Eric K. Kaufman and Hannah S. Carter
Agricultural leadership programs have been widely supported by both the public and private sector and have been praised for the “networking” they provide. However, is there any…
Abstract
Agricultural leadership programs have been widely supported by both the public and private sector and have been praised for the “networking” they provide. However, is there any community benefit? Could these programs be doing more? This paper provides some insight into these issues by looking at contributions of the related research. First, a connection is made between social capital theory and the value of networking. Then, agricultural leadership programs are discussed in terms of benefits they provide to participants and the communities that they serve. Finally, an application component is proposed for use in agricultural leadership programs as a way of improving the effectiveness for the communities that support them.
Eric K. Kaufman, Richard J. Rateau, Hannah S. Carter and L. Rochelle Strickland
One method to develop leaders is through leadership development programs designed specifically for an intended context. The International Leadership Association (ILA) provides…
Abstract
One method to develop leaders is through leadership development programs designed specifically for an intended context. The International Leadership Association (ILA) provides questions for designing programs such programs. This article reflects data collected during the process of developing a leadership program serving the broader agricultural community in Virginia. The International Association of Programs for Agricultural Leadership (IAPAL) reports that programs for leadership development in agricultural contexts typically include 12 seminars over two years, with less than one-third of the seminars agriculturally related. The profile includes sources of financial support and allocation of administrative duties. A survey of agricultural leaders reveals a strong desire for such programming. The stakeholders sought a program including emerging and experienced leaders with travel for on-site experiential learning. The findings have implications for the state and broad leadership development. Those who develop leadership programs for other contexts may benefit from the guiding questions and data.
Kevan W. Lamm, Nekeisha L. Randall, Alexa J. Lamm and Hannah S. Carter
Policy leadership infiltrates the lives of citizens everywhere. Though this type of leadership is implicit and ubiquitous, a theoretically-based model specifically intended for…
Abstract
Policy leadership infiltrates the lives of citizens everywhere. Though this type of leadership is implicit and ubiquitous, a theoretically-based model specifically intended for policy leaders is not readily available in academic literature. This article serves to address this gap by proposing a conceptual model of the policy leadership framework. The model expounds upon previous literature and identifies 16 areas vital to the policy process. Implications of the model relate to equipping leadership educators in the classroom and in the community with enhanced policy leadership research and curriculum.
Kevan W. Lamm, Hannah S. Carter and Alexa J. Lamm
Although the term interpersonal leadership has been well established within the literature, there remains a dearth of theoretically derived models that specifically address the…
Abstract
Although the term interpersonal leadership has been well established within the literature, there remains a dearth of theoretically derived models that specifically address the comprehensive nature of the underlying leader behaviors and activities. The intent of the present article is to attempt to synthesize the existent leadership models, behaviors, and factors to arrive at a coherent conceptual model of interpersonal leadership that can inform efficient and effective leadership education programs. The resulting model included 13 primary factors integrated within a hierarchical framework. Leadership educators are recommended to adopt or adapt the proposed model while developing educational curriculum and interventions.
Sean T. Hannah and David A. Waldman
Behavioral ethics research in the field of management is burgeoning. While many advancements have been made, applying an organizational neuroscience approach to this area of…
Abstract
Behavioral ethics research in the field of management is burgeoning. While many advancements have been made, applying an organizational neuroscience approach to this area of research has the possibility of creating significant new theoretical, empirical, and practical contributions. We overview the major areas of behavioral ethics research concerning moral cognition and conation, and then we concentrate on existing neuroscience applications to moral cognition (moral awareness, moral judgment/reasoning, effects of moral emotions on moral reasoning, and ethical ideology). We also demonstrate the usefulness of neuroscience applications to organizational behavioral ethics research by summarizing a recent study on the neuroscience of ethical leadership. We close by recommending future research that applies neuroscience to topics such as moral development, group ethical judgments and group moral approbation, and moral conation (e.g., moral courage and moral identity). Our overall purpose is to encourage future neuroscience research on organizational behavioral ethics to supplement and/or complement existing psychological approaches.
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Natalie Coers, Nicole Stedman, Grady Roberts, Allen Wysocki and Hannah Carter
The purpose of this study was to explore the phenomenon of leadership development as experienced by non-government organization (NGO) executive leaders in international…
Abstract
The purpose of this study was to explore the phenomenon of leadership development as experienced by non-government organization (NGO) executive leaders in international agricultural development. Data were collected from twelve executive NGO leaders through in-depth interviews to understand the textural and structural essences of the participants’ lived experiences of leadership development. Findings indicated the integral role of mentoring in leadership development prior to obtaining an executive leadership role and supported the conceptual model inclusive of mentoring as a mediating factor of efficacious leadership development. The study provided implications and future research recommendations for executive leaders in international agricultural development, as well as for leadership educators and practitioners.
Alaba Apesin and Tao Gong
Previous studies indicate that a college-student’s leader self–efficacy (LSE) enhances the ability to be an effective leader. However, there is limited empirical evidence on the…
Abstract
Previous studies indicate that a college-student’s leader self–efficacy (LSE) enhances the ability to be an effective leader. However, there is limited empirical evidence on the college experiential factors that develop students’ LSE in Historically Black Institutions (HBIs). The purpose of this study is to adapt Astin’s input-environment- outcome (I-E-O) model to identify the effects of college experiential variables (environment) on student LSE development (output) while controlling for precollege variables (input). Pre- and post-data were collected from 200 freshmen studying at two Historically Black Institutions and analyzed using the hierarchical multiple regression (HMR). The findings suggested that precollege LSE and college co-curricular leadership experiences significantly influence students’ LSE development.
Gemma Dyble, Anna Tickle and Christine Collinson
There has been extensive growth in the employment of mental health peer support workers (PSWs) over the last decade. However, limited research exists when exploring how PSWs make…
Abstract
Purpose
There has been extensive growth in the employment of mental health peer support workers (PSWs) over the last decade. However, limited research exists when exploring how PSWs make sense of the transition of entering and enacting the role. The purpose of this paper is to explore the lived experience of NHS employed PSWs’ transition from their own experiences of mental health problems to provide a service to support individuals with their mental health problems.
Design/methodology/approach
The study used purposive sampling to recruit seven participants who were individually interviewed using a semi-structured interview schedule. Interviews were transcribed verbatim and analysed using interpretative phenomenological analysis (IPA).
Findings
Three superordinate themes were identified: fluctuating identities, PSW role and organisational culture. These were interpreted as interdependent with interrelating subordinate themes.
Research limitations/implications
Participants considered the complex, idiosyncratic and changeable nature of the transitions and the impact on their individual, interpersonal and collective identities. Emotional and practical support appeared to assist the transition whilst competing roles and blurred boundaries constrained the enactment of the new role. Implications for practice and research are provided.
Originality/value
Reports on original research and adds to the sparse UK literature in this area.
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Victoria McCreanor, Hannah Carter, Robin Blythe and Suzanne Robinson