Believing Is Becoming

Reichard, Rebecca J.; Walker, Dayna O.; Putter, Stefanie; Middleton, E.; Johnson, Stefanie K.

doi:10.1177/1548051816657981

Cited by 23 publications

(13 citation statements)

References 79 publications

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“…The current research findings seem to depart from previous studies where a higher leader self-efficacy and learning efficacy lead to greater involvement in leadership development (Avolio and Hannah, 2008; Reichard et al , 2017). In the context of natural scientists in Uganda, the current study found that most participants reported having experienced high confidence that they and peers could learn leadership easily, but this did not correspondingly lead to greater engagement in leadership development activity.…”

Section: Discussioncontrasting

confidence: 99%

“…On perceived behaviour control, the findings showed that participants had demonstrated non-conformist behaviour by rising to the top of their leadership career. This is consistent with previous literature suggesting that developmental readiness and leader characteristics have a strong bearing on the appetite for, and the ability to benefit from, leader development (Avolio and Hannah, 2008; Reichard et al , 2017). Moreover, the current research findings indicate that scientists were not as involved as non-scientists in extra-curricular activities at HEIs – opportunities that previous studies have found to immensely add to one’s learning of leadership and effectiveness (Liu et al , 2020).…”

Section: Discussionsupporting

confidence: 92%

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Drivers and barriers in developing sustainability leadership – a case of natural scientists at Ugandan universities

Lukwago

Martins²,

Tefera³

2022

IJSHE

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Purpose Although natural science disciplines significantly contribute to sustainable development goals (SDGs), little research attends to how higher education institutions (HEIs) influence the development of leadership skills needed among sustainability leaders. This paper aims to examine the leadership development experiences of natural scientists at the forefront of disciplines associated with SDGs to identify barriers and drivers to sustainability leadership skills development at HEIs. Design/methodology/approach A mixed-methods comparative study was used, integrating qualitative interviews among 21 natural scientists and 11 non-scientists, two focus group discussions and a cross-sectional survey of 221 leaders. The theory of planned behaviour was used as the analytical frame to identify themes emerging from the data as facilitators or barriers to leadership development. Findings There was a statistically significant difference between scientists and non-scientists in the attitudes, beliefs and perceptions that drive participation in leadership development activities. Attitudes belittling leadership skills, limited integration of leadership skills in medical, engineering and agricultural curricula and a social identity of superior learning efficacy impede natural scientist students at HEIs from engaging in leadership development. Research limitations/implications Further research using a larger sample could assess the prevalence and effect of the drivers and barriers on sustainability leadership effectiveness. Practical implications Beyond integrating leadership skills in HEIs curricula, the development of sustainability leadership requires deliberate elevation of the value of leadership skills within natural sciences, specifically by addressing attitudes, beliefs and workload challenges that impede scientists’ engagement in co-curricular activities. Originality/value Integrating multiple disciplines provides generalised insights into the context of leadership development among natural scientists at HEIs. This study identifies specific drivers and barriers affecting leadership development at HEIs in a developing country setting.

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Section: Discussioncontrasting

confidence: 99%

Section: Discussionsupporting

confidence: 92%

Drivers and barriers in developing sustainability leadership – a case of natural scientists at Ugandan universities

Lukwago

Martins²,

Tefera³

2022

IJSHE

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“…Self-development activities: Unlike the past, where an employer's responsibility included taking care of employee development, today's world of work requires individual employees to take control of their own development. According to Reichard et al (2017), most of today's organisations value self-driven and proactive individuals as there are raised organisational agility and adaptability. Mihiotis and Argirou (2016) opine that by taking responsibility and ownership of personal decisions, individual employees have an opportunity to learn and develop, which increases their engagement in personal and organisational goals.…”

Section: Talent Development Practicesmentioning

confidence: 99%

Talent Development Practices Predict the Employee Engagement of Human Resource Professionals

Morethe

Swarts

Schultz

2020

SABR

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There is little evidence to indicate the association between talent development practices and the employee engagement of human resource (HR) professionals. The aim of this study was to examine if talent development practices predict the employee engagement levels of HR professionals. The study was conducted by means of a quantitative survey research design based on a sample of 354 HR professionals. A stratified random sampling technique was applied and data were collected by means of the Survey Monkey internet tool and analysed by means of multiple regression analysis. The results indicate that self-development behaviour is not a significant predictor of organisational engagement, while developmental relationships and support as well as development assignments are significant predictors. These results suggest that managers should provide developmental support and assignments to enhance employee engagement.

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“…However, in practice, it is not an easy task. Managers face numerous barriers in professional life that affect their successful development (Reichard et al, 2017). These barriers might affect in any case -whether a given manager is involved in educational and development activities or not.…”

Section: Literature Reviewmentioning

confidence: 99%

Development of a Cluster Manager’s Competencies Towards Competitivenesss

Horák¹,

Matošková²,

Danko³

2020

JOC

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Cluster managers have less authority compared to managers in companies, with the work of cluster managers based rather on negotiation than on issuing instructions. Nevertheless, dynamic changes regarding environment and customer needs in general have taken place, and ensuring that employees have adequate knowledge and skills has become necessary for companies to gain a competitive advantage. Thus, the development of competencies in cluster management is more relevant in terms of the changing nature of competencies in order to enhance competitiveness. A research gap, however, has emerged in terms of studies analyzing developmental activities to increase the skills and knowledge of cluster managers, including their abilities to support cluster development and related competitiveness issues. The main objective of the present paper is to identify possible methods of developing cluster managers competencies in order to increase the competitiveness of cluster organizations. To accomplish these research goals, the paper employs semi-structured interviews with Czech cluster managers, with primary data analyzed via coding based on thematic analysis and codes subsequently grouped into categories for conceptualization. The findings indicate that development of cluster managers lags behind in terms of lack of motivation enhancement and time, lack of finance, idleness, negative experiences, administrative tasks as well as personal traits. The main criteria for developing competencies in cluster organizations are reflected in activities focused on the ability to innovate, lead and protect in terms of trust building, all skills essential for enhancing the competitiveness of cluster organizations. Cluster managers select development activities based on topics and references to educational activities which they estimate mainly from practical experience based on recommendations by experienced practitioners. Finally, the study puts forth practical guidelines regarding self-development methods recommended by the respondents for developing competencies in cluster development and competitiveness.

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Believing Is Becoming

Abstract: Whether you think you can, or you think you can't-you're right.

Cited by 23 publications

References 79 publications

Drivers and barriers in developing sustainability leadership – a case of natural scientists at Ugandan universities

Drivers and barriers in developing sustainability leadership – a case of natural scientists at Ugandan universities

Talent Development Practices Predict the Employee Engagement of Human Resource Professionals

Development of a Cluster Manager’s Competencies Towards Competitivenesss

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