A comprehensive system for leader evaluation and development

Abstract

The aim was to describe the development of a theoretical model for leader evaluation and development, an instrument based on this model, and a strategy for large scale implementation in the Swedish armed forces. The model rests on an interactional person by situation paradigm. It emphasises “developmental leadership”, which is inspired by transformational and functionalistic leadership approaches. The developmental leadership questionnaire (DLQ) was operationalised from the model and refined through structural equation modelling. The model and the DLQ will be used for three purposes: yearly evaluation of all personnel in the Swedish armed forces; yearly planning dialogues between each employee and his or her nearest supervisor; and a tool for leadership training. The implementation strategy includes an initial course in developmental leadership for all colonels. This is followed by the selection and training of local trainers, who, in turn, initiate the comprehensive programme locally. The system should be fully implemented by 2005.

Isolated cases or widespread practice? The occurence of sharing managers in Swedish working life

“…pp. 1435-1436) In work on developmental leadership Larsson et al (2003) support the traditional representation of favorable leadership (see Figure 1) when relating leadership styles to organizational result and individual development. The model describes a leadership style development where Bass' and Burns' transformational 3 leadership is depicted as the most favorable.…”

Learning-Oriented Leadership: Managers as Facilitators of Human Resource Development in Daily Work

“…contingent reward and management by exception, but these behaviours are typically seen as a 'necessary evil' related to conventional leadership (cf. Larsson et al, 2003).…”

“…In this respect, the support from managers has especially been highlighted as important for promoting and enhancing individual and collective learning (Eraut, 2011;Loon, Mee Lim, Heang Lee & Lian Tam, 2012). Popular designations for this new leadership are transformational and transactional leadership (Bass, 2000;Loon et al, 2012), developmental leadership (Gilley, Shelton & Gilley, 2011;Larsson et al, 2003), managers as teachers (Agashae & Bratton, 2001), managers as facilitators of learning (Cohen, 2013;Ellinger & Bostrom, 2002), managers as developers (Warhurst, 2013), and managers as coaches (Ladyshewsky, 2010).…”

A theoretical Framework about Leadership perspectives and Leadership styles in the Didactic Room

“…We have selected those that have been developed by Larsson (2010) and Larsson et al (2003), which are non-leadership, conventional leadership, and developmental leadership. In the same way as they can regarding perspectives, teachers can switch between different leadership styles from one moment to another.…”

“…Leadership style refers to a set of behaviors that are based on a certain premise : for example, authoritarian, democratic, or laissez-faire (Bolman & Deal, 2005;Larsson et al, 2003;Northouse, 2007). We have selected those that have been developed by Larsson (2010) and Larsson et al (2003), which are non-leadership, conventional leadership, and developmental leadership.…”