Laying the groundwork: First steps in evaluating leadership development

Martineau, Jennifer

doi:10.1002/lia.1044

Cited by 11 publications

(9 citation statements)

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“…Good leadership development – whether focused specifically on academic leadership or on leadership more broadly or narrowly interpreted – must address stakeholders’ needs and priorities. Martineau (2004, p. 5) makes the important point: ‘Identifying leadership development needs involves discussing with stakeholders where change is needed…: What do individuals or groups need to do differently? In what ways do they need to think or interact differently?’ (original emphases).…”

Section: Discussion: Lifting the Lid Off The Academic Leadership ‘Box’mentioning

confidence: 99%

“…Consistent with Martineau’s (2004: 4) observation that ‘[t]he process of evaluating leadership development begins at the beginning – with needs assessment’, my study was designed with a view to uncovering the extent to which professors identified a need for academic leadership preparation or development provision that aligns with one or more of these four perspectives.…”

Section: The Researchmentioning

confidence: 99%

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University professors as academic leaders

Evans¹

2016

Educational Management Administration & Leadership

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In the UK the title ‘professor’ is generally applied only to the most senior academics – equivalent to North American full professors – and whom anecdotal evidence indicates to be often unprepared for the increasingly expansive academic leadership roles that they are expected to fulfil. The study reported in this paper was directed at exploring the reliability of such evidence, and the ways in which professors develop or prepare themselves, or are developed or prepared by others, for what are generally considered their professorial academic leadership roles. Data were gathered by questionnaires and interviews, revealing that excessive professorial workloads often result from confusion about what constitutes academic leadership and precisely what and how much is expected of professors. Yet despite an evident dearth of ‘official’, designated, academic leadership preparation and/or development provision, professors were resourceful in drawing upon their experience, networks and intellectual capacity to develop ways of becoming and being effective members of the professoriate.

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Section: Discussion: Lifting the Lid Off The Academic Leadership ‘Box’mentioning

confidence: 99%

Section: The Researchmentioning

confidence: 99%

University professors as academic leaders

Evans¹

2016

Educational Management Administration & Leadership

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“…Designing and implementing valid performance assessments is a complex endeavor (Martineau, 2004; Stiggins, 1987; Turnbull et al, 2013; Wei & Pecheone, 2010). It begins with a design process that yields assessment content with strong content validity.…”

Section: Conceptual Backgroundmentioning

confidence: 99%

Performance Assessment for Principal Licensure: Evidence From Content and Face Validation and Bias Review

Orr

Pecheone

Snyder

et al. 2017

Journal of Research on Leadership Education

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This article presents the validity bias review feedback and outcomes of new performance-based assessments to evaluate candidates seeking principal licensure. Until now, there has been little empirical work on performance assessment for principal licensure. One state recently developed a multi-task performance assessment for leaders and has implemented it for statewide use in initial principal licensure decisions; this development process is described here, focusing on content validity and bias review, and incorporates candidate and program faculty validiation as well. The results demonstrate the content validity, relevance, and feasibility of this new performance assessment for leaders, and yield implications for leader assessment generally.

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“…Others have also refined the basic competency measurement idea. Martineau (2004), for example, refines it by levels (individual, team, and organization) and also by levels of mastery. These methods all have utility and provide useful data for measuring individual behavioural progress against a template designed for their organizations.…”

Section: The Evaluation Of Leadership Development: An Overviewmentioning

confidence: 99%

Special Issue on New Paradigms in Evaluating Leadership Development

Edwards

Turnbull

2012

Advances in Developing Human Resources

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The Problem Evaluation of leadership development programs has been criticized recently for being based too much on structured evaluation models that do not account for more broad based outcomes and interpretations of leadership development. The Solution This special issue develops some core themes around enabling and enacting leadership development evaluation in organizations. The focus is on highlighting innovative ways of evaluating leadership development that fits more comfortably with contemporary leadership theory. This link with contemporary leadership literature, in turn, brings about thinking around mindsets, culture, partnerships, relationships, and the interdependency of leaders and leadership in organizations, some of the core themes represented in this special issue. These themes are expressed as new paradigms as there appears limited discussion in the literature regarding their use in evaluating leadership development. The purpose of the special issue will be to highlight differing and innovative approaches to leadership development evaluation rooted in experiences of delivering such programs in the United Kingdom, Canada, New Zealand, and Australia. Each article expresses novel approaches to the evaluation of leadership programs that can be inculcated into practice across a wide variety of organizations. The Stakeholders Leadership development programs have started to become prolific in organizations both public and private sector based. This has provided a challenge to human resources professionals in the evaluation of such programs that are increasingly becoming complex in nature and starting to use innovative and unusual approaches. This special issue therefore delves into contemporary leadership theory and relates this to the practice of delivering and evaluating programs across organizations. The outcome therefore will help HR professionals identify key aspects to take account of when evaluating leadership development in and across organizations, and will set the basis for further empirical research and theoretical reflection on the topic.

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Laying the groundwork: First steps in evaluating leadership development

Cited by 11 publications

References 0 publications

University professors as academic leaders

University professors as academic leaders

Performance Assessment for Principal Licensure: Evidence From Content and Face Validation and Bias Review

Special Issue on New Paradigms in Evaluating Leadership Development

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