Leadership Identity Development: Challenges in Applying a Developmental Model

Abstract

The leadership identity development (LID) grounded theory (Komives, Owen, Longerbeam, Mainella, & Osteen, 2005) and related LID model (Komives, Longerbeam, Owen, Mainella, & Osteen, 2006) present a framework for understanding how individual college students develop the social identity of being collaborative, relational leaders interdependently engaging in leadership as a group process (Komives, Lucas, & McMahon, 1998, 2007). Challenges to applying and measuring this stage based developmental theory are discussed and recommendations are included.

Exploring Leader Identity and Development

“…Adapted from Hall (2004) and Komives et al (2009). process; it is problematic to suggest that a single training or even a yearlong leadership development course is the singular factor influencing leadership identity development. However, if we assume that educational experiences (formal or informal) can also be leadership experiences, then we can think intentionally about the use of educational strategies to foster spirals-the recursive, reiterative processes of identity and leadership development.…”

Needs assessment of university leadership programs

“…There is a growing number of leadership models targeted at college students, among them the leadership challenge or Student Leadership Practices Inventory (Posner, 2004;Posner & Brodsky, 1992); the leadership identity development model (Komives, Owen, Longerbeam, Mainella, & Osteen, 2004, 2005; the evolving leaders model, which entails a cyclic process linking readiness for development, developmental processes, and outcomes (Drath & Palus, 1994); the relational model, which focuses on the importance of relationships in the leadership process (Komives, Lucas, & McMahon, 1998); and the Social Change Model of leadership development (SCM), which is the conceptual basis for the current study. The SCM is an inclusive, nonhierarchical, process-centered model that recognizes the importance of diversity and the need to contribute to the common good (HERI, 1996).…”

Voices of the lived experiences of alumni who completed an undergraduate leadership program in a small liberal arts college

“…The growth and development of leadership and leadership associated programs in higher education has further increased their prominence and significance. Komives, Owen, Longerbeam, Mainella, and Osteen (2005) Currently, students experience leadership and participate in leadership activities within several different settings. Whether entrenched in curricular or co-curricular activities or whether involved in on-campus or off-campus experiences, virtually every student engages in some form of leadership.…”