Leadership

Woodard, Dudley B.; ., Jr.; Love, Patrick; Komives, Susan R.

doi:10.1002/ss.927

Cited by 4 publications

(4 citation statements)

References 3 publications

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“…Depending on what followers needed and/or expected from their leaders, one leadership style might be preferred over another (Northouse, 2016). Hence, leaders needed to be adept at adjusting their styles to respond to situations they encountered and support follower, team, and organizational growth (Bryman & Lilley, 2009;Riley & Russell, 2013;Woodard et al, 2000).…”

Section: Conceptual Framework: Leadership Domains and Dimensionsmentioning

confidence: 99%

Experiencing leadership: Perceptions of leadership development for higher education contexts.

Eftenaru

2024

IJLL

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Higher education is complex and so is the leadership needed in this context. Educational leadership is not well understood despite an increasing interest in studying the phenomenon. This interpretive study aimed to identify aspects of leadership theory found in practice and implications for leadership education by exploring, analyzing, and interpreting experiences of people who earned an Educational Leadership Doctorate at Simon Fraser University. I conducted in-depth interviews and analyzed data to identify themes within and across interviews while also triangulating with my systematic reflections. This paper presents findings on leadership development, focusing on four themes that emerged from 18 interviews with higher education participants: Pathways to Formal Leadership, Learning “How to Be a Leader”, Learning “About Leadership”, and Learning “the Dialogue of Practice”. Leadership was perceived as an intricate lifelong journey. Overall, participants developed their leadership through their own experiences as leaders, followers, or observers of leadership, by engaging in leadership education (formal, informal, and non-formal), and by interacting with others. Finally, both successes and challenges supported learning, yet challenges were more salient and had more memorable lessons. This paper provides valuable insights on leadership development to leadership scholars and practitioners, as well as organizations offering leadership education.

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Section: Conceptual Framework: Leadership Domains and Dimensionsmentioning

confidence: 99%

Experiencing leadership: Perceptions of leadership development for higher education contexts.

Eftenaru

2024

IJLL

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“…As perceived within a post -industrial perspective, leadership is a relational procedure in which people of a group, including leaders and members, collaborate against a common good aim of social change (HERI, 1996;Komives et al, 2006;Rogers, 2003). An emphasis on connections, a concentration on good transformation inside a community or group, and the belief that leadership can be exercised by anybody, irrespective of rank or title, are three principles that underpin this perspective of leadership.…”

Section: Spirituality and Ledershipmentioning

confidence: 99%

Spirituality In Leadership – A Psychological Approach

Ruchi Dhawan,

Dr Kanika Sachdeva

2023

ijcrt

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The concept of spirituality and leadership is widened in this research to include strategic leadership as well as traditional spirituality. It will be necessary for future advancement in the subject of spirituality and leadership to have greater clarity on the degree of research being conducted, as well as the distinction between individual and societal spirituality. A framework is presented to accomplish this goal, and it illustrates how a top-level leader's personal spiritual beliefs may be utilized as a schema to filter and organize data during strategic decision-making. This functioning is moderated by the leader's progressive growth and meta-belief, which are impacted by the organization's setting and leadership method, among other variables. A complex understanding of spirituality and leadership may be gained via the use of this framework. It also provides as a starting point for examining many different types of spirituality that can be found in organizations.

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“…Because leadership has consistently been cited as a goal of ORPs, it was an appropriate lens for this study. Woodard, Love, and Komives (2000) defined leadership as "the process of applying the collective efficacy of people in the organization to the adaptive challenges faced" (p. 82). As it relates to leadership within an ORP context, Paisley, Furman, Sibthorp, and Gookin (2008) articulated the focus of the National Outdoor Leadership School (NOLS) writing, "Leadership involves taking initiative, responsibility, and decision-making roles" (p. 202).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Examining Leadership Development through Student Leader Outdoor Recreation Training

Boettcher

Gansemer-Topf

2015

Recreational Sports Journal

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Since their inception, student leadership development has been a consistent goal of outdoor recreation programs (ORPs). However, little research has been conducted to better understand how these experiences contribute to leadership development for college students. Using the Komives et al. (2005) model of leadership identity development, this qualitative research study examined leadership identity development in the context of a training trip for student employees of an ORP. By focusing on this particular training program, the study sought to answer the following research question: How does participating in an outdoor recreation training trip impact students' leadership identity development? The study found that the participants were navigating through the final three stages of Komives et al.'s (2005) leadership model: leadership differentiated, generativity, and integration/synthesis stages. Participants understood the role of positional leaders and that there were others who were able to lead without holding titles or positions; participants were able to articulate the role of leaders in helping others and sustaining the program; and participants also articulated how these experiences related to their lives beyond ORP trips, achieving the reflective goals of the integration and synthesis. The results highlight the importance of communication and teamwork in leadership development. The findings provide evidence of the role of ORP in enhancing student leadership identity and make the case for continued or expanded support for these programs. The findings of this study provide insight into how student leadership identity development takes place when students are involved in ORP experiences.

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Leadership

Abstract: Individual and organizational efficacy and the expanding capacity for leadership in organizations are addressed.

Cited by 4 publications

References 3 publications

Experiencing leadership: Perceptions of leadership development for higher education contexts.

Experiencing leadership: Perceptions of leadership development for higher education contexts.

Spirituality In Leadership – A Psychological Approach

Examining Leadership Development through Student Leader Outdoor Recreation Training

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