Guest editorial

Leadership is about knowledge, skills, and abilities for transformation. It is also increasingly about worldviews or visions of life—beliefs, values, and principles. But worldviews are also ways of life, for beliefs direct us, values guide us, and principles motivate us to certain kinds of action and behavior. How, then, do worldviews have an impact on leadership for transformation? If worldviews are glasses or filters by which we view the world, mental models of the bigger picture, frameworks by which we make sense of the world, and narratives by which we orient our lives, then how do they influence human thoughts, ideas, and behaviors when it comes to transformative leadership? This was the subject matter of an International Leadership Association Conference panel discussion held in November 2009 in Prague, entitled Leadership for Transformation: The Impact of Worldviews. It is also the subject matter of this issue's symposium, in which we bring you the four papers and the response presented at the conference. Members of the panel were characterized by gender, disciplinary, religious, and global diversity. Nathan Harter, organizational leadership professor at Purdue University in the United States, begins the discussion with some preliminary remarks about worldviews. Ali Mohammed Mir, medical doctor and director of programs of Population Council, Pakistan, speaks of leadership from an Islamic perspective. Michael Jones, accomplished composer, pianist, and leadership educator, writer, and speaker from Orillia, Canada, reflects on how a “marriage of mythos and logos” can transform leadership today. Lisa Ncube, originally from Zimbabwe and currently assistant professor of organizational leadership at Purdue University, speaks about Ubuntu as an alternative leadership philosophy emerging from Africa. John Valk, associate professor of worldview studies at Renaissance College, University of New Brunswick, Canada, speaks of leadership for transformation from a Christian worldview perspective. Jonathan Reams, associate professor in the Department of Education at the Norwegian University of Science and Technology in Trondheim, responds to all of the papers and opens a venue for further discussion. We hope that you will find this symposium engaging. We hope it will give food for thought and that it might stimulate further thinking regarding the role worldviews play in leadership for transformation.     

Response for ILA worldviews panel papers

Leadership is about knowledge, skills, and abilities for transformation. It is also increasingly about worldviews or visions of life—beliefs, values, and principles. But worldviews are also ways of life, for beliefs direct us, values guide us, and principles motivate us to certain kinds of action and behavior. How, then, do worldviews have an impact on leadership for transformation? If worldviews are glasses or filters by which we view the world, mental models of the bigger picture, frameworks by which we make sense of the world, and narratives by which we orient our lives, then how do they influence human thoughts, ideas, and behaviors when it comes to transformative leadership? This was the subject matter of an International Leadership Association Conference panel discussion held in November 2009 in Prague, entitled Leadership for Transformation: The Impact of Worldviews. It is also the subject matter of this issue's symposium, in which we bring you the four papers and the response presented at the conference. Members of the panel were characterized by gender, disciplinary, religious, and global diversity. Nathan Harter, organizational leadership professor at Purdue University in the United States, begins the discussion with some preliminary remarks about worldviews. Ali Mohammed Mir, medical doctor and director of programs of Population Council, Pakistan, speaks of leadership from an Islamic perspective. Michael Jones, accomplished composer, pianist, and leadership educator, writer, and speaker from Orillia, Canada, reflects on how a “marriage of mythos and logos” can transform leadership today. Lisa Ncube, originally from Zimbabwe and currently assistant professor of organizational leadership at Purdue University, speaks about Ubuntu as an alternative leadership philosophy emerging from Africa. John Valk, associate professor of worldview studies at Renaissance College, University of New Brunswick, Canada, speaks of leadership for transformation from a Christian worldview perspective. Jonathan Reams, associate professor in the Department of Education at the Norwegian University of Science and Technology in Trondheim, responds to all of the papers and opens a venue for further discussion. We hope that you will find this symposium engaging. We hope it will give food for thought and that it might stimulate further thinking regarding the role worldviews play in leadership for transformation.     

Leadership in Islam

Leadership is about knowledge, skills, and abilities for transformation. It is also increasingly about worldviews or visions of life—beliefs, values, and principles. But worldviews are also ways of life, for beliefs direct us, values guide us, and principles motivate us to certain kinds of action and behavior. How, then, do worldviews have an impact on leadership for transformation? If worldviews are glasses or filters by which we view the world, mental models of the bigger picture, frameworks by which we make sense of the world, and narratives by which we orient our lives, then how do they influence human thoughts, ideas, and behaviors when it comes to transformative leadership? This was the subject matter of an International Leadership Association Conference panel discussion held in November 2009 in Prague, entitled Leadership for Transformation: The Impact of Worldviews. It is also the subject matter of this issue's symposium, in which we bring you the four papers and the response presented at the conference. Members of the panel were characterized by gender, disciplinary, religious, and global diversity. Nathan Harter, organizational leadership professor at Purdue University in the United States, begins the discussion with some preliminary remarks about worldviews. Ali Mohammed Mir, medical doctor and director of programs of Population Council, Pakistan, speaks of leadership from an Islamic perspective. Michael Jones, accomplished composer, pianist, and leadership educator, writer, and speaker from Orillia, Canada, reflects on how a “marriage of mythos and logos” can transform leadership today. Lisa Ncube, originally from Zimbabwe and currently assistant professor of organizational leadership at Purdue University, speaks about Ubuntu as an alternative leadership philosophy emerging from Africa. John Valk, associate professor of worldview studies at Renaissance College, University of New Brunswick, Canada, speaks of leadership for transformation from a Christian worldview perspective. Jonathan Reams, associate professor in the Department of Education at the Norwegian University of Science and Technology in Trondheim, responds to all of the papers and opens a venue for further discussion. We hope that you will find this symposium engaging. We hope it will give food for thought and that it might stimulate further thinking regarding the role worldviews play in leadership for transformation.     

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.     

The State of Leadership Studies

This article begins a symposium in the Journal of Leadership Studies on the subject of a formal review process for academic programs in leadership studies. The authors argue that such a process would be a way for the field to achieve more legitimacy in higher education, establish itself as a discipline, and delineate parameters of its intellectual distinctiveness. In so doing, the authors present a brief history of the development of leadership studies literature, a central question to theory building and program development, and common goals pursued by academic programs in leadership studies. Finally, the authors call for the development of standards that can help leadership programs expand their curricular and cocurricular initiatives to reflect the intellectual maturity of the field.     

Introduction

Leadership is under review and open for criticism in ways not seen for some time. Where is leadership when we need it, we ask? Where are the leaders who can solve our problems? Moreover, change is the new constant, and we need leaders who are prepared to embrace change and ambiguity and help followers deal with change. Sometimes it feels like we are in permanent whitewater. Where are the leaders who can deal with the ever‐changing landscape and help us move to a positive future? Many of them are among us. They are the up‐and‐coming emerging leaders of Generations X and Y. This symposium focuses on these leaders of the future—the emerging leaders among us. What challenges do they face? What kind of leaders do they want to be? How do we best prepare them? The five articles that follow present a variety of views for our consideration, and the authors hope to start a boarder conversation about the next generation of leaders and their leadership challenges. Mhatre and Conger stress that authentic leadership principles are needed in workplaces now and in the future. They remind us that organizations are often composed of individuals born during different times, circumstances,and situations, thereby creating challenges for leaders in those organizations. Current research related to Gens X and Y, cited by the authors, highlights some of the generational differences and preferences. The authors see that the differences could create a “fertile ground for intraorganizational conflict, especially differences in how to manage and work within changing organizational climates.” One potential solution, according to Mhatre and Conger, can be found in the four components of authentic leadership principles: self‐awareness, internalized moral perspective, balanced processing, and relational transparency. If authentic leadership is in place, Gens X and Y can lead authentically, thereby facilitating sustainable and positive work environments. The authors predict positive results for organizations when authentic leadership is in place. Carucci and Epperson also focus on cross‐generational relationships and voice their concern with the negative consequences of labeling various age groups as Millennials, Boomers, Xers, Yers—labels that emphasize the divide. What we need, they argue, is less polarization and more connections. The article explores what it means for leaders of multigenerations to thrive together in partnership. They discuss the “elusive contest between the legacy of incumbent leaders and the potential of emerging leaders and ask us to consider mutual vulnerability as common ground.” They also summarize research on mentoring that looks at the gap between the numbers of emerging leaders who are mentored compared with the large numbers who desire mentors and ongoing relationships. The research follows up on earlier work on this topic explored in their books Leadership Divided and Bridging the Leadership Divide. Their article provides a personal case study demonstrating how generations can come together in partnership, thereby strengthening their organizations as well as the individuals involved. Perucci follows up on some of the themes highlighted by Carucci and Epperson as well as Mhatre and Conger and focuses on the way Millennials (Gen Y) are shaping organizations in the 21st century. Perucci reminds us that as we consider the implications of multiple generations working within the same organization, we must emphasize the crosscultural dimensions of intragenerational leadership. Globalization is reshaping leadership not only at the vertical level (multiple generations working side by side), but also horizontally (communication and technology reshaping the way Millennials interact across national boundaries). He suggests that just as leadership involves leaders, followers, and shared goals, successful leadership also requires an awareness of leading across cultures. He argues that effective leaders will be those who learn to work together “across boundaries in order to solve complex global problems.” Penney's article, “Voices of the Future: Leadership for the 21st Century,” focuses on both Generations X and Y (primarily X) and explores how those emerging leaders see leadership in the future and what kind of leaders they want to be. What leadership qualities/behaviors do they see as important? Themes of collaboration and inclusiveness are important to these emerging leaders, and they place high values on trust and integrity. Because they value inclusiveness, they work more easily across racial, ethnic, and gender differences and lines than did previous generations. The article also discusses what organizations need to do to attract and retain Generations X and Y. More flexible work arrangements are important as is having business organizations committed to corporate social responsibility and green initiatives. The findings come from the recent book Next Generation Leadership: Insights from Emerging Leaders (Penney & Neilson 2010). Tulgan and his colleagues at RainmakerThinking, Inc., have been conducting interviews with young people in the workplace for two decades. His article has a theme similar to Penney's in that he discusses ways to develop new leaders, primarily Generation Y. He addresses issues such as, how do we help them step into leadership roles successfully? He also addresses the question of why some of them are reluctant to take on supervisory roles. The article offers specific suggestions about ways to guide young professionals to prepare them for assuming leadership roles. He suggests that senior leaders should give frequent feedback to the top performers in Gen Y rather than leaving them on their own. He argues that too often we ignore high performers as we focus time and effort on the not‐so‐successful ones. According to Tulgan, more generous reward systems and hospitable work conditions are needed to retain high performers. In addition, he wants senior leaders to do more to help Gen Yers establish their credibility when they are given roles of increased responsibility. Conclusions There is a sense of optimism in play as you read these articles. Although there are differences found between Generations X and Y, overall the next generation of leaders also share some commonalities. They are more collaborative and inclusive than previous generations. And these emerging leaders are bringing a fresh approach to leadership and moving us away from the leader as “hero” or all‐knowing source of power and influence. Their desire for collaboration can help bridge the generation gap between Boomers and young professionals. Each brings particular strengths to their organizations, so as they work together, stronger institutions can be the result. Integrity is also important to emerging leaders, and authentic leadership behaviors hold much promise for strengthening our organizations. These emerging leaders can work well across cultures and are more comfortable with inclusion and diversity than those of previous generations. The authors provide several suggestions for working with and retaining young professionals so that their leadership skills are strengthened. Emerging leaders need support and honest feedback; they want reward systems that differentiate; they request flexible work arrangements. They also want to see corporate social responsibility in place in the business world. Emerging leaders of Generations X and Y are ready to assume leadership roles, but many do not want to lead as they have been led. We must do all we can as senior leaders, as academics, and as colleagues to prepare them for these responsibilities. As we pass the torch to a new generation of leaders, let's be certain they are well equipped for the task and ready to lead.     

The Fallacy of Misplaced Leadership*

abstract The leadership literature typically talks about the discrete individuality of its subject and particularly the personal qualities and capabilities of a few key people occupying top positions in a hierarchy. Current leadership research now has begun to generate new knowledge about leadership practice in relations of interpersonal exchange. Nevertheless, there is an urgent need for the ramifications of this insight to be more sufficiently developed. The current discussion explores how a perspective of process studies challenges the dominance of the field by individual social actors and discrete schemes of relations. Its aims are twofold. First, it will show how both of these latter epistemologies are lacking and suggest that current leadership research and development activities must rise to the ontological challenge of processes rather than things. Second, it looks at some methodological implications of this way of thinking as a productive incitement to future management studies.     

Leadership for Collaboration

Abstract

‘Leadership’ and ‘collaboration’ are integral to twenty-first century governance and management but, despite a growing literature, understanding about leadership for collaboration is hampered by a lack of specificity and nuance in theory and empirical research. This article responds to these limitations by working within an interpretive framework and employing Q-method to uncover different interpretations of leadership for collaboration operant among public managers in Wales. The article uses the concept of situated agency to explain why public managers offer diverse interpretations of leadership for collaboration despite working within the same governance framework, and to identify challenges to public managers in determining appropriate leadership for collaboration.     

Analyzing the Effectiveness of Multisource Feedback as a Leadership Development Tool for College Students

Undergraduate students (n = 144) completed the Socially Responsible Leadership Scale (SRLS), which measures leadership capacity within the framework of the Social Change Model (SCM) of Leadership Development. Observers (n = 374) who knew the students from a variety of contexts completed observer‐report versions of the SRLS. The research was designed to measure differences in rating of capacity between student leaders and those who know and observe their behaviors. Mean observer scores were higher than self‐reported scores for most capacities, with moderate to large effect sizes. Significant differences between self and observer interscale correlations and a high degree of subscale intercorrelations within observer‐reports led to conducting an exploratory factor analysis of observer responses. A universal one‐factor structure emerged that was different from the SCM model, suggesting observers make little distinction among separate leadership capacities in those they observe. Implications for leadership development and education programs are discussed including the benefit of rater training prior to the use of multisource feedback instruments, how the context in which students interact with observers affects feedback, and the need for further examination of other methods of determining effectiveness in conjunction with multisource feedback instruments.     

“But we can't go back”

In 2004, a provincial cancer agency in Canada developed and implemented a provincewide Leadership Development Initiative (LDI) to enhance organizational leadership and relationships. Research using a quasi‐experimental survey design determined whether LDI implementation influenced the emotional health and leadership practices of LDI participants. An ethnographic approach (18 focus groups and 13 individual interviews) explored participants' perceptions of the LDI. This article presents qualitative findings that contribute to understanding the statistically significant findings of increasing levels of cynicism, emotional exhaustion, and burnout for most LDI participants. The LDI was regarded as a critical strategy for helping leaders grow and cope with change and help in changing organizational leadership culture to be more collaborative and inclusive. However, an organizational history of short‐lived, flavor‐of‐the‐month development initiatives and growing skepticism and disengagement by leaders represented in the themes of Catch‐22 and “there is no going back” contributes to understanding why these quantitative measures increased. Few studies have explored the hypothesis that real organizational development happens through a series of planned stages. In this study, leaders experienced escalating frustration because change was not seen to occur fast enough in “others” and reported that this was necessary before they would alter their own behavior. Leadership development programs in general need to reflect the reality that it takes considerable time, patience, and effort to effect fundamental change in leadership culture.     

Leading to Learn

“You don't see to draw, you draw to see.” And then Fred said, “It's just the same for leadership, you don't learn to lead, you lead to learn.” The arts can teach us to stay with our senses and not know and in that way to provide a balance to the dominance of the analytic approaches to our organizational worlds. There is an old saying that you can only manage what you can measure. The arts can help us to work with what we cannot measure and the way to do that is by leading to learn. The current article explores the qualitatively different way in which the arts teach us to apprehend the world and how that is central to leadership.     

Teaching Leadership Through a Cultural–Psychological Lens

Leadership education is in a unique position at the college level. The study of leadership is both multidisciplinary and interdisciplinary, and is often found in different academic departments at different institutions. The educational aspect of leadership is often overlooked, leaving many college teachers with an opportunity to further develop their pedagogy and practice. In the current paper, a cultural–psychological approach to leadership education, grounded in a review of prominent educational psychologist and educator Jerome Bruner's (2008) book The Culture of Education, is presented. The educational framework along with implications as to how this approach adds value to curricular design and classroom instruction in the undergraduate leadership studies classroom are provided.     

Symposium

The goal of this symposium is to bring researchers and practitioners together to seek out and build common frameworks for discussion. We hope to provide a meeting ground for dialogical discourse around diverse approaches to leadership theory and practice, with an eye to developing models for implementation. To facilitate interaction among participants, symposium will regularly include invited responses to specific topics of popular and scholarly leadership. In future issues, we plan to include individual opinions and panel discussions concerning various practical issues that are timely and relevant to leadership research. We also invite candid reflective responses to issues and ideas discussed in this symposium. Please send responses to managingeditor@phoenix.edu. Note: Only those responses selected for publication will be acknowledged. – The Editors     

Symposium

The goal of this symposium is to bring researchers and practitioners together to seek out and build common frameworks for discussion. We hope to provide a meeting ground for dialogical discourse among diverse approaches to leadership theory and practice, with an eye to developing models for implementation. To facilitate interaction among participants, this symposium will regularly include invited responses to specific topics, such as appear in this issue around the topic of the globalization of leadership in business, health care, and education. In future issues, we plan to include opinions by leading figures in leadership research, as well as panel discussions around various practical issues in leadership research. We also invite candid reflective responses to issues and ideas encountered in this symposium. Please send responses to managingeditor@phoenix.edu. Note: Only those responses selected for publication will be acknowledged.     

That “Most Inexhaustible of All Topics”: Reflections on the Leadership Studies Curriculum at the Jepson School

The curriculum at the University of Richmond's Jepson School of Leadership Studies draws upon the liberal arts to advance the understanding of leadership and the challenges of ethical and effective engagement in society. We examine leadership questions using a diverse set of disciplinary lenses, weave the study of ethics throughout the curriculum, and emphasize that leadership is contextual: leaders operate within a complex set of culturally determined norms.     

仆式领导的必然性研究

自上个世纪格林利夫提出"仆人式领导"概念以来,"仆人式领导"成为众多学者的研究对象,并在实践中得到广泛的应用。从历史和文化两个方面研究证明,领导理念在当代管理阶段经历了交易型领导和变革性领导以后,领导的关注焦点从组织转变为下属,必然会过渡到仆人领导理念阶段。这一变动趋势以及仆人领导理念对我们现时有很大的借鉴意义。     

Introduction to the Symposium on Tournaments,Contests, and Relative Performance Evaluation

The papers in this symposium reflect several of the directions taken by current research on tournaments, contests and relative performance evaluation. The papers help us understand the implications of agent heterogeneity on the incentives of agents to perform or self‐select the offers designed for them. They encompass various issues such as career concerns and promotion incentives, interim disclosure of information obtained by the principal about agent performance, exposure to risk choices, and competing for talent.     

Judith Butler and Leadership: Reimagining Intelligibility,Social Change,and Leadership Discourse

Although Judith Butler's body of work is complex, many of her arguments have the potential to help us understand and generate new leadership realities. How Butler conceptualizes the concepts of intelligibility, performativity, discourse, and social change all have implications for the practice of leadership. The use of a critical leadership approach permits the exploration of parallels between her writings and two contemporary approaches to leadership: the Social Change Model of Leadership and adaptive leadership. Through the application of Butler's work to contemporary leadership discourse, the potential to render a broader range of subjects intelligible as leaders and to catalyze social change is explored.     

变革型领导和交易型领导理论研究综述

领导方式对企业管理具有重要影响。变革型领导与交易型领导不同的内在维度导致二者在员工工作绩效、员工满意度、组织承诺、组织变革与创新等方面有着不同的作用。多数学者认为变革型领导在各方面较交易型领导都更为优秀,然而部分学者却证明领导方式与企业组织文化的匹配性才是决定组织管理成功与否的重要因素。摒弃对交易型领导的偏见,选择适合的领导方式对企业的发展具有重要的现实意义。