Crucibles of leadership (how to learn from experience to become a great leader)

Calvin, James R.

doi:10.1080/15575330.2012.681504

Cited by 6 publications

(15 citation statements)

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“…Many trauma survivors report subsequent PTG as a major life change they experience as highly positive (Tedeschi & Calhoun, 2004). Similar suggestions have been made by leadership development authors like Bennis and Thomas (2007), Dotlich, Noel, and Walker (2004), McCall, Lombardo, and Morrison (1988), and Thomas (2008 in relation to adverse life experience or life's hard times. Hobfoll et al (2007) proposed that service to others is essential for the development of healthy PTG.…”

Section: Introductionmentioning

confidence: 52%

“…Gardner, Avolio, Luthans, May, and Walumbwa (2005) proposed that personal histories are a starting point for the development of authentic leadership, and "key trigger events serve as catalysts for heightened levels of leader self-awareness" (p. 347). Bennis and Thomas (2007), Dotlich, Noel, and Walker (2004), McCall, Lombardo, and Morrison (1988), and Thomas (2008 specifically chronicle the role of hard times and tasks in leaders' development (e.g., loss of loved one, personal illness or injury).…”

Section: Introductionmentioning

confidence: 99%

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Trauma-Inspired Prosocial Leadership Development

Williams¹,

Allen

2015

Journal of Leadership Education

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Though trauma survivors sometimes emerge as leaders in prosocial causes related to their previous negative or traumatic experiences, little is known about this transition, and limited guidance is available for survivors who hope to make prosocial contributions. To understand what enables trauma-inspired prosocial leadership development, the transition narratives of seven trauma-inspired leaders who varied by global region, primary language, gender, ethnicity, religion, trauma type, and leadership area were analyzed. Using interpretative phenomenological analysis in an exploratory study, participants' transitional journeys were examined through analysis of their autobiographies. Critical findings included frequent references by all participants to perspective enlargement (reframing a problem or context) and resilience to the negative, apathetic, or retaliatory responses to the mission (possibly learned through resilience to trauma itself). This study explores posttraumatic leadership conceptually and makes suggestions for leadership development among trauma-inspired survivors.

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Section: Introductionmentioning

confidence: 52%

Section: Introductionmentioning

confidence: 99%

Trauma-Inspired Prosocial Leadership Development

Williams¹,

Allen

2015

Journal of Leadership Education

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“…Learning through experience needs to be designed in a planned manner so that students experience learning events as an experiential learning that realizes real learning and focuses on building the potential and profile of the 4Cs characteristics. (Calvin, 2012;Gură u et al, 2018;Brown, 2019;Dellermann et al, 2019;Fatwassani, Fitriati and Bharati, 2019;Moje and Lewis, 2020;Soń ta and Magala, 2020).…”

Section: Goodnessmentioning

confidence: 99%

“…Learning through experience allows students to have theoretical, conceptual and practical knowledge by using learning resources and fundamentally constructed understanding. (Calvin, 2012).…”

Section: Introductionmentioning

confidence: 99%

“…Learning experiences characterize learning activities by optimizing mental processes of thinking that involve mental mental activities and effective learning readiness because learning begins with self-leadership to empower experience as a learning tool. (Calvin, 2012). Learning through experience is a learning feature that is needed to support the 4Cs competency profile because it becomes an instrument in the formation of competencies and skills (Redding, 2014).…”

Section: Introductionmentioning

confidence: 99%

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Readiness for learning ability through experiences

Susanto

2022

COUNS-EDU

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Learning through experience is a process that facilitates the ability to experience in observing, thinking, feeling, doing and experimenting for the formation of a 4Cs-based student competency profile (communication, collaboration, creativity, critical thinking and problem solving) which is the basis for the needs of the 4.0 revolution era. The level of student learning readiness through experience is largely determined by the teacher's ability to implement pedagogic knowledge and pedagogical competency models. The purpose of this study was to examine the readiness of students' learning abilities through experiences that were formed through the contribution of the level of pedagogical knowledge abilities and pedagogic competence models from teachers. Quantitative research with data collection instruments using Likert scale questionnaires, data analysis techniques using smart PLS, the population is 220 teachers and 220 students of public and private elementary schools in the region which is in area II of the West Jakarta Municipal Education Sub-Department, DKI Jakarta Province. The sampling technique was done by purposive side. The results showed that: (1) there was a positive and significant contribution to the ability to implement pedagogic knowledge on the pedagogical competency model, (2) there was a positive and significant contribution to the ability to implement pedagogic knowledge on learning through experience, (3) there was a positive and significant contribution to the ability to implement the model. pedagogic competence on learning through experience, and (4) there is a dominant factor from each indicator as a construct forming variables that contribute to learning through experience.

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Leadership development across the lifespan through sport and physical activity

Riera,

Moragas-Rovira,

Pujadas

2024

JMD

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PurposeThe purpose of this paper is to analyze if the sport trajectory could be an impact factor in leadership development.Design/methodology/approachA qualitative research method has been adopted by conducting 17 in-depth, semi-structured interviews. The data were analyzed with the program Open Code (4.03).FindingsThe findings of this study revealed that the interviewed managers perceived that their sport trajectory has had an important influence in the development of their leadership. This influence is determined by four factors: (1) sport profile, (2) sport referents, (3) competences, values and abilities and (4) experiences from different sport roles played during their lifespan.Research limitations/implicationsThe research is based on interviews with a small sample of managers. In order to develop the research further, a more extensive sample is required.Originality/valueThe paper is unique as it examines the impact of the sport trajectory as an impact factor in leadership development.

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Crucibles of leadership (how to learn from experience to become a great leader)

Cited by 6 publications

References 0 publications

Trauma-Inspired Prosocial Leadership Development

Trauma-Inspired Prosocial Leadership Development

Readiness for learning ability through experiences

Leadership development across the lifespan through sport and physical activity

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