Advancing the science of 21st-century leadership development: Theory, research, and practice

Day, David V.; Riggio, Ronald E.; Tan, Sherylle J.; Conger, Jay A.

doi:10.1016/j.leaqua.2021.101557

Cited by 58 publications

(116 citation statements)

References 55 publications

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“…Similarly, in examining typically used leadership development interventions, Boak and Crabbe (2019) found that mature managers considered standardised interventions such as mentoring, appraisal feedback and temporary work assignments to have low efficacy. This widely reported low efficacy can arguably be attributed to leadership development interventions rarely being based on theoretical models of leadership development and instead being based on individual competency-, or leadership “type” models (Day et al. , 2021).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

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“One of these things is not like the others”: the role of authentic leadership in cross-cultural leadership development

Lewis

Aldossari²

2022

LODJ

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PurposeThe purpose of this research is to explore a possible relationship between the presence of authentic organisational leadership and the leadership development experience.Design/methodology/approachThis study uses a qualitative exploratory hybrid research design which draws on data from multiple sources. Data were collected by means of semi-structured interviews, document analysis and non-participant observations across two case study organisations in Saudi Arabia.FindingsThe authors' findings suggest that the presence of authentic leadership (AL) within an organisation is a significant factor in the leadership development experience. This study also highlights the key importance of advancing leadership development theory that is holistic and comprehensive.Research limitations/implicationsThe study was conducted as case studies within a specific social context. Findings cannot be generalised but offer valuable direction for future research.Originality/valueThe research advances leadership development theory by highlighting the inadequacy of the person-focussed perspective and offering exploratory evidence for the role of social context, organisational leadership and organisational artefacts in the leadership development process.

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Section: Theoretical Backgroundmentioning

confidence: 99%

“…The person-centred perspective of leadership dominates the extant theory on leadership development (Day et al. , 2021) and is concerned with cognitive abilities (Groves and Feyerherm, 2021), personality profiles (Lee et al.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

“One of these things is not like the others”: the role of authentic leadership in cross-cultural leadership development

Lewis

Aldossari²

2022

LODJ

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“…In both definitions, people working in concert to achieve goals are centrally located. However, most leadership education research is focused on examining individual attributes and behaviors, not relationships or processes within groups designed for goal achievement (Day et al., 2021). For example, very little attention to date has been focused on examining how participating in leadership development programs in higher education builds the capacity for teams to (a) communicate better, (b) more effectively address conflict, or (c) collaborate more efficiently in achieving tasks.…”

Section: Summarizing What We Know We Do Not Knowmentioning

confidence: 99%

“…How can we be certain that what we know about student leadership development is actually true? Many scholars have recently noted the improbability of proving causal connections between participation in leadership development initiatives and subsequent growth in leadership capacity or competency (Day et al., 2021; Martin et al., 2021). This perhaps becomes even more problematic with student leadership development initiatives, as a student's interconnected web of curricular and co‐curricular participation imposes numerous confounding variables in proving positive associations to specific leadership outcomes, let alone proving causality.…”

Section: Summarizing What We Know We Do Not Knowmentioning

confidence: 99%

Addressing the known unknowns in student leader development

Rosch

Wilson

2022

New Drctns Student Lead

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This article highlights the current state of “what we know we do not know” about student leadership development and suggests specific research agendas and program assessment methods. This article includes the practical description of how rigorous methods could be used to address these issues using examples for both researchers and program assessment staff and the description of a conceptual model that could be employed to organize how leadership program outcomes are evaluated.

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“…In effect, leadership development aims to better understand, anticipate, and intervene in how people and groups build leadership potential. These concerns have piqued the interest of academics interested in the elements and processes that influence the development of leaders and leadership (Day et al, 2021). "There is a large debate among theorists on how leadership should be perceived.…”

Section: Literature Review On Leadershipmentioning

confidence: 99%

Exploring the Impact of Leadership Styles on the Motivation of Millennial Teachers

Manlapaz¹

2022

Am. J. Interdiscip. Res. Innov.

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The way a leader gives guidance, implements plans, and motivates people to achieve their goals is referred to as their leadership style. At this juncture, the exploration of leadership styles and its impact on the motivation of millennial teachers was considered a relevant discourse for the time being. The objective of the research is to assess the impact vis-a-vis the leadership style and motivation, mainly, for the purpose of establishing baseline data which may be beneficial to the players of the educational system. The anticipated outcome, on the other hand was, enhancement of leadership styles of educational leaders by proposing an action plan or program. In effect, the millennial teachers themselves would be guaranteed with a healthier functional and professional environment, to which, would also lead them to be educational leaders thereon. Using descriptive correlational design as method, a total of 105 elementary public-school teachers were identified through purposive sampling technique. All these respondents were stationed in various 21 elementary schools in the SDO Palayan City Annex, Province of Nueva Ecija, Philippines. Results revealed that preferred type of leadership by the respondents, the transformational leadership style’s item-statements dealing on idealized influence got the highest general weighted mean of 4.04., described as Fairly Often. In terms of the intrinsic and extrinsic motivational factors of teaches, they emphasized on their work as very fundamental reason for defining who they are and because they need it, as their external motivational factor. A Professional Development Plan on Leadership Style and Motivation was crafted and recommended.

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Advancing the science of 21st-century leadership development: Theory, research, and practice

Cited by 58 publications

References 55 publications

“One of these things is not like the others”: the role of authentic leadership in cross-cultural leadership development

“One of these things is not like the others”: the role of authentic leadership in cross-cultural leadership development

Addressing the known unknowns in student leader development

Exploring the Impact of Leadership Styles on the Motivation of Millennial Teachers

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