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In the world of public school education everything depends on good leadership. Sadly, many of our schools administrators can't differentiate the difference between leading and managing; far too many of them don't know the first thing about fundamental leadership principles. In short, they don't understand the fundamentals of Mission Oriented Leadership, the need for top-down leadership, or the critical differences between leadership and management. A cursory review of the selection process for school administrators, and the graduate level curriculums for those who seek a degree in school administration, clearly supports the contention that policymakers and educators are under the misconception that anyone can be taught or trained to be an effective school leader. Nothing could be further from the truth.

Leadership cannot exist without followership. The phenomenon of direction and guidance, coaching and mentoring, has at least three components: the leader, leadership, and followers. With each component, the composition of purpose and goals, ethics and morals, rights and duties, and skills and talents is critically important. While the leader is the central and the most important part of the leadership phenomenon, followers are important and necessary factors in the leadership equation. Leaders and followers are engaged in a common enterprise: they are dependent upon each other; their fortunes rise and fall together. Relational qualities define the leadership–followership phenomenon. A major component of such a relationship is how the leaders create and communicate new meaning to followers, perceive themselves relative to followers, and how the followers, in turn, perceive their leader. This mutual perception has serious ethical and moral implications – how leader uses or abuses power, and how followers are augmented or diminished. This chapter features the essentials of ethical and moral, corporate executive leadership in two parts: (1) the Theory of Ethical and Moral Leadership and (2) the Art of Ethical and Moral Leadership. Several contemporary cases such as inspirational leadership of JRD Tata, Crisis of Leadership at Infosys, and Headhunting for CEOs will illustrate our discussions on the ethics and morals of corporate executive leadership.

During the first half of the twentieth century, a handful of German speaking scholars examined leadership through the lens of what came to be known as philosophical anthropology, a field of study inaugurated by Max Scheler. Not only do their contributions belong in the history of leadership studies, but the findings of philosophical anthropology can make contributions today. This paper introduces philosophical anthropology and more specifically what Scheler had to say about leadership. One of his primary insights distinguished leaders from what he referred to as exemplary persons, or what we call role models today. This distinction offers a basis for leading by example. Scheler found five universal ideal types that set the tone, so to speak, for any group or society.

This assignment is designed to enhance resilience among students in leadership courses. It leverages the US Army’s Master Resilience Training (MRT) framework and positive psychology to develop resiliency skills.

A three-part experiential workshop integrates academic readings (providing a foundation of resilience concepts), explores the influence of personal identities on leadership and connects leadership skills with resilience concepts.

Participants reflect on self-awareness tools and positive psychology and create personalized action plans. Participants' resilience skills are enhanced with their personalized resiliency plan.

The program provides a structured approach to resilience training, which can be integrated into university curriculums. Students gain self-awareness and psychological tools to manage challenges, which are valuable for personal growth and professional development. There is a persistent gender gap in leadership, and for women to attain greater parity in leadership positions, resilience skills are imperative. By focusing on identity-related factors, the program prepares future leaders for challenges in attaining leadership positions.

This program is uniquely tailored for students aspiring to leadership positions, with an emphasis on the role of identity, such as gender, in leader emergence and overcoming related challenges.

In the fast pace of the 21^st century there is a demand for effective leaders capable of handling the internal and external changes occurring in our organizations. This paper seeks to inform the reader because change is natural; it is constant; it is inevitable. But, what constitutes effective leadership is the question? The main purpose of this paper is to offer 10 recommendations toward effective leadership that are outcomes of an eclectic leadership approach – Facilitative Social Change Leadership Theory (FSCL). The FSCL approach is a melding of Social Change Theory, Social Change Leadership Theory, and Transformational Leadership Theory as well as the work of Tichy and DeVanna.

The article examines theories, assumptions, concepts, experiences, and practices from the Latter-day Saints’ (LDS, or the Mormons) religious worldview to expand existing theoretical constructs and implications of leadership development and education for women. The article elucidates LDS doctrine and culture regarding women and provides specific strategies and guidelines to assist people involved with leadership development for LDS women. The article contains four sections: (1) overview of the LDS religion, (2) doctrine and culture, (3) theoretical frameworks, and (4) implications for research and practice. Analysis provides a foundation for leadership scholars and practitioners, particularly those who work directly with LDS women, to facilitate the development and growth of LDS women as leaders.

The improving global health (IGH) programme is a leadership development programme that aims to develop leadership skills and behaviours alongside quality improvement methodology in National Health Service (NHS) employees in a global health setting. Through collaboration, experiential learning and mentorship, the programme aims to produce both vertical and horizontal leadership development in its participants. This paper aims to describe the programme and its impact, in terms of leadership development, in a sample of participants.

Open coding and thematic analysis of leadership development summaries (LDS) completed by 39 returned IGH participants were conducted. LDS are written on completion of the overseas placement; participants reflect on their personal leadership development against the nine dimensions of the NHS Healthcare Leadership Model (2013).

These IGH programme participants have reported a change in the way they think, behave and see the world. A development in sense of self and experience in developing team members are the two most commonly reported themes. Adaptability, communication, overcoming boundaries, collaborative working, “big picture” thinking and strategic thinking were also identified.

The study is limited by the relatively low number of completed LDS. More work is needed to understand the long-term effect of this type of leadership development on the NHS. Other leadership development programmes should consider focussing on vertical and horizontal leadership development.

This more granular understanding of the leadership skills and behaviours developed and how it is the programme’s design that creates it, has not previously been described.

Executive coaching is an emerging field with broad demand and subsequent growth in service providers. The International Coach Federation (ICF) reports a membership of over 5500 coaches, and there is likely a large but indeterminate number of practicing coaches that do not belong to that organization. Enterprises around the globe are utilizing the services of these executive coaches. The topic is receiving increasing coverage in a number of professional, technical, and popular periodicals and numerous books on the topic. Unfortunately, there is little agreement on what executive coaching is or who is qualified to provide it. Consequently, the skills and qualifications of self-proclaimed coaches remain indeterminate. In this paper, we provide a brief overview of these issues. We suggest an operational definition of coaching, including its goals and objectives, and identify suggested competencies and qualifications. We conclude with implications for Leadership Educators.

This paper addresses the challenges associated with defining and conceptualizing leadership amidst the plethora of theoretical constructs and definitions of leadership and proposes a model for developing transcendent servant-leaders. Based on a review of the literature, three categorical levels of leadership are outlined and discussed that describe the motives that drive leaders, their means of influence, and the outcomes they strive to achieve at each level. These levels include everyday leadership, effective organizational leadership, and transcendent servant leadership. Having delineated these leadership levels, a holistic model for leadership development and education that facilitates the transcendence of effective organizational leaders and ensures their sustaining power of influence is outlined and described.