Do we measure leadership effectively? Articulating and evaluating scale development psychometrics for best practice

Crawford, Joseph; Kelder, Jo-Anne

doi:10.1016/j.leaqua.2018.07.001

Cited by 66 publications

(47 citation statements)

References 99 publications

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“…43 Conversely, if a pharmacy-centric instrument is desired, a collection of best practices for developing valid and reliable assessments of leadership has been published. 44 Importantly, efforts to identify instruments for assessing leadership should clarify whether the intent is to measure leadership emergence or effectiveness. Leadership emergence measures the ability for an individual to rise to the top of an organization but does not necessarily correlate with leadership effectiveness (ie, the leader's impact on organizational performance).…”

Section: Discussionmentioning

confidence: 99%

A Systematic Review of Leadership Definitions, Competencies, and Assessment Methods in Pharmacy Education

Reed

Klutts

Mattingly

2019

American Journal of Pharmaceutical Education

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Objective. To characterize leadership definitions, competencies, and assessment methods used in pharmacy education, based on a systematic review of the literature. Findings. After undergoing title, abstract, and full-text review, 44 (10%) of 441 articles identified in the initial search were included in this report. Leadership or an aspect of leadership was defined in 37 (84%) articles, and specific leadership competencies were listed or described in 40 (91%) articles. The most common definitions of leadership involved motivating others toward the achievement of a specific goal and leading organizational change. Definitions of leadership in some articles required that individuals hold a formal leadership position whereas others did not. Only two leadership competencies were related to specific areas of knowledge. Most of the competencies identified were interpersonal and self-management skills. In terms of assessment, only one (2.3%) article assessed leadership effectiveness, and none assessed leadership development. Of the remaining 24 (55%) articles that included some type of assessment, most involved behavioral-based tools assessing individual attributes conceptually related to leadership (eg, strengths, emotional intelligence), or selfassessments regarding whether learning objectives in a leadership course had been met. Summary. Definitions for leadership in pharmacy varied considerably, as did leadership competencies. Most conceptualizations of leadership resembled a combination of established approaches rather than being grounded in a specific theory. If leadership development is to remain a focus within accreditation standards for Doctor of Pharmacy education, a consistent framework for operationalizing it is needed.

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Section: Discussionmentioning

confidence: 99%

A Systematic Review of Leadership Definitions, Competencies, and Assessment Methods in Pharmacy Education

Reed

Klutts

Mattingly

2019

American Journal of Pharmaceutical Education

View full text Add to dashboard Cite

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“…The ALBI was developed to assess the five behaviours of an authentic leader (Crawford et al, 2020): awareness, sincerity, balanced processing, positive morals, and informal influence. The development of the tool was conducted among a diverse sample exceeding 1,000 participants, and applying rigorous psychometric analysis (Crawford & Kelder, 2019). The scale consists of 15 items assessing these behaviours on a 7-point Likert scale.…”

Section: Methodsmentioning

confidence: 99%

Evaluating leadership, wellbeing, engagement, and belonging across units in higher education: A quantitative pilot study

Knox

Crawford

Kelder

et al. 2020

JALT

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Students are increasingly diverse, with traditional pedagogies and instructional approaches lacking effectiveness in engaging a variety of student cohorts. This study takes a behavioural approach to examining students in the classroom, seeking to better understand the relationships between authentic leadership, wellbeing, belonging, and engagement among students in an Australian Associate Degree program. This paper reports on a quantitative survey conducted at the beginning of a teaching period, with longitudinal data points expected as this cohort progresses. Preliminary findings are that while students' self-reported authentic leadership scores had associated gains in their psychological wellbeing, and classroom belongingness and engagement, their informal influence played the largest role. This could indicate that supporting students to develop deeper psychological behavioural capabilities (such as self-awareness and sincerity) would have the potential to strengthen the relationship between authentic leadership and student outcomes, by supporting a self-reinforcing effect among the authentic leader behaviours.

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“…Indeed, the use of post-hoc accounts for leadership studies has been criticised since at least the 1970s and more recently these criticisms have been extensively developed (Antonakis et al, 2016; Clifton and Dai, 2020). Particularly, the role of social cognition, including prototyping (Lord and Shondrick, 2011), attribution (Martinko et al, 2007), and performance cue effects (Lord et al, 1978) in producing, what on the surface look like reports of observations of leadership, has been clarified and more broadly acknowledged (Crawford and Kelder, 2019). This literature suggests that post-hoc accounts of leadership actions and interactions are constituted as much by observer characteristics (such as expectancies, knowledge categories, preferences etc.)…”

Section: Challenges and Advantages Of Studying Leadership In Interactionmentioning

confidence: 99%

Leadership in interaction. An introduction to the Special Issue

2020

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One of the most widespread ways of defining leadership as a phenomenon seems to be that of considering it to be a process of personal influence through which organisational goals are achieved (Northouse, 2010; Rost, 1991; Yukl, 2013). Further, rather than considering leadership to be a capacity or a state, most researchers also consider it to be something that happens or which is enacted, performed, accomplished or something similar. However, despite this seemingly shared understanding, until fairly recently, very few studies existed that focused on the observation of action, interaction, or performance of leadership as it occurred in a naturally-occurring environment. While behaviourally oriented studies have ostensibly focussed on overt actions, these behaviours are very rarely observed and reported in any detail. Similarly, interview based studies have typically relied on individual accounts of action, and the respondents' interpretation and understanding of them, but they are less attentive to the actions themselves. However, drawing inspiration from a few early and influential studies (Boden, 1994; Gronn, 1983; Knights and Willmott, 1992), over the last 20 years we have begun to see an increasing number of studies which offer close and detailed analyses of leadership in interaction, across a range of scholarly journals (see for example: Choi and Schnurr, 2014; Clifton, 2006; Larsson and Lundholm, 2013). This increasing interest in the enactment of leadership as an observable and reportable workplace phenomenon was amplified by the publication of Fairhurst's (2007) influential book 'Discursive Leadership: In Conversation with Leadership Psychology'. Fairhurst's basic argument was that leadership research would benefit from complementing the use of surveys and questionnaires with various forms of discursively oriented studies, including the analysis of situated interaction.

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Do we measure leadership effectively? Articulating and evaluating scale development psychometrics for best practice

Cited by 66 publications

References 99 publications

A Systematic Review of Leadership Definitions, Competencies, and Assessment Methods in Pharmacy Education

A Systematic Review of Leadership Definitions, Competencies, and Assessment Methods in Pharmacy Education

Evaluating leadership, wellbeing, engagement, and belonging across units in higher education: A quantitative pilot study

Leadership in interaction. An introduction to the Special Issue

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