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Available. Open Access. Open Access
Article
Publication date: 15 July 2018

Eric Buschlen, Tzu-Fen Chang and Dena R. Kniess

Providing leadership education for young men growing up without their father, through a structured curriculum and mentoring program, should enhance their development. To examine…

130

Abstract

Providing leadership education for young men growing up without their father, through a structured curriculum and mentoring program, should enhance their development. To examine this, the authors interviewed adult alumni who participated as adolescents in a cohort-based, sixmonth leadership program. Interviews outlined several key themes: once served by others the young men desired to serve their community, choosing an authentic leadership educator matters, program mentors inspired positive life changes, and the learned leadership lessons transcended the setting and the curriculum. This qualitative project examined the efficacy of a youth leadership development program by interviewing past participants. This research outlined how service to others can inspire more service and that leadership education has the potential to alter lives, and in this case, even save lives.

Details

Journal of Leadership Education, vol. 17 no. 3
Type: Research Article
ISSN: 1552-9045

Available. Open Access. Open Access
Article
Publication date: 15 April 2019

Victoria Sherif

Although youth leadership has been well described within the literature, the dearth of theoretically derived models that specifically reflect ethics and comprehensive nature of…

438

Abstract

Although youth leadership has been well described within the literature, the dearth of theoretically derived models that specifically reflect ethics and comprehensive nature of youth development still remains. The purpose of this article is to synthesize the existing youth leadership research and theories of personality development to propose a model of youth leadership. The resulting model includes 5 major interconnected components, such as cognitive, socio-emotional, motivational, behavioral, and ethical. As part of the model, ethics is suggested as a core of youth leadership and its development. The model can be used to inform planning of contextually reflective leadership education, specific curriculum and developmental interventions.

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Journal of Leadership Education, vol. 18 no. 2
Type: Research Article
ISSN: 1552-9045

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Article
Publication date: 1 April 1973

D.W. GUERIN

WHEN THE PROGRAMME for the development of Concorde was put in hand 10 years ago, it was appreciated that there were potential problems associated with the radiation levels at high…

67

Abstract

WHEN THE PROGRAMME for the development of Concorde was put in hand 10 years ago, it was appreciated that there were potential problems associated with the radiation levels at high altitude which needed to be investigated.

Details

Aircraft Engineering and Aerospace Technology, vol. 45 no. 4
Type: Research Article
ISSN: 0002-2667

Available. Content available
Book part
Publication date: 16 January 2024

Yinying Wang

Free Access. Free Access

Abstract

Details

Leaders’ Decision Making and Neuroscience
Type: Book
ISBN: 978-1-83797-387-3

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Book part
Publication date: 14 November 2014

Allan Wigfield, Amanda Mason-Singh, Amy N. Ho and John T. Guthrie

We describe the development and various implementations of a reading comprehension instruction program called Concept-Oriented Reading Instruction (CORI). CORI was designed to…

Abstract

Purpose

We describe the development and various implementations of a reading comprehension instruction program called Concept-Oriented Reading Instruction (CORI). CORI was designed to enhance students’ reading motivation and reading comprehension, and has been implemented at both elementary and middle school, with a particular focus on science information text reading.

Design/methodology/approach

We overview Guthrie and Wigfield’s (2000) reading engagement model, which provides CORI’s theoretical framework. Then we present the major implementation of CORI at elementary school and middle school.

Findings

CORI teachers in elementary school focused on five teaching practices to foster motivation: (1) providing thematic content goals; (2) optimizing choice; (3) hands-on activities connected to reading; (4) providing interesting texts; and (5) fostering collaboration. Teachers also taught six reading strategies recommended by the National Reading Panel. Results of several studies showed that CORI students had higher reading motivation and better reading comprehension than students receiving only strategy instruction or traditional reading instruction. We next describe three implementations of CORI at middle school. The motivational instructional practices at this level included (1) thematic contact goals; (2) emphasizing the importance of reading; (3) showing how reading is relevant to student lives; (4) fostering collaboration; (5) optimizing choice; and (6) enabling success. Results of several studies again documented CORI’s success at boosting students’ motivation and comprehension.

Originality/value

The studies carried out show the success of CORI and the paper closes with suggestions about the next steps for the program.

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Book part
Publication date: 24 September 2018

Anne Laajalahti

Recently, ethical leadership has become a widely studied research topic. Simultaneously, many studies have begun to emphasise the role of interpersonal communication competence…

Abstract

Recently, ethical leadership has become a widely studied research topic. Simultaneously, many studies have begun to emphasise the role of interpersonal communication competence (ICC) in successful leadership. However, there has been little discussion on the links between ethical leadership and leaders’ ICC. To address this research gap, this study aims to compare and combine the research traditions of ethical leadership and leaders’ ICC. The study is based on two literature reviews examining (a) ethical leadership (substudy 1; N = 27) and (b) leaders’ ICC (substudy 2; N = 18). The research questions are as follows: (a) How are the requirements of leaders’ ICC noticed in the literature of ethical leadership? (substudy 1) (b) How are the requirements of ethical leadership noticed in the literature of leaders’ ICC? (substudy 2) The findings reveal that (a) studies in ethical leadership rarely pay attention to leaders’ ICC and (b) studies in leaders’ ICC do not often discuss ethical aspects of ICC, at least explicitly. While a larger sample would have been preferred, the study contributes to previous research by addressing a research gap between ethical leadership and leaders’ ICC and suggests integrating these research traditions to better understand the nature of ethics and ICC in leadership. By promoting novel interdisciplinary research perspectives, the study provides a foundation for further research and development of (a) a competence-based approach to ethical leadership and (b) an ethics-focused approach to competent leadership communication.

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Article
Publication date: 5 February 2025

Geethika Raj and Krishnan T. N.

The purpose of this study is to clarify the definitional inconsistencies around the concept of “leadership potential” and differentiate it from related constructs, provide a…

33

Abstract

Purpose

The purpose of this study is to clarify the definitional inconsistencies around the concept of “leadership potential” and differentiate it from related constructs, provide a comprehensive review of the literature and propose a research agenda to guide future studies.

Design/methodology/approach

The authors adopt a systematic literature review method to achieve this purpose. Adhering to the established guidelines, they analyzed 81 empirical articles published in 27 leading journals from 2011 to 2024.

Findings

Despite its prominence in discussions of leadership emergence, development, effectiveness and promotability, the literature lacks consensus on operationalizing leadership potential. In response, the authors propose a novel operationalization based on Pinder’s (1988) three dimensions of motivation, namely – direction, intensity and persistence of behavior. The analysis of this paper structured through the theory-context-characteristics-method (TCCM) framework identifies several critical gaps: One-third of the reviewed studies lack a theoretical foundation, while the remaining predominantly rely on trait and cognition-based approaches; most research emphasizes individual-level predictors and outcomes, with limited exploration of contextual factors; and quantitative approaches dominate the field leaving room for alternative methodological approaches. Based on these observations, a future research agenda using TCCM has been proposed.

Originality/value

This study contributes uniquely to the leadership literature by clarifying the distinctions between “leadership potential” and related constructs, introducing an operationalization grounded in Pinder’s motivational framework and presenting a holistic view of the literature on leadership potential. Further, this study advances the field by proposing a future research agenda, an aspect previously unexplored. Additionally, the authors use the TCCM framework, a guided framework for systematic literature review that has not been adopted in the leadership literature.

Details

International Journal of Organizational Analysis, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 1934-8835

Keywords

Available. Open Access. Open Access
Article
Publication date: 15 July 2021

Christopher J. Rehm, Sasha L. Rehm and Kiah DeVona

Leader self-efficacy (LSE) is associated with leader emergence and effectiveness, and is a strong predictor of both individual and group performance. While some research exists…

239

Abstract

Leader self-efficacy (LSE) is associated with leader emergence and effectiveness, and is a strong predictor of both individual and group performance. While some research exists related to the connection between LSE and adult leadership, more studies are required to better understand the details surrounding LSE as it relates to adolescents. This mixed methods study examines the effects of a leadership development intervention on LSE in an eighth-grade student population. Results indicate strong support for the effectiveness of the intervention and its potential to increase youth LSE. This finding holds significant implications for educational practice, research, and the future of leadership development.

Details

Journal of Leadership Education, vol. 20 no. 3
Type: Research Article
ISSN: 1552-9045

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Article
Publication date: 10 April 2017

Alejandro Adrian Cuadra-Peralta, Constanza Veloso-Besio, Jose Iribaren and Rodrigo Pinto

Interventions to develop leadership have attracted the interest of both the professional world and academia. The latter through review papers has highlighted the need to…

2265

Abstract

Purpose

Interventions to develop leadership have attracted the interest of both the professional world and academia. The latter through review papers has highlighted the need to incorporate organizational performance outcomes when evaluating the effectiveness of programs for leadership development, because they have been particularly scarce. Keeping this in mind, the purpose of this paper is to analyze the effectiveness of an intervention aimed at direct supervisors, on the basis of social skills and transformational/transactional leadership, in order to improve organizational climate (OC) perception and objective outcomes of organizational performance.

Design/methodology/approach

A quasi-experimental pretest-posttest design was used, with no quasi-control group. Intervention was applied to all direct supervisors (n=8) of a private company in the industrial sector, with national implementation. The intervention covered a period of two months, with a total of eight sessions. The frequency of the intervention was a weekly session of 90 minutes each. The impact was measured in their direct subordinates (n=34). The outcome variables were OC perception and various indicators of organizational performance.

Findings

The results showed a statistically significant increase, moderate-to-high magnitude (dMR=0.38-1.21), in most sub-dimensions of OC. The various organizational performance indicators (e.g. volume of sales, positioning of the company, etc.) also showed improvements.

Practical implications

Results suggest that the authors’ intervention program, based on social skills and leadership, aimed to develop leadership, has an effect on organizational efficacy outcomes, such as OC perception and organizational performance. The implications of this study’s findings for HR managers are that there is a direct relation between improvement in outcomes associated with organizational effectiveness and the training of direct supervisors; this is because the leadership in the levels that deal directly with workers is responsible for carrying out the main tasks of the organization.

Originality/value

The overall objective of this research was to analyze the effectiveness of an intervention aimed at direct supervisors, on the basis of social skills and transformational/transactional leadership, in order to improve OC perception and objective outcomes of organizational performance.

Details

Journal of Organizational Change Management, vol. 30 no. 2
Type: Research Article
ISSN: 0953-4814

Keywords

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Book part
Publication date: 12 November 2008

Casey A. Holtz and Robert A. Fox

Behavior problems are common in toddlers and preschoolers. Richman, Stevenson, and Graham (1975) identified difficulties with eating, sleeping, toileting, temper, fears, peer…

Abstract

Behavior problems are common in toddlers and preschoolers. Richman, Stevenson, and Graham (1975) identified difficulties with eating, sleeping, toileting, temper, fears, peer relations, and activity as typical in this young population. While all young children should be expected to experience behavior problems as part of their normal development, an ongoing challenge in the field has been to determine when these “normal” developmental problems rise to the level of being considered “clinical” behavior problems (Keenan & Wakschlag, 2000). For example, when does a two-year-old child's tantrum behavior, a three-year-old's urinary accidents, and a four-year-old's defiance become clinically significant? To answer these questions, clinicians must examine the frequency, intensity, and durability of these difficulties, their potential to cause injury to the child or others, the extent to which they interfere with the child development, and the degree to which they disrupt the lives of their siblings, caregivers, peers, teachers, and others.

Details

Autism and Developmental Disabilities: Current Practices and Issues
Type: Book
ISBN: 978-1-84855-357-6

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