Leader development across the lifespan: A dynamic experiences-grounded approach

Liu, Zhengguang; Venkatesh, Shruthi; Murphy, Susan; Riggio, Ronald E.

doi:10.1016/j.leaqua.2020.101382

Cited by 63 publications

(133 citation statements)

References 278 publications

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“…Future research should use complex experimental and longitudinal designs that investigate many possible antecedents and moderators of servant leadership and that rule out other explanations for SL behaviors, which should elucidate the efficacy of the mechanisms and experiences we propose as antecedents of SLS in our model (Eva et al, 2019). Future research should also investigate whether longitudinal development during adolescence, college, and early adulthood (Liu et al, 2020) in spiritual, cognitive, social, emotional regulation, and moral domains results in “other-oriented one-on-one” leadership that meets followers’ needs and develops them to meet goals, as well as investigate how development in these domains influences specific servant leader behaviors such as empowering others, standing back, and demonstrating humility and stewardship. For example, researchers could utilize a pre- and post-assessment study design to evaluate whether leaders who practice daily reflections (i.e., answering the questions in Tables 2 to 6 above) increase their own SLS behaviors as well as follower engagement, learning, and satisfaction.…”

Section: Discussionmentioning

confidence: 99%

Developing Leaders to Serve and Servants to Lead

Bragger

Alonso

D’Ambrosio

et al. 2020

Human Resource Development Review

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In this paper, we propose a model of how balanced and integrated development across spiritual, cognitive, social, emotional, and moral domains can result in a servant leader orientation for both those who are predisposed to serve but might not be leaders, and those who are leaders but might not be predisposed to serve. First, we review the benefits of servant leadership in today’s organizations and the commonly agreed upon dimensions of servant leadership. We then propose how balanced and integrated development can facilitate a transition to a servant-oriented style of leadership for both those that serve and those that lead. We discuss organizational barriers to servant leadership development, and how organizations can overcome these barriers by creating contexts in which such integrated vertical development can facilitate a cycle of servant leadership. Lastly, we make suggestions for how organizations’ human resource functions might develop servant leaders.

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Section: Discussionmentioning

confidence: 99%

Developing Leaders to Serve and Servants to Lead

Bragger

Alonso

D’Ambrosio

et al. 2020

Human Resource Development Review

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“…Across domains and across the lifespan, the "leader selfview system" is a primary mechanism of leader development, and self-identity is a major component in this system (Liu et al, 2020). Individuals who adopt a leader self-identity may compare specific prototypical leader behaviors with their own capabilities and determine a prototype match (Foti et al, 2012;Hall & Lord, 1995).…”

Section: Leader Identity and Multidomain Leadership Theorymentioning

confidence: 99%

“…The cross-domain reinforcement of leadership can aggregate over time to relate to a strong leader identity in multiple domains. Longitudinal theorizing on early "seeds" of leadership (Gardner et al, 2005;Liu et al, 2020;Murphy & Johnson, 2011) and empirical work (Barling & Weatherhead, 2016;Oliver et al, 2011) highlight how early life experiences in family shape leadership behaviors at work in adulthood. Because of the history, intimacy, and importance of family and friend relationships, views of oneself from family and close friends might form the foundation of an assessment of oneself that carries over to other domains and vice versa (Zelizer, 2006).…”

Section: Leader Identity and Multidomain Leadership Theorymentioning

confidence: 99%

“…The lens of leader identity is particularly useful to our inquiry as leader identities are inherently multidomain; that is, they involve various spheres of one's life (e.g., work, community, friends, and family) as individuals hold multiple situation-specific (including domain-specific) identities in the context of an overarching, relatively stable self-concept (Day & Harrison, 2007;Epitropaki et al, 2017;Lord & Brown, 2004). Family and friendship networks, specifically, are important domains to consider, as the "seeds of leadership" begin early in life and often within such networks (Murphy & Johnson, 2011) and can shape leadership behaviors at work in adulthood (Barling & Weatherhead, 2016;Liu et al, 2020;Oliver et al, 2011). Despite its apparent multidomain nature, empirical research on leader identity is limited to work and educational settings (e.g., Day & Sin, 2011;Miscenko et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

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Being a Leader and Doing Leadership: The Cross-domain Impact of Family and Friends on Leader Identity and Leader Behaviors at Work

Palanski

Thomas

Hammond

et al. 2021

Journal of Leadership & Organizational Studies

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This research presents a cross-domain exploration of leader identity. Drawing from theory about multidomain leader development and leader identity social processes, we examine how endorsement as a leader by those internal and external to work can impact an individual's own self-internalized sense of identity as a leader at work. Specifically, we examine how the collective endorsement of one's leader identity by family and friends in addition to work colleagues (managers, peers, and direct reports) influences the individual’s own self-internalized sense of identity as a leader at work. We also examine the relationship of the individual’s self-internalized sense of identity as a leader at work to enacted transformational leadership and contingent reward behaviors as rated by colleagues in the work domain. Data from a multisource and multidomain 360° evaluation of 256 leaders by 3,255 raters in the United States and Ireland provide support for the hypothesized relationships. Implications for theory and practice are discussed.

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“…Although these are common strategies, PYD leadership programs often differ in how they are designed and implemented. Due to these variations, scholars advocate that critical comparisons of youth leadership programs are needed to further understand how their underlying mechanisms, practices, and processes can contribute to the development of specific skills and positive developmental outcomes for youth (Durlak & DuPre, 2008;Kress, 2006;Larson, 2011;Liu et al, 2020;MacNeil & McClean, 2006;Mueller et al, 2011;Parkhill et al, 2018;Roth & Brooks-Gunn, 2016). if any, design elements achieve specific outcomes for youth (Ciocanel et al, 2017;Durlak et al, 2010;Roth & Brooks-Gunn, 2016).…”

mentioning

confidence: 99%

A Comparative Examination of How Program Design Components Influence Youth Leadership-Skill Development

Bates

Anderson-Butcher

Ferrari

et al. 2020

JYD

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A growing interest in how adolescents can prepare for the workforce has contributed to the development of positive youth development (PYD) programs focused on youth leadership. This study explored what mechanisms and design components support leadership skill development among youth participating in 3 different PYD leadership programs. All of these programs involve high school students, have a focus on leadership, and emphasize college and workforce readiness. The aims of the study were to (a) examine what commonalities and differences in program design components contribute to skill development, (b) identify what leadership skills youth develop by participating in PYD leadership programs, and (c) explore what underlying mechanisms youth perceive contribute to their skill development over time. A total of 3 focus groups were conducted, each lasting 90 minutes, with a total of 18 youth (i.e., 6 youth per program). Nvivo, a qualitative software, and thematic analysis were used to distill common and differential themes related to the program design components the participants recognized as integral parts of the programs that contributed to their leadership skill development. Common skills developed across all 3 programs included working in groups, public speaking, and problem solving, yet differences in skills were also reported and linked to differences in program design. Additional findings showed several underlying mechanisms supported leadership skill development among youth participants. Findings can inform the development of effective youth leadership PYD programs, thereby further supporting youth in achieving their goals; avoiding harmful behaviors; and developing the competencies, confidence, and values youth need to successfully transition to adulthood.

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Leader development across the lifespan: A dynamic experiences-grounded approach

Cited by 63 publications

References 278 publications

Developing Leaders to Serve and Servants to Lead

Developing Leaders to Serve and Servants to Lead

Being a Leader and Doing Leadership: The Cross-domain Impact of Family and Friends on Leader Identity and Leader Behaviors at Work

A Comparative Examination of How Program Design Components Influence Youth Leadership-Skill Development

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