In this article we discuss the importance of early identification and intervention, and draw parallels between the skills required to manage students and trainees in difficulty, and those used daily in identifying and exploring issues with patients. This is based on a combined experience of over 30 years in helping students and trainees in difficulty, and in training and mentoring others to do so. Following this medical model, we highlight straightforward methods for: identifying those in difficulty; making a 'diagnosis'; providing simple interventions; and knowing when and how to refer on. We discuss issues around record keeping, confidentiality and ongoing management, with particular reference to the aspects of the doctor-patient interaction that do not transfer to the supervisor-trainee relationship.
PurposeThe purpose of this paper is to reacquaint researchers and practitioners with Barnard's contributions to understanding of the moral conditions that underlie the authenticity of organizational leadership.Design/methodology/approachThe paper identifies Barnard's insights on leadership and uses them as inputs to theorizing about authentic leadership.FindingsAs an outcome of theorizing, the paper identifies the conditions that are likely to lead to inauthentic, pseudo‐authentic or authentic leader behavior.Research limitations/implicationsExamining authentic leadership from a historical perspective can open promising avenues for future research.Practical implicationsLeadership development programs should incorporate concepts of responsibility and conflicts of responsibility in order to provide executives with the knowledge base required for ethical decision making.Originality/valueBy placing contemporary discussion of authentic leadership in its proper historical context, scholars can draw on a wealth of existing theory to advance the study of authentic leadership.
Purpose -Leaders model behaviors they want followers to emulate, and they use various technologies to enhance their message, but which tools are most effective? Using two studies, this paper sets out to compare the effectiveness of newer and older computer technologies used by leaders for describing and demonstrating desired behaviors. Design/methodology/approach -The first study, an interdisciplinary experimental design, involved 110 students across two college campuses and data were analyzed using a 2 (modeling and no modeling) £ 2 (older and newer technology) between-subjects ANOVA. The second study further explored modeling with both technologies on one campus, and data were analyzed with independent samples t-tests. Findings -Newer technology was more effective than older technology in increasing desired behaviors but only when coupled with modeling of those behaviors by the leader. However, after the novelty of the new technology had worn off, no significant difference in production of desired behaviors was observed. Practical implications -Justifying the expense of purchasing new technology to replace functional older equipment is an important consideration for businesses and universities. Organizational leaders need factual, unbiased data to guide their decisions about allocating limited financial resources. Originality/value -The studies were designed to provide decision-makers with some much-needed empirical data.
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