Leader development in work and volunteer contexts: Expected practice and unexpected opportunities

Our knowledge and practice of leader development is grounded mostly in leadership at work, with little focus on the common experience of leading both work and in a volunteer context. To better understand how leaders develop as a result of leading not only in work but also in volunteer roles, we interviewed 40 leaders and sought to understand their motivation to lead in multiple domains, their process of development, and their outcomes of development. Our findings show that leading in multiple domains – at work and in volunteering contexts – plays an important role in leader development. Specifically, leaders develop through both expected practices (such as learning and developing new skills) and through unexpected opportunities that represent new opportunities to lead, exposure to new people and ideas, and new perspectives. Further, as a result of leading in both work and volunteering contexts, leaders reported developing a more integrated sense of themselves as “whole persons” as they engaged in both expected and unexpected development. We discuss ways in which a volunteering-based approach to leader development may open other important avenues for leader development beyond intentional, workplace-based approaches.     

The language of leaders

Information fatigue, analysis paralysis, communications gridlock: These and other terms entered the business lexicon with the rapid acceleration of information technology and globalization in the late 20th century. Taken together, these terms paint a picture of an increasingly complex workplace and hint at the challenges facing leaders in the 21st century. Today's leaders cannot afford to focus solely on the inspirational rhetoric that their predecessors used to build commitment. In fact, we argue that there are four significant objectives that leaders must accomplish with their language: building and breaking down commitment and building and breaking down understanding. By focusing on all four objectives, leaders engage the hearts (through commitment) and minds (through understanding) of their followers. We draw from literature in communication, management, organizational behavior, and psychology to describe and illustrate techniques and objectives with contemporary examples of executives such as Steve Jobs of Apple Computer and Gary Kelly of Southwest Airlines. By providing a thoughtful analysis of the critical language objectives and techniques in a contemporary context, we not only highlight cutting‐edge work on leader communication, but also provide actionable insights for leaders, researchers, and students who want to improve their understanding and execution of the language of leadership.     

Feeling Vulnerable? Disclosure of Vulnerability in the Charismatic Leadership Relationship

The current conceptual paper explores the role of vulnerability in the charismatic leadership relationship. “Sharing vulnerability” is defined as communicating an experience to followers, in which the leader was hurt emotionally, physically, or spiritually. We argue that sharing vulnerability may be an important mechanism through which leaders develop relationships with their followers and increase attributions of charisma. We also note several likely preconditions for sharing vulnerability, including humility, self‐awareness, and the courage to acknowledge imperfections. Further, we highlight that when leaders disclose emotions, it creates opportunities for followers to connect with leaders at an emotional level. Followers, in turn, may perceive increased psychological safety, be more willing to trust the leader, and be more motivated to engage in building a more egalitarian leader–follower relationship. Therefore, we propose sharing vulnerability as a potential avenue for building more compassionate and caring leader–follower relationships.     

Leading knowledge-workers through situated ambiguity

The paper explores how formal leaders make sense of and deal with autonomy of knowledge-workers. Based on interviews, I suggest that leaders make sense of knowledge-workers’ autonomy as ranging from perfectly autonomous to too autonomous to less independent to acting childish. This ambiguity was dealt with by making sense of leading as ranging from facilitative and supportive approaches to more controlling, even reprimanding acts. This empirical investigation of constructions of ‘leader/ship’ and ‘followers’ contributes to leader/ship-follower/ship literature. The paper’s contribution to theory lies in the notion of situated ambiguity; a way to understand the emerging way through which formal leaders navigate and smoothly move between their own differing perspectives, different practical situations, various culturally acceptable understandings of leaders and knowledge-workers.     

The fallacy of giving advice

Have you ever been micro-managed? Have you ever been told ‘to the letter’ what to do in a given situation? Or maybe as a leader you have also fallen into the trap of giving advice? We challenge the assumption that leaders should have the answer for everything. Occasionally, directing works, however, do it too often and at one point, it will turn out to be bad advice. The logical consequence is that leaders work on and increase the quality of the advice they give. We showcase that the alternative to leaders giving ‘bad’ advice is to not give advice at all. We shed light on the concept of leaders acting as coaches and how leaders can empower others to find their own answers. Specifically, we highlight four mind shifts in which leaders can engage if they want to use a coaching style: from ignoring emotions to empathy, from directing to empowering, from problem-focused to solution-focused and from weakness to strengths.     

Gaining feedback acceptance: Leader-member attachment style and psychological safety

This conceptual article develops a model of how attachment style affects how leaders give feedback and members' react to it. Drawing on attachment theory, we propose that leaders whose trait attachment style is grounded in a desire for security are likely to deliver feedback that is constructive—that is, specific, frequent, timely, behavioral, and future-focused expressed in a way that establishes psychological safety. Leaders who have an anxious attachment style do not want to give members unfavorable feedback that may cause a negative reaction. Leaders who avoid attachment are likely to present little feedback or present unfavorable feedback in a manner that is not constructive—potentially blunt and ego-threatening. Our model also predicts that team members' trait attachment style influences their feedback acceptance mediated by their feelings of psychological safety, with secure attachment style members benefiting most from constructive feedback. Further, we consider how the match (or mismatch) in attachment style between the leader and member influences their reactions to each other as the leader offers feedback and the member reacts. This has implications for assessing the fit between the leader's and team member's attachment styles and designing HR interventions for more constructive feedback and positive reactions.     

Social Identity Development and the Situation of Scientists and Engineers as New Leaders

The current study examined the retrospective experience of scientists and engineers as they became new unit leaders in science and engineering firms. The goal of the study was to propose a theory that would lead to a better understanding of how scientists and engineers can be successful in their evolution into new leaders. The evolution was considered in the context of Robledo, Peterson, and Mumford's (2012) 3‐Vectors Model to appreciate the situation in which new leaders in scientific and engineering firms find themselves. The evolution was then considered in the perspective of Social Identity Theory to understand the relational development of the scientist or engineer as a new leader. The theory that emerged was that without a sound understanding of both the situation and adaptation of a new sociotechnical identity, achieving success in the leadership role is, at best, uncertain. Identity development and situational understanding are both necessary to facilitate and expedite the transition of scientists and engineers into the new leadership role. The transition from staff‐level scientist to leader can be made more productive through individual and organizational action espoused herein. The implications reveal many aspects of importance for organizations, individuals, researchers, and educators in Science, Technology, Engineering, and Math (STEM) and similar technical disciplines.     

Leader Emergence in Nascent Venture Teams: The Critical Roles of Individual Emotion Regulation and Team Emotions

This study advances a theory of how different aspects of emotion regulation influence individual leader emergence in the intensely emotional context of nascent venture teams. Despite the growing amount of research on the role of leadership in the entrepreneurial process, the emergence of leaders in nascent venture teams has rarely been explored. Drawing on theories and research on leadership emergence and emotion regulation, we argue that the two aspects of emotion regulation (i.e., reappraisal and suppression) exert opposite effects on the degree to which nascent venture team members come to perceive an individual as a leader. We also theorize that team emotions arising from affective events moderate the relationship between reappraisal and leader emergence in such teams. Data from 103 nascent venture teams without prior leaders show a negative relationship between individuals’ trait disposition to suppress emotions and their emergence as leaders, and a positive relationship between their trait disposition to reappraise emotions and their emergence as leaders. Moreover, we find that negative team emotions magnify the positive association between reappraisal and leader emergence, while positive team emotions mitigate it. We discuss the implications of our findings for the literature on entrepreneurial leadership, entrepreneurial emotions, and leadership in general.     

领导力的四大核心素质

领导力的四大核心素质,是通过长期的各种科学文化知识学习以及思想道德修养培养累积而成的。领导者要具备更加高效的执行能力与战略眼光,需要领导者在构建管理领导架构的过程中,有战略性地推动其竞争力的形成。真正优秀的领导者并不在于其个人有着顶尖的执行能力或者战略分析能力,而是能够充分挖掘组织内部所蕴藏的各项资源,能够把各项有效的资源投入组织的全方位发展与日常工作的开展中,能进一步地实现组织的中长期目标,从而实现组织的全面进步。     

An empirical investigation of the antecedents,behaviors, and outcomes of bad leadership

This exploratory study identifies actions and behaviors that subordinates attribute to bad leadership and explores the implications these factors have for organizations. Data were obtained through a Web‐based survey that generated 335 respondents who completed at least some of the questions. Results identified the prevalence of bad leaders, behaviors causing a leader to be perceived as bad, the impact of bad leaders on the employee and organization, whether these bad leaders had always been bad, and what happened to the bad leader. An interesting discovery was that the majority of bad leaders were either promoted or rewarded by the organization.     

为何言路难开?领导拒谏构念维度与形成机理探究

员工谏言不仅具有建设性,而且具有挑战性和结果的不确定性,使得领导者可能纳谏也可能拒谏。然而,现有研究主要关注员工谏言与领导纳谏,却忽略了领导拒谏。本研究在回顾员工谏言及相关研究的基础上发现,领导者会对员工谏言进行建设性评估和威胁性评估,具有建设性和防御性两种行为目的。基于此,首先,从领导者的双元行为目的出发探讨了领导拒谏的概念与维度,依据发展视角、人际视角和防御视角将领导拒谏划分为:指导员工驱动的拒谏、维持关系驱动的拒谏、保证权威驱动的拒谏。其次,分析了领导拒谏的形成机理,从谏言内容、谏言员工和谏言行为三方面考察领导者对员工谏言的认知评估过程,详细讨论了组织距离如何通过领导注意间接影响领导拒谏,并探讨了权力距离在领导注意与领导拒谏之间所具有的调节作用。本研究有助于推动领导拒谏的理论构建,拓展认知评估理论的应用,而且能为组织管理实践给予一定的参考与借鉴。     

Enabling Shared Leadership in Virtual Project Teams: A Practitioners' Guide

Many virtual project teams perform better when leadership is shared (rather than centralized with the formal team leader); however, team leaders are often neither prepared to identify shared leadership potential nor to actually share leadership responsibility. Based on a study of 96 globally dispersed software development teams we show that team leaders tend to underestimate the team members’ capacity to lead themselves. As a consequence, these leaders monopolize decision‐making authority and provide insufficient levels of autonomy for team members to tackle their tasks. Preventing the team members from unfolding their true potential, these leaders unconsciously jeopardize virtual team performance. Paradoxically, it is thus team leaders themselves hindering leadership effectiveness in virtual teams.     

Toward a Framework of Leader Character in Organizations

While the construct of character is well grounded in philosophy, ethics, and more recently psychology, it lags in acceptance and legitimacy within management research and mainstream practice. Our research seeks to remedy this through four contributions. First, we offer a framework of leader character that provides rigor through a three‐phase, multi‐method approach involving 1817 leaders, and relevance by using an engaged scholarship epistemology to validate the framework with practicing leaders. This framework highlights the theoretical underpinnings of the leader character model and articulates the character dimensions and elements that operate in concert to promote effective leadership. Second, we bring leader character into mainstream management research, extending the traditional competency and interpersonal focus on leadership to embrace the foundational component of leader character. In doing this, we articulate how leader character complements and strengthens several existing theories of leadership. Third, we extend the virtues‐based approach to ethical decision making to the broader domain of judgement and decision making in support of pursuing individual and organization effectiveness. Finally, we offer promising directions for future research on leader character that will also serve the larger domain of leadership research.     

Toward an overarching multi-level conceptualization of emergent leadership: Perspectives from social identity,and implicit leadership theories

Organizational leadership research has typically focused on hierarchal top-down leadership where the leader has legitimate authority over organizational tasks and roles. However, rather recently, research has emphasized the emergence of leaders within teams and groups, which is referred to as emergent or horizontal leadership. Due to its infancy, the concept has limited theoretical development and coherence. To further extend our understanding of the topic, we draw on social identity, and implicit leadership theories and offer a multi-level conceptualization of emergent leadership. We first compare emergent leadership to various leadership concepts and through a detailed review, identify mechanisms through which emergent leadership can be identified. Following that, we design an organizing framework based on existing research and then offer propositions presenting a multi-level conceptual model highlighting how different factors at different levels relate to informal leader emergence. We hope that by reforming the research of leadership emergence with a multi-level approach, we renovate the idea considering contextual factors and process mechanisms.     

Leadership for Undergraduate STEM Reform: Weaving a Communal Web

Successful reform of undergraduate science, technology, engineering, and mathematics (STEM) education requires good leaders; therefore, leadership development will be key if the national calls for reform (e.g., Vision and Change) are to be answered. The Partnership for Life Sciences Education (PULSE) is focused on whole‐department reform, which will require recruiting and supporting grassroots reformers who lead their colleagues through the change process. Department leaders will require (a) support networks that extend within and beyond each institution, (b) development of leadership skills and competencies, and (c) a mutually agreed‐upon strategic plan that inspires all to action. The STEM Department Evaluation Rubric is presented here as a tool to help establish that shared vision. Successful leaders will also need resilience, good humor and moral imagination, because the challenges are many but the rewards are substantial and sit at the core of the mission of our institutions.     

Leader support for gender equity: Understanding prosocial goal orientation,leadership motivation,and power sharing

We focus on how interpersonal characteristics should influence leader support for gender equity in organizations. Recognizing gender disparities in organizations and the “labyrinth” that women face when they advance in their careers (cf. Eagly & Carli, 2007), we develop a model for how interpersonal characteristics of leaders, both men and women, influence power construal and thus their use of empowerment, mentoring, and performance feedback, ultimately affecting career opportunities for women in organizations. The model proposes that leaders who are high on communal goal orientation, a prosocial characteristic, are more likely to construe power through a responsibility lens and behave in ways that ultimately support gender equity in organizations. In contrast, leaders with an exchange goal orientation are more likely to construe power through a freedom lens and behave in ways that are self-serving. Prestige motivation will increase the extent to which leaders, especially those who are communally oriented, share power. Dominance motivation will increase the extent to which leaders, especially those who are exchange oriented, act in self-interest and retain power, ultimately imposing barriers to women's career advancement. Organizations can potentially increase leader power sharing by encouraging and reinforcing leaders' prosocial characteristics of communal orientation and prestige motivation. Implications for research and practice are discussed.     

Influencing upward: subordinates’ responses to leaders’ (un)awareness of their empowerment expectations

This study investigated when subordinates engage in upward influence behaviors to voice their opinions on empowerment practices to their leaders. Data were collected from 114 pairs of leader–subordinate dyads at a manufacturing firm. Based on cross-level polynomial regression and response surface analyses, the present study found that the less the leaders were aware of subordinates’ empowerment expectations, the more the subordinates engaged in upward influence behaviors, namely rational persuasion and inspirational appeals. Moreover, high leader–subordinate task interdependence and subordinate self-efficacy as moderators amplified the (in)congruent relationships. The results contribute to empowerment literature by providing valuable insight into the bottom-up influence in the empowerment process.     

Leader humility,team job crafting and team creativity: The moderating role of leader–leader exchange

Despite an increasing number of studies on leader humility, the relationship between leader humility and team creativity needs further exploration. Using the connectionist network model, we propose that leader–leader exchange (LLX), the upward exchange relationship of a team's direct supervisor, moderates the effect of leader humility on team job crafting, and this in turn affects team creativity. We test our hypotheses using a sample of 286 employees in 59 teams with a multiple‐source, time‐lagged research design. Our conclusions are as follows: (a) for team leaders with high LLX, leader humility is positively related to team job crafting, whereas for team leaders with low LLX, the relationship between leader humility and team job crafting is negative; (b) team job crafting is positively related to team creativity and (c) team job crafting mediates the effect of the interaction between leader humility and LLX on team creativity.     

Leveraging the employee voice: a multi-level social learning perspective of ethical leadership

Extending social learning theory to a multi-level perspective, this study proposes a theoretical model that investigates both individual and team-level mechanisms that mediate the effect of ethical leadership on employee voice. Specifically, in terms of an individual-level social learning perspective, we suggest that an ethical leader acts as a prototype of a moral person (i.e. an ethical role model). From a team-level social learning perspective, we propose that, as a moral manager, team ethical leadership will foster an ethical climate within the team which will create a moral context that impacts employees’ behaviors. In both instances, employee voice behaviors will be enhanced through these mechanisms. Evidencing the importance of the interaction between leader behaviors and context for leader effectiveness, we also show that employees are more likely to regard their ethical leaders as ethical role models in a team that highly values ethical conduct (i.e. high in ethical climate). Results obtained from 47 managers and 211 subordinates in China support our theoretical model. The theoretical and practical implications of our findings are also discussed.     

The Comparative Influences of Transformational Leadership and Leader–Member Exchange on Follower Engagement

Scholars of transformational leadership and leader–member exchange (LMX) have argued that leaders are able to positively influence the job attitudes and behaviors of followers by different means. Whereas transformational leadership focuses on the leaders’ ability to transform followers through a global inspiring vision that encourages positive change among all employees, LMX highlights the importance of the leaders’ unique relationships with followers as the driver of positive attitudes and behaviors. Using field data gathered from 280 full‐time employees, the current research compared the influence of these two leadership styles on follower engagement. The results suggested that rather than the influence derived from inspirational leadership behaviors, it is employees’ unique relationship with their leader that creates follower engagement. Additionally, the results indicated that follower engagement mediates the relationship between leadership and key employee outcomes (i.e., organizational citizenship behavior [OCB] and employee turnover intentions). Implications to theory and practice are discussed.