Discovering and developing collaborative leadership using vectors and videos

Leadership development continues to rely on executive and educational programs that focus on enhancing individuals’ skills, knowledge, or experience. But when leadership is collaborative (i.e., socially achieved by multiple people irrespective of status or title), then currently favored development approaches may be inadequate and inefficient because they do not train the correct skills and therefore waste leadership development dollars. In this paper, we describe a six-step process that can be used in organizations for collaborative leadership development. The six-step process used video recordings of two groups who watched themselves in order to notice and describe the emergence (or not) of collaborative leadership. Before watching themselves, we provided a new graphical language that changed the ways in which the group could see and understand their collaborative activity. The new graphical language (called vectors) made it possible for them to focus and comment on their group practice and not on their practice as individuals. This process of video recording a group and giving them graphical tools to reflect on the practices that they see, provides a simple way for participants to discuss their group patterns and the consequences of these for leadership. Their discussion was developmental in that it naturally helped the group to learn about their own practice. The six-step process seems to be particularly potent because it is based on the group identifying what does and does not advance their collaborative leadership experientially rather than just being taught about behaviors that support or detract from collaborative leadership. We conclude by reflecting on the implications of our process for those interested in developing collaborative leadership.     

Worldviews and leadership: Thinking and acting the bigger pictures

Leadership is about ideas and actions. Put simply, it is about implementing new ideas into creative actions to achieve desired results. Doing so, however, is far from simple. We know leadership requires considerable skills and abilities. It requires knowledge and insight—about one's organization or entity, its people, goals, strengths and market niche. Yet, something more is needed. Leadership also requires a kind of awareness beyond the immediate, an awareness of the larger pictures—of paradigms that direct us, beliefs that sustain us, values that guide us and principles that motivate us, our worldviews. This article will, first, briefly examine how the concept of worldviews is used in leadership study and the contexts in which it arises. Second, it will critically look at worldviews, recognizing that they are not always coherent and that our belief systems are often fragmented and incomplete. Third, it will argue for the relevance of the concept worldview in leadership study as a way to explore various visions of life and ways of life that may be helpful in overcoming the challenges we face today. Fourth, it will examine how national and global issues impact worldview construction, especially among the millennial generation. Our conclusions set some directions for leadership action in light of worldview issues.     

Female Graduate Students’ Attitudes After Leadership Training

Although the increasing focus on female leadership in both the popular press and scholarly literature is relatively recent, women's leadership is not. Women have traditionally played a role in civic and cultural arenas and now have a greater opportunity to bring their particular leadership strengths to a broad range of organizations. The current paper reports on a case study about participants’ attitudes after participating in a leadership seminar series program for female graduate students at a university in the Northeast. The program's design incorporated networking, goal setting, skills training, and mentoring. Postprogram results (N = 17) on measures of Houghton and Neck's Revised Self‐Leadership Questionnaire indicated significant changes on all three of the leadership questionnaire's dimensions as well as on several subscales within the dimensions indicating that after the leadership training, the women were adapting to more transactional practices such as self‐reward and goal setting.     

Learning to lead: Segmentation of attendees to a Christian leadership conference

Christian leadership conferences are religious events in which attendees can improve their leadership skills in their current or potential area of ministry. Despite considerable anecdotal evidence, there is limited empirical research that has determined why attendees are motivated to attend these events and if they can be differentiated based on their personal characteristics and year of event attendance. To address these research gaps, 335 questionnaires were collected at an Australian Christian leadership conference during the 2013 and 2014 events. To better equip me in my current leadership role and to feel encouraged to learn more about God were the two dominant motivations identified by respondents, regardless of the year of data collection. Motivational differences also existed based on respondents' personal characteristics. This study has provided theoretical and practical implications for religious nonprofit organizations relating to these issues and provides future research opportunities.     

The management of leadership

Leaders are made, not born. Leadership is a science, a set of skills that can be taught, learned, and practiced. Today's business climate demands that managers be leaders and that they must be taught human and interpersonal skills along with their technical skills. The intuitive abilities of leaders are a set of behaviors that define leadership traits.     

Inclusive leadership via empathic communication

In today’s rapidly changing society, leaders have to constantly deal with multiple urgent demands interacting with others through various communication modalities - that can happen face to face, via video conferencing, phone calls, etc. - and guide diverse groups of individuals. Having empathic conversations is key for inclusive leadership. Leaders need to understand their emotions and others’ emotional state to build bonds for effective collaboration at work. Yet the reality is that it is challenging for leaders to be aware of their own empathic or non-empathic approach, especially given that hybrid communication is required in their daily lives. This paper introduces communication approaches for empathic conversations considering various modalities including face-to-face, video, or voice-only communication. We provide step-by-step instructions and guided questions to showcase how to develop empathic communication skills. With these strategies, leaders can practice their empathy ‘muscle’ considering various communication modalities with a focus on non-verbal and verbal cues.     

Virtual worlds

Games, role‐playing, and simulations as developmental tools have been used in education since the 1800s. An emerging form of collaborative game play is virtual worlds; however, the use of virtual worlds in leadership education has not been fully investigated. The purpose of this article is to (a) demonstrate how virtual worlds are a viable venue for leadership education, and (b) present a hierarchy of skills sets that can be developed in virtual world settings. In doing so, this article provides evidence that virtual worlds can be used as a new instructional delivery environment for leadership education as the appeal and intrinsic nature of virtual environments aligns well with the experiential framework of leadership education.     

The effects of interactive leadership on human resource management in Singapore's banking industry

Reviewing the literature about interactive leadership and its effects on human resource management in business organizations, this paper proposes that interactive leadership has two major components: interaction skills and team building. Both components have positive effects on employees' trust in their leaders, on employees' motivation and employees' commitment to their companies. Based on these hypotheses, the paper develops an empirical test of the effectiveness of interactive leadership in Singapore's banking industry. Seventy-seven middle-level managers participated in this study by responding to a questionnaire about their leaders, their motivation, their commitment and their trust in these leaders. The results support the hypotheses and suggest some important implications for human resource management in business organizations, especially for human resource management in Oriental societies.     

The development of the Personality Audit: a psychodynamic multiple feedback assessment instrument

The Personality Audit (PA) was developed to meet a need for a relatively simple multiple feedback instrument that could clarify the various motivational needs of executives. Using a psychodynamic approach to leadership, the PA allows the test-taker to assess him- or herself in seven personality dimensions important in human behaviour and to identify personal ‘blind spots’. The resulting insights can be used to formulate appropriate leadership development goals.

The objective of this paper is to describe the design and psychometric properties of the PA. This instrument, in contrast with other tools that can be used to clarify the inner theatre of individuals, is designed not only to report information given by the test-taker but also to reflect the perceptions of observers representing both the test-taker's public and private spheres. This paper describes in detail the conceptual foundations of the questionnaire, the psychometric methods used to confirm its validity and reliability, and possible directions for future research.     

Enabling or “real” power and influence in leadership

On the theme of personal development, this conceptual article aims to provoke thought about power and influence in leadership by means of a short excursion into character depictions in J.R.R. Tolkien's The Lord of the Rings ( 1966 ). It is said of mythopoeic literature, the genre of Tolkien's work, that the very simplicity of the lens “pares away distractions,” “opens the way to unexpected connections, … [and] draws attention to alternative modes of being and thinking” (Greene, 1994 , p. 457). Taking the liberty of perceived applicability of Tolkien's literary genius to motifs on leadership, this article provokes thinking on what constitutes “real” power and influence in leadership. It is contended that demonstrating real power and influence in leadership lies not in coercive tactics of wielding power over others but in withholding usurping power to work with and enable others to achieve worthwhile ends. Three suggested markers of enabling or real power and influence in leadership are explored. Each one contains an element of paradox. The proposed markers suggest, in turn, that enabling or real power and influence does not usurp but serves, that it sublimates self‐interest for the interests of others and the intended goal, and that it positions for growth for the self and others and fosters true engagement in leadership. The article offers some empirical evidence as to the efficacy of the proposed markers for effective leadership and suggests a further research strategy to test the proposed markers empirically.     

A Qualitative Analysis to Determine the Domains and Skills Necessary to Lead in Public Health

Leadership programs in public health have been declining in numbers since 2012. The decline in training programs could be due to the lack of outcome‐based results and the lack of a manageable set of standardized skills needed for public health leadership. A comprehensive study was completed in two phases to determine if the current model of public health leadership institutes is effective at generating outcome‐based results. The following paper will focus on the first phase of the study. The first phase included a qualitative analysis to determine the domains, definitions, and skills needed to lead. An analysis of the skills, domains, definitions, and traits included in five established and commonly used leadership models/theories in public health leadership development (Transformational, Servant, Appreciative, Collaborative, and Emotional Intelligence leadership) plus the National Public Health Leadership Development Network (NLN) Leadership for Community Health, Safety & Resilience Competency Framework was completed. Of the 161 different skills, definitions, traits, and/or competencies from the five leadership models and the NLN competency framework, 123 were determined to be related to one of six domains needed for leadership and were defined into 21 skills. The findings could lead to more uniformity in public health leadership development and evaluation.     

Global critical leadership: Educating global leaders with critical leadership competencies

Global critical leadership competency means espousing critical thinking skills in all aspects of leadership decision making in the global context. This paper reviews the actions of critical thinking, argues that global leaders too must lead critically, and draws attention to the deficiency of critical thinking curricula in higher education and subsequent lack of recent graduates with critical thinking competencies. Leading critically is defined as applying critical thinking skills to decisions about leadership actions in different situations and is a challenge for leaders, followers, and educators. Nevertheless, global leaders, stakeholders, and educators in global leadership programs must embrace this challenge in order to make informed decisions in global contexts.     

Exploring the connections among spiritual leadership,altruism, and trust in family businesses

The purpose of this study is to test the claim that the top manager family members’ altruism and trust with regard to other family members should be connected with these top managers’ spiritual leadership feature. Data are collected from the top manager family members, who are in charge of their family businesses in Beylikduzu Organized Industrial Zone. Many instruments’ items are used for spiritual leadership, altruism and trust. The scope of spiritual leadership is wider than those of altruism and trust; besides references to the family, spiritual leadership also includes references to the participants, their subordinates and their businesses. The participants’ spiritual leadership factors are powerfully and positively related with their altruism and trust with regard to other family members. If altruism and trust are posited to affect spiritual leadership factors, this effect is partly achieved. Only some items of altruism and trust can affect spiritual leadership feature. The literature points out that spiritual leadership is suitable for family businesses on the grounds that intra-family altruism and trust can be related with spiritual leadership feature. The current study proves this relationship. Such knowledge can be used for family business succession, mentoring and coaching applications in family businesses, conflict management towards the issues related with both the family and the business, and structuring family’s involvement in the business.     

试论与领导相处的艺术

正确全面认识领导、具备良好素质的职业人是与领导很好相处的前提与基础。做一个勇敢的有创意的员工才能受到领导的赏识并能帮助领导。同时只有重视和领导的沟通的技巧才能与领导很好相处。     

Developing global leaders

With respect to global leadership development, this article suggests that managers differentially benefit from a given intercultural training or developmental experience — depending on their individual aptitudes (i.e., knowledge, skills, abilities, and other personality characteristics). The main premise of this article is that offering the right people (those with the requisite individual aptitudes) the right developmental opportunities will produce leaders who can effectively perform global leadership tasks and activities.     

Improving Leadership Skills in Physicians: A 6‐Month Retrospective Study

The complex medical environment of today calls for physicians to have an array of leadership skills in addition to a thorough knowledge of their specific practice areas. The American College of Obstetrics and Gynecologists (ACOG) Robert C. Cefalo National Leadership Institute is a 3.5‐day intensive leadership development course targeted to physician leaders. A group of 37 physicians completed the ACOG National Leadership Institute in spring of 2013. At course completion and 6‐month postcourse, participants were asked to complete a retrospective pre‐ and posttest of perceived skill levels in 10 targeted competency areas. Course completion and 6‐month postcourse scores indicated statistically significant improvements in scores on all 10 competency areas, which was supported by a Wilcoxon signed‐rank test of median score difference. Qualitative data gathered at the 6‐month postcourse survey provide examples of how participants had applied their skills. The data presented in the current study suggested that intensive, “short‐burst,” experiential leadership training is an effective approach for leadership skills development in physicians.     

The Emerging Role of Higher Education in Educating and Assessing Future Leaders for Disaster Relief

As the frequency and intensity of disasters throughout the world increase, so do the demands for humanitarian relief and the need for effective disaster‐based leadership training. Numerous organizations are poised to act in response to disasters that necessitate a significant amount of leadership and logistics support. Although there are many entities often involved in disaster relief, the symposium outlines the emerging role higher education can play in improving response outcomes, not only by providing “boots on the ground” but also by developing skilled disaster relief leaders in both curricular and cocurricular venues. Institutions of higher education provide experiential learning opportunities offering critical service for immediate disaster relief while developing the skills of future leaders. During these experiences, students develop disaster‐based leadership and logistics acumen. Similarly, programmatic assessment is critical in measuring student leadership growth during the experiential learning process of providing disaster relief. The education and assessment of these trainings provides an important dimension of disaster leadership as it examines the leaders in action and fosters a commitment to adequately prepare them to lead in a time of disaster. A qualitative approach is recommended for assessing experiential leadership learning to better inform teaching and to cultivate future disaster leadership that meets ongoing global needs.     

Understanding leadership skills of hospice executives

The healthcare industry is a rapidly changing environment requiring leaders to possess a high level of leadership skills. Leaders in the hospice industry have experienced the same level of change, but over the brief span of 25 years. With the aging of hospice executives and the dynamic environment of the hospice industry, the need for strong leadership is more important than ever. This research study reports on the perceived leadership skills of hospice executives and is a replication of an earlier study (Longenecker, 2006). All study participants were executives of organizations that participated in clinical and operational benchmarking activities at the national level. The study evaluated leadership skills using transformational leadership theory as the conceptual model by which leadership skills were measured. The results of the study identified that the participants perceived they displayed an ideal use of skills based on transformational leadership theory.     

Federal Health Care Leadership Skills Required in the 21st Century

The purpose of the current study was to identify and describe the skills required of future health care leaders in the U.S. Department of Defense, Department of Veterans Affairs, and the Department of Health and Human Services. The identified skills should also be relevant to leaders of nonfederal agencies or nonmedical disciplines, such as education, human services, and similar public sector‐oriented disciplines, where the leaders are challenged to engage with a multitude of local, state, federal, and not‐for‐profit entities. The study employed a focus group methodology during a 2‐day leadership summit. The participants were 47 senior health care leaders representing various federal agencies and the private sector. During facilitator‐guided sessions, six focus groups consisting of seven or eight randomly selected participants identified 165 skills that are required of leaders. Subsequent to the summit, content analysis was used to group the skills into 12 overarching skill sets. The 12 skill sets were the ability to build partnerships, develop trust, thrive in complex and ambiguous environments, listen actively, think with agility, create conditions for success, assert aspirational future‐based leadership, develop present moment awareness, create an interagency learning network, develop network leadership, develop network goal setting, and maintain resilience. It appeared that only the first six skills were noted in the literature. Further research is recommended to validate the findings including further investigation into the leadership competencies that are most effective at driving health and non health outcomes in communities.     

Mythology as the Original Framework in the Development of Leadership Principles

Mythology served a much greater sociological role than just the telling of story and legend. Leadership principles developed inadvertently through narrative story and the invention of the mythological tale. Story was an original methodology by which we could teach others about the essential traits and qualities leaders needed for effective leadership. Myths and legends also warned listeners to avoid the dark side of leadership. The principles of leadership were originally embedded in our sociobiological evolution through social learning theory. Thus humanity was learning about leadership at an unconscious level and transferring that knowledge through new and similar story over time. Often we look for new leadership theory and answers, and yet most of that knowledge is already present if we just listen to the mythological stories we tell.