Index
Maturing Leadership: How Adult Development Impacts Leadership
ISBN: 978-1-78973-402-7, eISBN: 978-1-78973-401-0
Publication date: 3 April 2020
This content is currently only available as a PDF
Citation
(2020), "Index", Reams, J. (Ed.) Maturing Leadership: How Adult Development Impacts Leadership, Emerald Publishing Limited, Leeds, pp. 283-294. https://doi.org/10.1108/978-1-78973-401-020201016
Publisher
:Emerald Publishing Limited
Copyright © 2020 Emerald Publishing Limited
INDEX
Note: Page numbers followed by “n” indicate footnotes.
A. K. Rice Institute for Study of Social Systems
, 84
Abstract conceptualization (AC)
, 142
Accommodation/assimilation movement
, 223
Accurate self-assessment
, 40
Achiever
, 61, 65, 86–87, 92, 94–95, 98, 165–166, 179, 185, 198
Action learning
, 83
Action logics
, 99, 157
Active experimentation (AE)
, 142
Active-collective learning style
, 177
Active-individual learning style
, 177
Adaptive challenges
, 105, 113
Adaptive leaders, work of
, 107–108
Adaptive leadership
, 19, 103–105, 111
without authority
, 106–1087
collective nature of
, 107
cyclical nature of
, 109
principles of
, 106–110
theory
, 222
Adaptive self-scaffolds
, 95–96
Adaptive work
, 125
avoidance
, 107, 121, 125
Adaptiveness
, 28
Additive development
Additive development
, 130
Adult cognitive development
, 219
Adult development
, 3, 248
andragogy
, 250–251
descriptive models of
, 53
heutagogy
, 251–254
PAH continuum
, 249
pedagogy
, 249–250
stage theories
, 20
Adult development theory
, 115–118, 158–160
and aim
, 155–160
CDT
, 156–158
constructive adult development through Kegan’s Eyes
, 116–118
development
, 155–156
dialectical thinking framework in
, 219–221
and relational trust in combination
, 118–124
Adult learning styles
, 84–85
Advanced dialectical thinking
, 224
Advanced Information Technology (AIT)
, 20
Advocating
, 69–70
Alchemical logics
, 71
Alchemist
, 74
Alchemy
, 65
Ambidextrous leadership
, 19
Andragogy
, 250–251
Arbinger
, 44
Asymmetry
, 65
Atlas Ti software
, 91
Augmented leadership
, 19–20
Authentic
Authentic(ity)
, 138–139
dialogue
, 111–112
listening
, 111
Authority in adaptive leadership
, 106
Average leadership style (ALS)
, 152
Awareness
, 48–49, 97–98
Axiology
, 223
Balanced approach
, 246, 251
horizontal development
, 245–247, 257
vertical development
, 245, 247–248
Basseches, Michael
, 142, 221–227, 230
Becoming coaches
, 132
Berger, W.
, 22, 109, 116–117, 120–121, 124
Biloslavo, R.
, 194, 204, 207
Bits
, 231–232
Both/and thinking
, 62–63
Boundaries (psychological)
, 96–99
Business environment
, 16, 229
Business ethics
, 236
Capacity
, 97–98
management
, 204
“Captains of industry”
, 12
Caring
, 110, 112, 120–121
Causal Leadership
, 172
Cause–effect tradition
, 229
Center for Creative Leadership (CCL)
, 74
“Center of gravity”
, 191
Champion of change
, 228
Change agent
, 228
Change leadership
, 61
Change management practice
, 228
“Cleaning up” concept
, 45
Client’s learning
, 143
Closed “super system”
, 221
Closing behaviors
, 19–20
Co-creating actions
, 142
Coach
, 129
bridging development divide
, 129–132
current state of research
, 132–133
integrative development scoring systems
, 134
integrative levels
, 135
learning dialectics and integrative development
, 141–145
making sense of data
, 139–140
qualitative data
, 136–139
results
, 135–136
study
, 133–139
training
, 129–130
transformative learning
, 140–141
Coaching
, 65, 131
dialectics
, 143
Cognition
, 195
Cognitive and affective capacity
, 85
Cognitive behaviors
, 96
Cognitive complexity
, 45, 192, 199, 204, 209–210, 277
Cognitive development
, 21, 41, 159, 217, 220–221
Cognitive moral development
, 156
Cognitive schemata framework
, 222
Cognitive sensemaking
, 197
Cohorts
, 146, 172, 174
Coleman’s theory of social capital
, 110
Collaborative Developmental Action Inquiry
, 60, 77
Collaborative leadership theories
, 106
Collective social levels
, 65–66
Common ground
, 122, 224–225
Commons, M. L.
, 45, 219–221
Community
, 27
Company-sponsored coach certification program
, 132
Competence
, 14, 107, 113, 172
dating
, 14
leadership
, 17
Competency
, 28
Complementarities in theory and practice
, 64
Complete learning
, 142
Complex change
, 165, 217
Complexity
, 28, 105, 124–125, 130
capacity model
, 131
gap
, 26
intelligence
, 131
leadership
, 19
Conation
, 193–194
Conative
capability
, 207–208
development levels
, 194–196
variables
, 195
Conative differences
in CCX
, 202–204
in CI
, 200–202
at LDL4 and LDL5
, 199–200
Conative intelligence (CI)
, 193
differences in
, 200–202
Concept-based Teaching and Learning
, 255–256
Concrete experience (CE)
, 142
Concrete object
, 177
Confédération Européenne des Cadres Report (CEC Report)
, 7
Conference proceedings
, 89
Conflicts
, 14, 114
polar
, 61–63
Conjunctive–task
, 164
Connection
, 138–139
5.0 Construct Aware
, 181–183
Construct aware stages
, 181–185
Constructive adult development
, 103, 116
through Kegan’s Eyes
, 116–118
Constructive-developmental framework
, 156–158, 219
Constructive-developmental perspective
, 59–60
Constructive-developmental theory (CDT)
, 39, 151, 156–158, 191
Context quadrant
, 224–225
Context-appropriate theory of leadership
, 18
Contingency theory
, 15–16
Conversational learning
, 143
Cook-Greuter, S. R.
, 21, 69, 85, 89, 99, 157–158, 161, 254
Coping mechanisms
, 95
Core Leadership Understandings
, 247
Corporate environment
, 261
Corporate social responsibility
, 236
Corruption
, 43
Courage
, 138
Covert dimensions of organizations
, 84
Creative yin–yang complementarities
, 61
polar conflicts to
, 61–63
Credibility
, 103, 113–114
Critiques of current leadership research and practices
, 15–16
Curiosity
, 22, 138, 207–208
Curricula
, 251
Curriculum
, 251
Custom-designed interview protocol
, 230
Day et al.’s (2009) Model
, 29
Decisions
, 193, 245–246
Deep Conceptual Understandings
, 247
Deep learning
, 142
Deep listening
, 111
Defensive processes
, 84
Definition and Selection of Competencies: Theoretical and Conceptual Foundations (DeSeCo)
, 14–15
Deliberately developmental organizations (DDO)
, 99
Democratizing
, 60, 71
Design principles
, 261–262
Development(al)
, 129–130
action logics
, 92–94, 96, 99
approach
, 229
divide
, 129–132
framework
, 156
maturity and leadership
, 179
midwives
, 131
psychology
, 158
stage theory
, 156
tasks
, 185
Developmental diversity for leadership education
, 83
achiever action logic, participants in
, 87–88
adaptive self-scaffolds
, 95–96
context
, 84
coping mechanisms
, 95
expert action logic, participants in
, 86
“fall-back” experiences
, 92–95
holding environment “good enough” for learning
, 97
individualist action logic, participants in
, 88
methods and goals
, 85–90
participant learning-projection, valence, and role
, 97–99
plan and methods for analysis and synthesis of data
, 91–92
problem
, 84–85
purpose and research questions
, 85
significance and implications of research
, 99–100
strategist/alchemist logic, participants in
, 89
Developmental Structure/Process Tool (DSPT™)
, 142
Developmental theory and practice
, 173–174
Dialectical approach
, 70–71
Dialectical framing
, 62
in theory and practice
, 64–65
Dialectical reasoning
, 217
Dialectical schemata (DS)
, 222–223
Dialectical thinking
, 142, 217–219
complexity of patterns of thought
, 219–220
dialectical thought forms
, 225–226
difference between metasystematic thinking and
, 220–221
DTF for scaffolding development of complex reasoning
, 234–237
framework
, 219
framework history
, 221–222
pioneering work of Michael Basseches
, 222–224
process of developing
, 226–227
studying sponsors of organizational change
, 228–233
terms of
, 227–228
work of Otto Laske
, 224–225
Dialectical thinking
, 220–221
Dialectical thought forms (DTF)
, 219, 225–226, 228–232
for scaffolding development of complex reasoning
, 234–237
Dialectics
, 141–142, 217, 221, 235
Dialogue
, 140
Digital leadership
, 20
Digitalization
, 7
Diplomatic, Expertise, Achieving, Redefining, and Transforming
, 74
Diplomatic logics, 71
Direction, Alignment, and Commitment Framework (DAC Framework)
, 60
Discourse
, 140
Distal effects
, 38
Diversity
, 27
Documents
, 90
Drip method
, 264
Dualities of agency and communion
, 64
Dynamic fluidity
, 246
Dynamic skill theory (DST)
, 39, 41–43, 220
Dynamic variability issue
, 42
E-leadership
, 20
Effective leadership
, 26–27
Ego
, 192
maturity
, 191, 199
Ego development
, 85, 157
theory and leadership
, 39–41
Either/or thinking
, 62–63
Embodied knowledge, leadership as
, 50–52
Emotional awareness
, 40
Emotions
, 42
Empathy
, 23
Endogenous adaptive resources
, 84
Entrepreneurial conation
, 198
Epigenetics
, 159
Epistemological capacity
, 221
Epistemological discourse
, 143–144
Epistemology
, 68, 191
Ethics and morals
, 23
Ethics of work and society
, 11
Evaluation
, 77
of leadership culture transformation
, 77–78
Executive(s)
, 131, 218
coaching
, 83
development
, 9, 205
Exercising control
, 41–42
Expanded perspective taking
, 48–49
Experiential activities
, 251
Experiential approaches to adult education
, 83
Experiential learning
, 70, 84, 91, 98, 131, 132, 142–143
Expert action logic
, 62
Expertise logics, 71
Exponential organizations
, 11
Facilitation
, 38, 67, 173, 187
Facts
, 256
Faculty member
, 248, 251
Faith
, 156, 161–162
“Fall-back” experiences
, 92–95
Feedback
, 44, 49–50, 53–54, 235–236
loops
, 123
Feeling tone
, 42
Feminine
, 64
Field notes
, 90
Firehose effect
, 264
Fischer, K. W.
, 21, 41, 45, 130, 139
conception of skills
, 41
dynamic skills model of development
, 133
Fisher, D.
, 53
Focus group
findings from
, 48–52
method and implementation
, 47–48
Formal logic
, 223, 236
Formal logical thinking
, 218
Formal mentoring
, 83
Four Parts of Speech of action inquiry
, 69
Fourth Industrial Revolution
, 7, 15
Framework graphic
, 256n2
Framing
, 69–70
Functional leadership theory
, 196
Generating Transformative Change (GTC)
, 171–173
practices support development in
, 186–187
Generative dialogue
, 140
Global Leadership Associates
, 69
Global Leadership Profile™
, 66, 69
Goldilocks zone
, 45, 47
Good Life Scoring System
, 132–133
Graduate MBA classes
, 131
Group relations
, 84, 91, 98–100
Group Relations Conference (GRC)
, 83–84
design and implementation
, 85
participation in
, 98
Growth mindset
, 22
Habitual linear thinking
, 218
Headroom
, 67
Heat experiences
, 68
Heifetz, R. A.
, 15, 19, 28, 40, 104–107, 110–111, 113, 222
Heutagogy
, 251–254
Hierarchical Complexity Scoring System (HCSS)
, 132–133
Hierarchical top-down dependency
, 162
High-LMX or IL leader dyads
, 160–161
Higher-quality LMX relationships
, 152, 155
Holding environment
, 68
Holding tank
, 108–109
credibility in
, 113–114
integrity in
, 114–115
personal regard in
, 112–113
relational trust and
, 115
respect in
, 111–112
Holistic leadership
, 38
Home Depot
, 6, 261, 263, 266
Horizontal leadership development
, 244–246
Human development stages
, 175, 177
Human resource (HR)
, 264
Humanism theories
, 252
Ideology
, 118, 123
Ill-structured problems
, 229
Illustrating
, 69–70
Imbalanced dualities hypothesis
, 60
Immunity to Change (ITC)
, 39, 45–46
Individual assessment
, 65
Individual social levels
, 65–66
Individual/collective levels
, 74, 77
Individual/collective polarity
, 177
Individuality
, 144
Individualized leadership theory (IL theory)
, 151, 154–155
Individuative-reflective–task
, 163
Informal mentoring
, 83
Inquiring
, 69–70
Instructional design
, 268
Instrumental individual, building trust with
, 120–121
Instrumental mind
form
, 117
relationship with authority
, 120–121
Integral consciousness
, 63
Integrated human being
, 219
Integrated model of leader meaning-making complexity
, 200
Integrated Thematic Instruction (ITI)
, 255–257
Integration
, 138–139
of thinking
, 255
Integrative development
, 130, 141–145
scoring systems
, 134
Integrative Era
, 17
Integrity
, 103, 114–115
Interlocking dialectics
, 145
Internal transformations
, 131
International Coaching Federation (ICF)
, 141
Interpersonal supervisor behaviors
, 250
Interpersonal trust (see also Relational trust)
, 112
Interviewing technique
, 222
Interviews
, 24–28
Intrinsic motivation
, 251
Intuitive projective–task
, 163
Jaques, E.
, 21, 224
Kegan, R.
, 21, 39–40, 86, 130, 156, 199
Orders of Consciousness
, 133
theory
, 104, 115–116, 126
Knowledge transfer concept
, 255
Kolb, D. A.
, 129, 142–143
Kolb learning cycle
, 142
Kuhnert, K. W.
, 39, 153, 199, 201
Lahey, L. L.
, 40
Language habit
, 69
Laske, O.
, 224–225
LEAD 6020
, 257
LEAD 6030
, 257
LEAD 6050
, 252–253
Leader conative complexity (CCX)
, 192, 194
differences in
, 202–204
Leader–Member Exchange theory (LMX theory) (see also Adult development theory)
, 151–153
Leaders
, 26
without authority
, 106–107
identity
, 18, 28, 38, 41, 44, 206, 208
Leadership
, 1, 3, 7, 241–242, 262
and adult development
, 171–172
with authority
, 106
culture
, 66, 77
descriptive models of
, 53
as embodied knowledge
, 50–52
evolution
, 12–15, 24
growth
, 250
integrated model
, 17
logics
, 153
as relationship
, 152–155
scholars
, 7
self-efficacy
, 38, 44
Leadership 2.0
, 12
Leadership 3.0
, 12
Leadership 4.0
, 8, 28–29
expanded Day et al. Model
, 29
foundational theories for complexity
, 20–24
literature review
, 9–16, 24–28
methodology
, 8–9
research questions
, 8
as Swarm Leadership
, 16–17
Leadership Culture Map™ for Self-assessing Group Action Logics
, 75
Leadership Culture Rubric
, 67, 73–77
Leadership Culture Transformation Evaluation
, 77–78
Leadership Decision Making Assessment (LDMA)
, 133, 135
Leadership development
dialectical thinking framework in
, 219–221
theory
, 158
Leadership development laboratory
applying theory for program design
, 44–46
context for program
, 38
findings from focus groups
, 48–52
focus group method and implementation
, 47–48
program description
, 46–47
theoretical background
, 38–44
Leadership development level (LDL)
, 199
conative differences at LDL4 and LDL5
, 199–200
Leadership development programs (see also Vertical leadership development (VLD))
, 157, 244–245
adult development
, 248–254
challenges on journey
, 254
concept-based teaching and learning
, 255–256
context and framing
, 243–244
design
, 255
within doctoral program
, 243
emergence of questions and practitioner-focused concept
, 241–243
horizontal leadership development
, 245–246
ITI
, 256–257
reflection
, 257–258
vertical leadership development
, 246–248
Leading as meaning-making
, 196–198
Learner
agency
, 252
learner-centered approach
, 249
role
, 251
Learning
, 129, 251
cycle
, 264
dialectics
, 141–145
Learning theory
, 54
experiential
, 142
transformative
, 140
Lectica
, 133
Lectica Assessment System (LAS)
, 133
Lectical Decision Making Assessment (LDMA)
, 45–47
Left-mode
, 76
cognition
, 68–69
Legacy management
, 205
Liberation
, 99
Life Logics cards
, 71
Lifelong reinvention
, 11
Lifelong self-managed learners
, 27
Linear thinking
, 69, 219
habitual
, 218
Listening
, 44, 111, 140, 145, 244, 250
LMX relationships
, 152
Locus-of-concern
, 201
Loevinger, J.
, 21, 156, 175, 192, 228
Manual of Dialectical Thought Forms
, 231
Masculine
, 64
4MAT Learning Model
, 72
Maturity
, 1
Meaning generator
, 226
Meaning making
, 40, 257
Meaning-making structures of outstanding leaders
application in organizations
, 204–209
conation
, 193–194
conative development levels
, 194–196
conative differences at LDL4 and LDL5
, 199–200
conative differences in CCX
, 202–204
conative differences in CI
, 200–202
further avenues of exploration
, 210
leading as meaning-making
, 196–198
study design and participation
, 198–199
Measuring results
, 78
Memos
, 91–92
Mental models
, 83
Meta-systematic thought
, 220
Metaconation
, 193
Metasystematic thinking
, 220–221
Metasystemic TF
, 232
MetAware leaders
, 182–184
MetAware object
, 177
Mezirow, J.
, 39, 140–141
Micro-development
, 5, 41, 53, 145, 220
Mind forms
, 118, 124
Mind-body connection
, 159
Mindfulness
, 137
Mindset
, 243–244, 247, 250
Model of hierarchical complexity theory (MHC theory)
, 220
Moral
conation
, 201
element
, 43–44
Mral courage
, 23–24
Motivation
, 251
Multi-step scoring procedure
, 231–232
Multiple intelligences
, 84–85
Mutuality of dependencies
, 115
Mythic-literal–task
, 163
Negation
, 225
Neo-Piagetian stage theorists
, 223
Neuro-leadership
, 22–23
Neuro-physiological perspective
, 142
Neuroplasticity
, 23
Neuroscience
, 23, 159
New Awareness
, 136
New Choices
, 136–137
Nimble enterprises
, 11
O’Murchu’s adult faith development typology
, 161–165
Objects of awareness
, 177
Observation protocol
, 89–90
On-the-job leadership behavior
, 265
One-size-fits-all approach
, 244, 248–249
Ontological recourse
, 143–144
Open mindedness
, 22
Opening leadership
, 19
Opportunistic logics, 71
, 74
Optimal learning
, 68
Optional brief learning journal entries
, 90
Orders of consciousness
, 156
Orders of mind
, 156–157
Organization for Economic Co-operation and Development (OECD)
, 14–15
Organization(al)
, 26
application in
, 204–209
development
, 85, 89, 173
evolution
, 9–12
learning professionals
, 131
transformation
, 59, 77, 204–205, 236
Organizational change
, 218
aggregate cognitive profiles
, 233
analysis of common themes and patterns
, 232
designing research project
, 229–230
methodology
, 230–232
sponsors of transformational change
, 228–229
studying sponsors of
, 228
Pacific Integral (PI)
, 171–172, 174
PAH Continuum
, 249, 257–258
andragogy
, 250–251
heutagogy
, 251–254
humanism
, 252
learner agency
, 252
pedagogy
, 6, 130, 132, 219, 248–250, 257
Parental-type controlling relationships
, 162
Participant learning-projection, valence, and role
, 97–99
Passive-collective learning style
, 177
Passive-individual learning style
, 177
Pedagogy
, 6, 130, 132, 219, 248–250, 257
Peer learning
, 163, 269
Penske
, 66
Persistence
, 193–194
Person perspectives
, 177–179
Personal power/capacity
, 96
Personal regard
, 103, 112–113
Personalized journey
, 258
Perspective awareness
, 203
Piaget, J.
, 38–39, 129, 142, 156, 161, 221–223
Plan/control and flexibility/emergence
, 157
Polar conflicts
, 61
to creative yin–yang complementarities
, 61–63
Polarities
, 62–63
rebalancing
, 70–78
Post conventional
, 61, 63, 69, 96–97
action logics
, 97–98
Post-autonomous leadership development
developmental maturity and leadership
, 179
developmental theory and practice
, 173–174
GTC
, 172–173
leadership and adult development
, 171–172
person perspectives
, 177–179
principles to support development
, 185–186
research on transformative change and development
, 174–175
STAGES model
, 175–177
strategist and construct aware stages
, 181–185
Post-conference reflection papers
, 90
Postformal reasoning
, 220
Power of conceptual lens
, 255
Practitioner-focused concept
, 241–243
Praxis
, 208–209
Pre-presencing openness
, 138, 141
Predicable values
, 110
Predictable skills
, 110
Presencing
, 140–141
Primal faith
, 163
Primary activities
, 251
Primary patterns of STAGES
, 177
Process quadrant
, 225
Productive uncertainty
, 145
Professional Agenda Interview
, 230–231
Professional working relationship
, 153
Program design
, 255
applying theory for
, 44–46
Concept-based Teaching and Learning
, 255–256
interdisciplinary and integrated
, 255
ITI
, 256–257
scaffolding of horizontal and vertical threads
, 255
transferability
, 257
Projective processes
, 84, 97–99
Proximal effects
, 38–39
Proximal outcomes
, 41
Psychodynamics
, 84
Psychological safety
, 108–109
Psychological structures
, 42
Psychologically spacious
, 119
Psychosocial supports
, 85
Purpose/intention
, 96
Quadrants of dialectics
, 224, 231
Qualitative methodology
, 89
Rasch analysis
, 220
Rational/infinite divide
, 159
Rebalancing
, 63
Redefining logics, 71
Reflection
, 3, 53, 76, 78, 123, 140, 142, 186
Reflective inquiry
, 243
Reflective Judgement Scoring System
, 133
Reflective observation (RO)
, 142
Reflective thinking
, 243–244
Reflexivity
, 139, 193–194, 197, 203, 210
Reframing failure
, 109
Registration process
, 89
Regression
, 4–5, 92, 100, 129
Regulated innovation
, 11–12
Relational trust
, 103–104, 110–115
adult development and
, 118–124
and holding tank
, 115
Relationality
, 144
Relationship quadrant
, 225
Requisite Organization Theory (RO Theory)
, 22, 224
Research ethics
, 48
Resolve of program
, 243, 245
Respect
, 103, 111–112
Responsibility of program
, 243, 247
Right-mode
, 77–78
cognition
, 68–69
Risk
, 47, 70, 73, 130, 207, 236
Rubric
, 74, 76 (see also Leadership Culture Rubric)
Rules and performance
, 144
Sample Self-assessment of Group Action Logics
, 76
Scaffold
, 69–70, 77–78
Scaffolding
DTF for scaffolding development
, 234–237
of horizontal and vertical threads
, 255
Scalable leadership development
after completion of task
, 264
conversation about development
, 266–277
example of task
, 263–264
goal of program
, 263
idea for measuring result
, 265
leadership behaviors
, 262
leading person of conference calls
, 264–265
working of program
, 263
Schema
, 91, 225
Schemata
, 222
School communities
, 104
Scoring systems
, 132–133
SCTi developmental assessment tool
, 86, 89, 94
SCTi-Maturity Assessment Profile (SCTi-MAP)
, 174
Secular/sacred divide
, 159
Seduction of power
, 25
Self authoring
, 44, 106, 117–118, 125, 199
Self transforming
, 118–119, 123
individual
, 123–124
Self-authored individual, building trust with
, 122–123
Self-authored mind’s relationship with authority
, 123
Self-authoring mind form
, 117
Self-awareness
, 23, 28, 40, 96
Self-confidence
, 40
Self-determined learning
, 251
Self-esteem
, 154
Self-regulation
, 194
Self-reported integrative development
, 132
Self-transforming individual, building trust with
, 123–124
Self-transforming mind
form
, 118
relationship with authority
, 124
Self-worth
, 154–155
Semi-structured interviews
, 90
Senior leaders
, 218
Sense generator
, 226
Sensemaking
, 197, 205, 257
Sentence Completion Tests
, 69, 228
Sequencing
, 251
Seven Stages of Transformation model
, 72
Seven Transformations of Leadership framework
, 71
Shared leadership
, 18–19, 26
Short-term gains
, 41
Skills
, 220
theories of adult development
, 21
Social similarities
, 122
Socialized individual, building trust with
, 121–122
Socialized mind
, 117
relationship with authority
, 122
Society, Organization, Group/Team, Individual (SOGI)
, 66
Solidarity
, 144
South African coach certification program
, 132
Speech parts
, 250
Spiritual and constructive-development
, 160
high-LMX or IL leader dyads
, 160–161
O’Murchu’s adult faith development typology
, 161–165
in specific faith stages using real business examples
, 165–166
Spiritual developmental arc
, 160
Spiritual stage frameworks
, 151
Spirituality
, 162
Sponsors
, 235
of organizational change
, 228
of transformational change
, 228–229
Sponsorship
, 228
Spotlight
, 69–70, 77–78
STAGES
developmental model
, 171, 174–177
matrix
, 178
Stages
, 77–78
of consciousness
, 84, 156, 172, 187
of development
, 66–68
Stakeholders
, 10–11, 47, 111, 113, 115, 121, 123, 125, 204, 217, 246, 257
Standard Issue Scoring System
, 132–133
States
, 77–78
of development
, 66–68
Status
, 144
Strataplex
, 21–22
Strategist
, 181–185
Structure of knowledge
, 256
Subject-object interviews
, 69, 142
Subject/object distinction
, 116
Subject–object shifts
, 141
Subtle object
, 177
Suspension
, 140–141
Synthetic-conventional–honoring
, 163
Systems thinking
, 70
Systems-of-cognitions-about-systems
, 220
Tacit knowledge
, 144
Talent
, 11
Tavistock Institute
, 84
Tavistock model of experiential learning
, 84
Teacher-centered approach
, 249
Technical problems
, 105
Technology
, 11
Temporary regression
, 92–93
The Leadership Circle (TLC)
, 44–46
The Seven Transformations of Leadership framework
, 74
Thematic analysis
, 9, 48
Thesis–Antithesis–Synthesis movement
, 217
Thought form (see also Dialectical thought forms (DTF))
, 5, 223–224
360 degree feedback
, 44
Torbert
, 4, 40, 46, 145, 158
Transferable concepts
, 256
Transformation
, 11, 99
of individuals and organizations
, 59
quadrant
, 225
Transformational change
, 225
sponsors
, 228–229
Transformational function (TF function)
, 226–227, 232
Transformational leaders
, 153
Transformational leadership theory (TF leadership theory)
, 151, 153
Transformational learning
, 160–161, 205
Transformations Card Deck
, 71–72
Transformations™ cards
, 71–72
Transformative change and development, research on
, 174–175
Transformative learning
, 140–141
Transforming and Alchemical action logic
, 63
Transforming leaders
, 248
Transforming logics, 71
Transitional dialectical thinking
, 223
Transpersonal stages (TP stages)
, 183
Trojan Horse
, 68
Trust
, 103
adaptive leadership
, 104–110
adult development and relational trust in combination
, 118–124
adult development theory
, 115–118
complexity
, 124–125
relational trust
, 110–115
Uncertainty
, 145
Universalizing faith
, 164
Unleashed workforce
, 11
Values
, 18, 109, 111, 114, 197
predicable
, 110
Vertical development
, 245, 247–248
chaotic, dynamic fluidity
, 247–248
static, ordered hierarchy
, 247
Vertical leadership development (VLD) (see also Leadership development programs)
, 59–60
complementarities in theory and practice
, 64
correlating individual and collective levels
, 61
creative yin–yang complementarities
, 61–63
exploring key polarities in theory and practice
, 64–65
individual and collective social levels
, 65–66
left-mode and right-mode cognition
, 69–69
polar conflicts
, 61–63
rebalancing polarities
, 70–78
spotlight and scaffold focus
, 70–71
Vertical leadership development
, 245–248
Vice president (VP)
, 264
Virtuous cycles of learning (VCoLs)
, 47
learning cycles
, 54
Volatile, uncertain, complex, and ambiguous environment (VUCA environment)
, 37, 242
Volition
, 193–194, 197–199, 203
Wallace, B. A.
, 193, 195
Washington University Sentence Completion Test
, 86, 156, 175
Ways of knowing
, 84, 140–141
We-culture for challenge and support
, 49–50
Wholeness
, 201–202
Wilber, K.
, 159
Wilber’s Integral community
, 129
Winning/achieving AND learning/growing
, 157
WorditOut word cloud software
, 9
Work complexity
, 218
Work evolution
, 9–12
Work of adaptive leaders
, 107–108
Yin–yang thinking
, 63
Zintel, F.
, 197, 205
Zone of proximal development (ZDP)
, 45
- Prelims
- Introduction
- Chapter 1: Leadership 4.0
- Chapter 2: Leadership Development Laboratory
- Chapter 3: The Art and Science of Vertical Development
- Chapter 4: The Implications of Developmental Diversity for Leadership Education
- Chapter 5: I’ll Only Follow if I Trust You: Using Adult Development to Accelerate Trust
- Chapter 6: The Complex Choreography of Becoming a Coach
- Chapter 7: Transforming in Relationship: When Leader–Member Exchange Theory Meets Adult Development Theory
- Chapter 8: The Aware Leader: Supporting Post-Autonomous Leadership Development
- Chapter 9: The Meaning-making Structures of Outstanding Leaders: An Examination of Conative Capability at Postconventional Ego Development Levels
- Chapter 10: Dialectical Thinking, Adult Development and Leadership
- Chapter 11: Playing in the Sandbox: A Reflective Journey on the Development and Implementation of a Leadership Development Program within a Doctoral Program
- Chapter 12: Creating Scalable Leadership Development at a Large Company
- Author Biographies
- Index