in the organization’s collective reflection and action. Practical implications The study provides insights into how leaders as mentors in their dual roles try to meet both the needs of the individual NQT and the needs of the organization. It also identifies and highlights some of the challenges that leaders must cope with in their dual roles. The paper benefits those working in such dual roles and in the education of mentors and leaders. Originality/value The study contributes to increased knowledge on how leaders’ views on leadership and organization influence their mentoring with NQTs. The study is relevant for leaders in other educational settings such as schools. In ECEC centres, the leader is responsible for mentoring NQTs and other staff members. This study shows different ways of conceptualizing mentoring with NQTs in the role as leader.

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Hernandez, Debra Bumsted, Linda Berger Spivack, and Cheryl Zwingman-Bagley. "Nurse Leaders: Roles Driving Organizational Transition." Nursing Administration Quarterly 22, no. 1 (1997): 38–46. http://dx.doi.org/10.1097/00006216-199702210-00008.

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Dissertations / Theses on the topic "Roles of leaders"

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Williams, Tracy. "Teacher leaders in formal roles a qualitative study /." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Dissertations/Spring2009/T_Williams_043009.pdf.

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Jones, Tanya L. "Leaders' roles in creating and sustaining collective genius." Thesis, Pepperdine University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10142127.

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This study examined leaders’ roles in fostering collective genius innovation within one private elementary school, including managing the paradoxes of innovation. Based on content analysis of eleven participants, this study found that teamwork, clear student learning outcomes emphasizing individualized learning, design thinking, and a growth mindset, all impacted willingness to innovate. To develop conditions for collective genius, leaders again focus on teamwork as well as being relational. In terms of their management of the six innovative paradoxes, the school leaders tend to balance their affirmation of the individual and the group, support staff and parents, focus on experimentation and learning, improvisation, patience, and bottom-up initiatives.

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Reinhardt, Keith Brian. "PERCEPTIONS OF FACULTY ASSOCIATION LEADERS: ROLES AND ESSENTIAL SKILLS." OpenSIUC, 2011. https://opensiuc.lib.siu.edu/dissertations/404.

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AN ABSTRACT OF THE DISSERTATION OF KEITH B. REINHARDT, for the Doctor of Philosophy degree in EDUCATIONAL ADMINISTRATION, presented on May 26, 2011, at Southern Illinois University Carbondale. TITLE: PERCEPTIONS OF FACULTY ASSOCIATION LEADERS: ROLES AND ESSENTIAL SKILL MAJOR PROFESSOR: Dr. Patrick Dilley A specific perspective of how faculty association leaders function at a tangible level has yet to be presented. Past studies describe faculty leadership as a collective abstract idea or theme, disregarding the concept and importance of individual faculty leader's roles at an operational level. The purpose of the study was to identify the roles and skills of present-day faculty association leaders (FALs) within Illinois' public four-year universities with a collective bargaining unit and distinguish tangible actions of these individuals as they exercised their everyday roles in this professional capacity. A qualitative research design was used to gather data and explore perceptions and life experiences of twelve FALs at six Illinois public four-year universities with collective bargaining. A personal interview was conducted with each participant with the assistance of a researcher designed interview guide. FALs view their role as that of a contract manager: one who interprets, negotiates, and defends the contract in conjunction with informing their constituents to contractual matters of concern. The ability to communicate effectively was identified as the primary professional skill required of FALs. The ability to be an empathetic listener with the capacity to be open-minded and flexible to circumstances on-hand was identified as the foremost personal skill best suited for FALs. This research advances the contextual understanding of FALs as they go about fulfilling their daily roles and their need for preparatory training.

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Babel-Smith, Ruth Joy. "Female law enforcement leaders: Adapting, improvising and overcoming socialized gender roles." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1605286961485906.

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Kauaria, Vejanda. "An investigation of female leaders' perceptions of themselves and their roles as leaders in a Catholic School." Thesis, Rhodes University, 2003. http://hdl.handle.net/10962/d1003508.

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The question of gender in leadership continues to be a contentious and poorly understood phenomenon. There seems general agreement that women do lead differently from men, and this study begins from that premise, focusing on a case in which leadership has traditionally been the domain of females. The case was chosen for its uniqueness, the assumption being that in these circumstances leadership may have developed particular characteristics. Following a qualitative approach (drawing on phenomenology), the study seeks to investigate how women leaders experience their roles as leaders. In-depth interviews made it possible for me to capture the perceptions and experiences of the three women leaders I interviewed. The study reveals that women are more inclined to use interactive styles of leadership. Women use leadership that is more participative, negotiative, cooperative, shared and collaborative. These characteristics are in line with the features of transformational leadership which differs from the more traditional transactional leadership that is more controlled and directive. The study has also shown that leadership develops from within the person of the leader as the leader is the one who spearheads the organization through vision, ideas, beliefs andassumptions. The findings of this study suggest thus that unless women are given chances to prove how they can lead, this new approach of leadership within them and that is required by modern organizations would be lost and leadership would remain relatively unchanged and undesirable. In the context of Namibia, this study should be of potential significance because of the rapid change that is taking place in the inclusion of women in leadership and management positions in education.

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King, Donnalyn Patricia. "THE PERCEIVED ROLES OF PRINCIPALS RELATIVE TO THEIR FUNCTIONS AS INSTRUCTIONAL LEADERS." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/435077.

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Educational Leadership
Ed.D.
This is a qualitative study designed to investigate how principals and selected staff members perceive the principal as an instructional leader. Specifically, it attempted to ascertain whether there was any divergence between the perceptions of the teachers and the principals. The focal group comprising the sample of thirty-five constituted five principals, five vice-principals and twenty-five classroom teachers. The demographic composition of the sample has been summarized in table 3.1 according to variables relating to gender, teaching experience, qualifications and professional status. The study was guided by the following four research questions: 1. To what extent do principals in selected primary schools engage in tasks that constitute instructional leadership? 2. What is the nature of the tasks relating to instructional leadership in which the principals engage? 3. What are some of the activities mitigating the effectiveness of the principal in executing his/her role as an instructional leader? 4. In what ways does the school benefit from the role of the principal as an instructional leader? The main data collecting instruments involved questionnaires, interviews and observation schedule. A table of alignment illustrated the relationship between the four major research questions and the items in the interview and questionnaires. The results indicated divergence between the view of the principals and those of the teachers relative to the role of the principals as instructional leaders. The findings carry important educational implications for the administration of schools and the delivery of instruction.
Temple University--Theses

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Lyons, Bridget Elizabeth. "Motivations, Roles, Characteristics, and Power: Women Volunteer Leaders on Nonprofit Boards of Directors." VCU Scholars Compass, 2004. http://scholarscompass.vcu.edu/etd/1440.

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The purpose of this study was to describe and analyze the leadership experiences of woman presidents of nonprofit agencies who are perceived as successful. Recognizing that participants' descriptions of their leadership experience are both similar and different, those similarities and differences are explored and analyzed. Commitment to the organization's mission, communicating a vision into action, fostering collaboration, and an adaptable leadership approach all contributed to the success of these female board presidents. A case study design was used to obtain an in-depth understanding of the phenomenon of women leaders on nonprofit boards of directors. In-depth interviewing, observations with field notes, member checking, and written materials were utilized as data collection techniques. The selection of eight current and former board presidents for this study involved purposeful, criterion-based sampling. The researcher selected subjects based on their knowledge and experience with the phenomenon under investigation. An interesting finding from the study was that participants shared the same motivation and commitment to nonprofit work, as well as similar leadership qualities despite their differences in socioeconomic background, ethnicity, race, and age. The data also revealed these women place a high value on the social element of nonprofit work. Research supports that women overall are more likely to attach importance to helping others then men who place more significance on status and prestige. This finding based on the literature review and data analysis, suggests further research should include a comparative study of leadership qualities of men and women nonprofit board presidents to determine if there is a consistent leadership model.Nonprofits need to recognize that future leaders are out there waiting to be trained and among them are women who have transferable skills along with a passion and commitment to an organization. Those nonprofit agencies who understand the value of training and board development will be cultivating the leaders of tomorrow.

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Kremer, Michael Joseph Cohen Signe. "Is the Guru a feminist? charismatic female leaders and gender roles in India /." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6587.

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The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Title from PDF of title page (University of Missouri--Columbia, viewed on November 18, 2009). Thesis advisor: Dr. Signe Cohen. Includes bibliographical references.

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Shaw, Peter Alan. "How leaders step up successfully into demanding leadership roles and sustain that success." Thesis, University of Chester, 2011. http://hdl.handle.net/10034/216911.

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This is the supporting documentation submitted for the degree of Doctor of Philosophy by publication. The research issues addressed were the extent to which the four Vs of vision, values, value-added and vitality are pre-requisites for an individual to be able to step up successfully into demanding leadership roles, and at times of major change, what are the key requirements that enable an individual to continue to step up into demanding, leadership roles successfully and sustain that success? The proposition which has been tested in a wide range of contexts is that leaders step up successfully if they apply a balance of the four Vs of vision, values, value-added and vitality. The research concluded that continuing to step up successfully and sustaining that success involves a clear focus on coherence, context, courage and co-creation. It is the active interplay between these two sets of requirements which determine whether a leader is able to cope successfully with demanding leadership challenges in a sustained way. This relationship is illustrated in the diagram below. The research was based on an exploratory approach which was inductive whereby the perspectives of a wide range of senior leaders were sought both in terms of their experiences and what was observed. The research also included an element of auto-ethnography. The approach of the four Vs was published in the book, “The Four Vs of Leadership: vision, values, value-added and vitality”. This framework was tested with a wide range of senior level leaders in different sectors. The rigorous use of this framework was then applied to develop clarity of thinking in areas such as career choices, decision-making, business coaching and the taking on of new opportunities which were set out in a sequence of subsequent books. The interplay of the four Vs and four Cs has contributed to the leadership impact of a range of senior leaders at times when they have been handling rapid change. The work furthers understanding about sustaining leadership effectively through times of turbulence.

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Kratzer, Jan, and Christopher Lettl. "Distinctive Roles of Lead Users and Opinion Leaders in the Social Networks of Schoolchildren." University of Chicago Press, 2009. http://dx.doi.org/10.1086/599324.

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Prior research has shown that both lead users and opinion leaders may propel the diffusion of innovation. This raises the question of whether lead users and opinion leaders are positioned similarly in social networks, which we address using a sample of 23 school classes consisting of 537 children. Research among children is very scarce in this particular domain. Our statistical analyses based on hierarchical linear modeling reveal two general results: first, lead users among children appear to possess a variety of links between clusters; second, opinion leaders are locally positioned within clusters of children and have many direct links. (authors' abstract)

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Books on the topic "Roles of leaders"

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Shaeffer, Ruth G. The changing roles of business unit leaders. New York, N.Y. (845 3rd Ave., New York 10022): Conference Board, 1987.

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Shaeffer, Ruth G. The changing roles of business unit leaders. New York, N.Y. (845 Third Ave., New York, N.Y. 10022): Conference Board, 1987.

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Elsner, Richard. Leaders in transition: How business leaders can successfully take charge in new roles. London: Kogan Page, 2012.

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Carriett, Kate. Perceptions of the roles of subject leaders in a secondary school. Birmingham: University of Central England in Birmingham, 1999.

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Middlehurst, Robin. The changing roles of university leaders and managers: Implicationsfor preparation and development. Sheffield: CVCP, 1991.

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Middlehurst, Robin. The changing roles of university leaders and managers: Implications for prepartion and development. Sheffield: Universities' Staff Development and Training Unit, 1991.

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Cameron, Esther. Making sense of leadership: Exploring the five key roles used by effective leaders. London: Kogan Page, 2008.

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Pathways to success: Today's business leaders tell how to excel in work, career, and leadership roles. San Francisco: Berrett-Koehler, 1994.

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1962-, Joyner-Kersee Jacqueline, ed. A woman's place is everywhere: Inspirational profiles of female leaders who are expanding the roles of American women. New York: MasterMedia, 1994.

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Executive Program for Academic Leaders. Conference. Changing roles, responsibilities, and accountabilities: Summary of the Executive Program for Academic Leaders Conference, 17-21 October 1993, Langdon Hall Country House Inn, Cambridge, Ontario. Ottawa, ON: Canadian Medical Association, 1995.

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Book chapters on the topic "Roles of leaders"

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Salacuse, Jeswald W. "Negotiating Leadership Roles." In Real Leaders Negotiate!, 41–52. New York: Palgrave Macmillan US, 2017. http://dx.doi.org/10.1057/978-1-137-59115-9_3.

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Odak, Stipe. "Concluding Remarks on Peacebuilding Roles of Religious Leaders." In Religion, Conflict, and Peacebuilding, 399–401. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55111-7_12.

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Chaudhuri, Sanghamitra, Ashutosh Muduli, and Ridhi Arora. "Family Roles Posing Challenges for Women Leaders in India." In Indian Women in Leadership, 13–29. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-68816-9_2.

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Bennet, Alex, and Robert Neilson. "The Leaders of Knowledge Initiatives: Qualifications, Roles, and Responsibilities." In Handbook on Knowledge Management 1, 523–38. Berlin, Heidelberg: Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-24746-3_27.

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Zhao, Yiyi, and Yi Peng. "The Roles of Environmental Noises and Opinion Leaders in Emergency." In Active Media Technology, 231–40. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-02750-0_24.

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Raković, Jelena, Tom O’Donoghue, and Simon Clarke. "Perspectives of Primary School Principals in Serbia on Their Roles and on Their Professional Learning." In Leaders and Leadership in Serbian Primary Schools, 153–79. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-03529-7_6.

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Geschwind, Lars, Timo Aarrevaara, Laila Nordstrand Berg, and Jonas Krog Lind. "The Changing Roles of Academic Leaders: Decision-Making, Power, and Performance." In Reforms, Organizational Change and Performance in Higher Education, 181–210. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11738-2_6.

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Helstad, Kristin, and Hedvig Abrahamsen. "Leadership in Upper Secondary School: Exploring New Roles When Teachers Are Leaders." In Educational Governance Research, 173–89. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55027-1_10.

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Lee, SungYong. "Roles of Religious Leaders as Bridge-Builders: A Case Study of Cambodia." In Hybrid Peacebuilding in Asia, 89–114. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-18865-8_5.

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Kotlarz, Joanna, and Douglas Bell. "Leading and Learning: How Becoming Better People Fosters Reimagined Roles of Leaders." In The Personal, Place, and Context in Pedagogy, 283–301. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71423-9_14.

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Conference papers on the topic "Roles of leaders"

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Spooner, Brendan, Chetan Parcha, and Tomasz Torlinski. "94 Developing tomorrows leaders: trainee Leadership roles." In Leaders in Healthcare Conference, Poster Abstracts, 4–6 November 2019, Birmingham, UK. BMJ Publishing Group Ltd, 2019. http://dx.doi.org/10.1136/leader-2019-fmlm.94.

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Chasma, F., and Z. Khonat. "30 Improving BAME accessibility to senior management and leadership roles." In Leaders in Healthcare Conference, 17–20 November 2020. BMJ Publishing Group Ltd, 2020. http://dx.doi.org/10.1136/leader-2020-fmlm.30.

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Weiss, Joseph W., and Susan M. Adams. "Changing Roles of Technology Leaders: Strategic Partners or High Level Mechanics?" In 2010 43rd Hawaii International Conference on System Sciences. IEEE, 2010. http://dx.doi.org/10.1109/hicss.2010.102.

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Howes, C. Susan, and Robert W. Taylor. "A Competency-Based Approach to Addressing the Leadership Gap in the Oil and Gas Industry." In SPE Annual Technical Conference and Exhibition. SPE, 2021. http://dx.doi.org/10.2118/206302-ms.

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

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Sigler, Jorge, and Amanda Gray. "Leader-Follower dynamics within medical students’ groups during clinical rotations." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.8968.

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Clinical practical training is a common practice and a requirement for many medical professions in the U.S.A. This training often lacks in managerial and leadership training, leaving many future practitioners poorly prepared for the challenges and requirements of leadership roles. The complexity of the healthcare system brings about new challenges in terms of leadership, with the development of leadership skills for practicing physicians becoming even more crucial. This study analyzed a sample of students and resident doctors in a psychiatric setting during their clinical rotation. The particularities of the observed emergence of leadership within the scope of multiple theoretical frameworks in the field of leadership were analyzed by calculating the median values of each set of survey responses. The study found that biological sex did not play a significant role in Leader emergence (p=0.74), Followers scored Leaders highly overall, and Leaders showed that they had a solid insight into their own capacities and limitations. Overall, strong leadership qualities were identified across all theoretical frameworks with valuable implications for the development of future leadership training. More research is needed to test this methodology in different medical settings and to identify the most effective type of leadership training for clinical education.

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Kastrati, Ardian. "RELATIONSHIP BETWEEN ISLAM, CIVIL SOCIETY AND DEMOCRACY IN KOSOVO: THE ROLES AND CONTRIBUTIONS OF THE RELIGIOUS LEADERS IN THE DEMOCRATIZATION PROCES." In 2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2015. Stef92 Technology, 2015. http://dx.doi.org/10.5593/sgemsocial2015/b21/s4.037.

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Kgothule, Rantsie, June Palmer, Gregg Alexander, and Edwin De Klerk. "TRANSFORMATIVE LEADERSHIP IN MULTICULTURAL SCHOOLING CONTEXTS: A CRITICAL REFLECTION OF IN-SERVICE TEACHERS’ PRACTICES AND SCHOOL MANAGERS’ ROLES." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end131.

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In exercising their power and authority, School Management Teams (SMTs) should engage in transformative leadership which commences with interrogations regarding social justice, democracy and social responsibility. According to Freire’s philosophy of education it is further expected of SMT members to support and shape the belief that autonomy is a condition arising from the responsible engagement with decision-making; that we are ‘unfinished’ in our development as human beings; and that we are responsible for the development of a critical consciousness as a necessary condition of freedom and the creation of democratic and equitable learning spaces. In a transformative leadership context, authority must inform all critical practices of pedagogical intervention and goal setting should support in-service teacher’s autonomy, self-worth and develop their potential and the level of intrinsic motivation to flourish in inclusive school settings. This paper reports on a qualitative pilot study conducted with SMT members and teachers in the Northern Cape Province of South Africa to gain their insights regarding their roles as leaders in devising mechanisms to invest in radical democratic principles and the promotion of inclusive school practices. The key findings indicate that the SMT’s role require that they interrogate their frame of reference and transform their thinking in terms of social justice in multicultural school settings and create opportunities for in-service teachers to develop professionally and use digital technology creatively to enhance teaching and learning. As a force for transformation, we conclude that transformative leadership may be a catalyst to engage school leaders and teachers in individual and combined processes of awareness of inclusive practices and action.

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"Corporate Sustainability: The Impact of Corporate Leadership Gender on Year Over Year Performance." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4213.

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Aim/Purpose: Women continue to be underrepresented in corporate leadership positions in the global market. Research examining the impact of female leadership influence on corporate sustainability over time is limited. This paper contributes to the literature addressing leadership gender, corporate sustainability, and business ethics. Background: Previous literature suggests the long-term effectiveness of corporate sustainability improves when females are in corporate leadership positions because of gender diﬀerences in business strategy and ethical considerations influenced by social roles. Methodology: This quantitative study will examine the relationships between corporate leader-ship gender, financial performance, environmental performance, social performance, and governance performance over four years. A sample of 99 multinational and large corporations participating in the Corporate Sustainability Assessment (CSA) from 2014 to 2017, were selected from the S&P 500 Dow Jones Sustainability North American Composite Index. Contribution: Examining CEO, C-Suite, and Board of Director gender influence on both financial and ESG constructs in a single study is unprecedented. This research also introduces a paradigm shift in defining and analyzing corporate sustainability constructs to create a holistic view for equal consideration of financial and nonfinancial performance. Findings: The evidence suggests the impact of female leaders on year-over-year sustainability is significantly greater than that of their male counterparts across several performance outcomes, industries, and time periods. Due to the small sample size, the effect is small; however, enough information is available to successfully test hypotheses with the proposed holistic approach. Future Research: Corporate sustainability as an area of competitive advantage for women leaders and more global studies focusing on female leadership and corporate sustainability performance over time is needed.

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Whatley, Janice. "Ground Rules in Team Projects: Findings from a Prototype System to Support Students." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3300.

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Student team project work in higher education is one of the best ways to develop team working skills at the same time as learning about the subject matter. As today’s students require the freedom to learn at times and places that better match their lifestyles, there is a need for any support for team project work to be also available online. Team working requires that the task roles as well as the maintenance roles are taken into consideration, in that social interactions are just as important as carrying out the tasks of the project. The literature indicates that groupware, whilst effective in supporting the task roles, provides limited support for the maintenance roles of team working in the work place. As groupware was not specifically designed for student team working, it provides limited support for maintenance roles in student team projects. Virtual learning environments similarly provide support for completing the task roles. Many researchers have found that students experience difficulties with their team project work that reduce the perceived benefits of working in a team. It is proposed that helping students to agree on ground rules at the start of a project will improve team cohesion. This paper describes the implementation and evaluation of a prototype system to help students to agree on ground rules as they start their team projects. The system was tested with teams of students carrying out information systems team projects, using an interpretive case study research approach. In this case the teams had the additional problem of being composed of students from across three years of their undergraduate degree programmes, so they did not always have prior knowledge of each other’s preferences. We were trying to establish how useful this software tool would be to these student teams, in starting their project work. The findings showed that some of the student teams did find the ground rules function useful, but the team leaders were the ones who most appreciated its potential. The students may use the outputs in very different ways, but even just looking at the ground rules appeared to get team members thinking about their expectations for team working. Student teams do not often start by thinking about norms, but this study shows a positive benefit of encouraging teams to agree on ground rules at the start of their projects.

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Le Tan, Heyi Song, and Pingping Fu. "The impact of leaders' passion at work on leader effectiveness: The mediating role of transformational leadership." In 2011 2nd International Conference on Artificial Intelligence, Management Science and Electronic Commerce (AIMSEC). IEEE, 2011. http://dx.doi.org/10.1109/aimsec.2011.6010845.

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Reports on the topic "Roles of leaders"

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Kobia, Caroline, and Chuanlan Liu. Developing a Framework to Understand the Roles of Fashion Leaders and Followers in a Process of Fashion Viral Marketing Campaigns. Ames: Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-508.

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Toney, Autumn, and Melissa Flagg. Comparing the United States' and China's Leading Roles in the Landscape of Science. Center for Security and Emerging Technology, June 2021. http://dx.doi.org/10.51593/20210020.

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Using CSET’s new Map of Science to examine clusters of research publications, this data brief presents a comparative analysis of U.S. and Chinese research publication outputs. The authors find that global competition outcomes differ depending on the level of granularity when comparing research publication data. In a granular view of global scientific research, the United States and China together dominate almost two-thirds of the research publication output, with the rest of the world leading in more than one-third of publication output. In a general view of global scientific research, only China and the United States appear as leaders in research output.

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Zhao, Sophia. Overcoming Barriers to Women’s Leadership. Center for Creative Leadership, 2020. http://dx.doi.org/10.35613/ccl.2020.2041.

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Angevine, Colin, Karen Cator, Babe Liberman, Kim Smith, and Viki Young. Designing a Process for Inclusive Innovation: A Radical Commitment to Equity. Digital Promise, November 2019. http://dx.doi.org/10.51388/20.500.12265/86.

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This paper starts from the premise that missing from existing education R&D is a radical commitment to equity. The paper presents Inclusive Innovation, a model that reimagines authority, decision-making, and risk in the context of education R&D and provides an overarching framework for authentically engaging underrepresented stakeholders at the earliest stages and shifting their roles to leaders, participants, and beneficiaries. The power of Inclusive Innovation is that it doesn’t just invite underrepresented voices and perspectives into the innovation ecosystem; it places them at the center of it.

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Hertz, Michael. Adaptive Role-Play Exercises for a Leader Development Center. Fort Belvoir, VA: Defense Technical Information Center, November 2006. http://dx.doi.org/10.21236/ada460360.

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Vossler, William T. Role of the Senior Leader in Preparation for Airland Battle. Fort Belvoir, VA: Defense Technical Information Center, March 1989. http://dx.doi.org/10.21236/ada209735.

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Fernandez, Katya, and Cathleen Clerkin. The Stories We Tell: Why Cognitive Distortions Matter for Leaders. Center for Creative Leadership, June 2021. http://dx.doi.org/10.35613/ccl.2021.2045.

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"This study explored whether leaders’ thought patterns (specifically cognitive distortions) and emotion regulation strategies (specifically cognitive reappraisal, cognitive defusion, and expressive suppression) relate to their work experiences. Findings suggest that leaders’ cognitive distortions are related to their work experiences and that emotion regulation strategies can help leaders mitigate the effects of cognitive distortions. More specifically, the results of this study offer the following insights: • Leaders’ cognitive distortions related to all examined workplace topics (role ambiguity, role conflict, social support, perceived organizational support, job satisfaction, and burnout). • Leaders’ use of emotion regulation strategies (cognitive reappraisal and cognitive defusion) mitigated the impact their cognitive distortions had on burnout, specifically. • Attempting to suppress emotional responses was relatively ineffective compared to the other two emotion regulation strategies (cognitive reappraisal and cognitive defusion). These insights suggest that certain emotion regulation strategies may be helpful in ameliorating the deleterious effects of cognitive distortions on leaders’ burnout. The current paper provides an overview of the different cognitive distortions and emotion regulation strategies explored and includes advice on what leaders can do to more effectively notice and manage cognitive distortions that emerge during distressing situations. "

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Walhood, Patricia. The American President as Legislative Leader-Historical Development of the Role. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2435.

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Paulson, C. A., and W. S. Pegau. The Role of Summer Leads in Melting Sea Ice. Fort Belvoir, VA: Defense Technical Information Center, September 1997. http://dx.doi.org/10.21236/ada627885.

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Paulson, Clayton A., and W. S. Pegau. The Role of Summer Leads in Melting Sea Ice. Fort Belvoir, VA: Defense Technical Information Center, September 1999. http://dx.doi.org/10.21236/ada630156.

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