Developing Leaders ‐ Innovative Approaches for Local Government

Reitz, Megan; Carr, Melissa; Blass, Eddie

doi:10.1108/17479886200700030

Cited by 5 publications

(3 citation statements)

References 7 publications

(3 reference statements)

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“…In addition, drawing on previous research such as Maier and Watkins (2010), the authors infer from the results of the study that practice with stressful situations will likely lead to an improved ability to deal with similar situations in the future because having encountered them before and stored their response in their memory they perceive that they have the resources to deal with them (Reitz et al , 2007). This perceived resourcefulness can impact their perception of a stressful situation and as such make the difference between leaders responding in “challenge” mode, and performing at their cognitive peak, or in “threat” mode, impeding their cognitive performance (Kassam et al , 2009).…”

Section: Discussionmentioning

confidence: 99%

Experiential learning as preparation for leadership

Waller

Reitz

Poole

et al. 2017

LODJ

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The objective of the study was to explore whether challenging experiences on development programmes would simulate leadership challenges and therefore stimulate the body's autonomic nervous system response. We also aimed to determine whether increase in autonomic arousal would be related to learning, and/or moderated by personality variables. Design/methodology/approach The research used heart rate monitors to measure heart rate continuously over a two-day simulated learning experience. This was used to calculate autonomic arousal which was taken to be the difference between resting heart rate measured during sleep (HR) and HR during critical incidents (∆HR). We correlated this with selfreports of learning immediately after, and one month after, the programme to assess the impact of autonomic arousal on perceived learning, as well as with variety of psychometric measures. Findings The research found significant correlations between (∆HR) during critical incidents and perceived learning which were not related to personality type. The research also found a significant correlation between (∆HR) and learning during a control event for individuals with 'approach' personalities. Research limitations Whilst a significant result was found, the sample size of 28 was small. The research also did not empirically assess the valence or intensity of the emotions experienced, and used only a self-report measure of learning. Future research should replicate the findings with a larger sample size, attempt to measure these emotional dimensions, as well as obtain perceptions of learning from direct reports and line managers. Originality / value The research extends the literature regarding the value of learning through experience, the role of autonomic arousal on learning, and the impact of negative emotions on cognition. The research makes a unique contribution by exploring the impact of experience on arousal and learning in a simulated learning experience and over time, by demonstrating that simulated experiences induce emotional and physiological responses, and that these experiences are associated with increased learning.

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Section: Discussionmentioning

confidence: 99%

Experiential learning as preparation for leadership

Waller

Reitz

Poole

et al. 2017

LODJ

Self Cite

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“…En este sentido, afortunadamente también las medianas y grandes empresas se han logrado interesar en los últimos años por esta clase de temas con el propósito de establecer programas efectivos de liderazgo (Francia, 2013), encausando en momentos sus esfuerzos hacia el control de las emociones de los directivos sobre sus empleados (Reitz, Carr y Blass, 2007), donde dicho sea de paso las mujeres son más emocionales que los hombres. El apoyo de quien está al frente como directivo hacia las personas que se encuentran bajo su cargo permite la gestación de fuerzas motoras que mueven al ser humano, como la motivación, la creatividad, iniciativa, entre otras (Hernández, Espinoza y Aguilar, 2014).…”

Section: Introductionunclassified

Las motivaciones y los inconvenientes en el camino hacia un liderazgo femenino en el sistema educativo mexicano

2019

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Lograr un puesto en la alta dirección de una institución educativa del ámbito mexicano no es fácil para las mujeres. En México no es común o simplemente no se está acostumbrado a observar que personal femenino ocupe un cargo directivo. El escaso número de lideresas que actualmente se encuentran en funciones no han tenido el camino fácil, ya que se han enfrentado a diversas circunstancias antes y durante su gestión. El estudio tiene como objetivo conocer la opinión de 50 jefas que ocupan un área, departamento o jefatura, en el ámbito docente privado del municipio de Pachuca, Hidalgo, con base a las principales motivaciones e inconvenientes que enfrentaron en su lugar de trabajo. Se utilizó el instrumento Moncayo y Zuluanga (2014) y los principales hallazgos señalan que las oportunidades no son las mismas y que existen diferencias de salarios entre personal mujer y hombre que ocupa el mismo puesto.

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“…For a few decades scientists have been investigating the influence of transformational leadership in different levels of educational institutions, i.e. school, school principal and teacher's leadership (Pounder, 2006;Carr, Blass, 2007;Karpinski, 2008), in different social contexts (Griffith, 2004) and also leadership at schools operating in different cultures (Yu, Leithwood and Jantzi, 2002;Lam, 2002;Lam et al, 2002;Cheng, 2003; Abu-Tineh, Khasawneh and Al-Omari, 2008). Influence of school principal as a transformational leader to teachers' motivation, creativity and satisfaction was investigated by Geijsel, Sleegers and van den Berg (1999), Griffith (2004), Walumbwa et al (2005), Moss (2009).…”

Section: Introductionmentioning

confidence: 99%

Barriers of School Principal’s Transformational Leadership in Change Process: Case Study of Lithuanian Schools

Navickaitė

Janiūnaitė

2012

socscie

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Expectations and requirements for school and school principals have changed a lot during the recent decades. A school principal becomes responsible not only for management of school as an institution (activity planning, organizing, staffing and controlling) but also for motivation of positive microclimate change, development of school as a learning institution, student achievements and etc. Therefore, the transformational leadership asserting in principal activities of school direction determination, concentrating school community for collective activities, building relationships among all members of the school community and etc. is essential for principal, who aims for successful work. School principal's transformational leadership in the context of change process at school can be strengthened, supported or suppressed. The authors in this article determine the barriers that school principal's transformational leadership faces in change process at school. The article consists of three parts: according to the analysis of scientific literature in the first part the barriers of school principal's transformational leadership in separate phases of change are distinguished, in the second part there is the research methodology of principal's transformational leadership expression and its barriers in change process at school presented and in the third part there is given the analysis of the research results.

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Developing Leaders ‐ Innovative Approaches for Local Government

Cited by 5 publications

References 7 publications

Experiential learning as preparation for leadership

Experiential learning as preparation for leadership

Las motivaciones y los inconvenientes en el camino hacia un liderazgo femenino en el sistema educativo mexicano

Barriers of School Principal’s Transformational Leadership in Change Process: Case Study of Lithuanian Schools

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