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.     

Pervasive myths in leadership development: Unpacking constraints on leadership learning

Forty years ago, the questions most discussed among those who cared about leadership were “is leadership possible among those who don't have titles and positions?”; “what are the characteristics possessed by effective leaders?”; and “how do we find the people who are the best leaders and help them prepare for positions that will allow them to have an impact?” After many conversations, conferences, research studies, and books, the terrain has shifted among scholars. Now the conversations focus on questions such as “If leadership is a shared responsibility among members of groups, how can the full leadership potential of all be cultivated?”; “What role do collaborators play in empowering positive leadership and defending against those who misuse it?”; and “How can organizations cultivate cultures that support and encourage visionary leadership dedicated to benefitting all?” The shift in the questions that leadership educators now explore, coupled with the breadth and variety of the initiatives dedicated to nurturing it, demonstrate that leadership can be taught. More importantly, the practice of leadership demonstrates that many can pursue leadership and that they must if the opportunities of the 21st century are to be fulfilled. The conversations and the needs for leadership have both shifted and it is now incumbent on those who value leadership most to agree to unifying perspectives that can draw us together in common purpose. From your vantage point, what are the crucial conversations, next steps, and/or thoughts for consideration as we enter the second decade of the 21st century?     

The leadership labyrinth

Forty years ago, the questions most discussed among those who cared about leadership were “is leadership possible among those who don't have titles and positions?”; “what are the characteristics possessed by effective leaders?”; and “how do we find the people who are the best leaders and help them prepare for positions that will allow them to have an impact?” After many conversations, conferences, research studies, and books, the terrain has shifted among scholars. Now the conversations focus on questions such as “If leadership is a shared responsibility among members of groups, how can the full leadership potential of all be cultivated?”; “What role do collaborators play in empowering positive leadership and defending against those who misuse it?”; and “How can organizations cultivate cultures that support and encourage visionary leadership dedicated to benefitting all?” The shift in the questions that leadership educators now explore, coupled with the breadth and variety of the initiatives dedicated to nurturing it, demonstrate that leadership can be taught. More importantly, the practice of leadership demonstrates that many can pursue leadership and that they must if the opportunities of the 21st century are to be fulfilled. The conversations and the needs for leadership have both shifted and it is now incumbent on those who value leadership most to agree to unifying perspectives that can draw us together in common purpose. From your vantage point, what are the crucial conversations, next steps, and/or thoughts for consideration as we enter the second decade of the 21st century?     

Leadership as an Ideograph: A Rhetorical Analysis of Military Leadership Training Material

The current rhetorical study used McGee's theory of ideographs to identify how cultural politics influence efforts to portray “leadership” in a military setting. Such an approach seeks to better address some of the enigmas that have complicated the understanding of military leadership—and leadership in general—for decades. McGee's theory emphasizes that language reflects political as well as referential qualities and, in some instances, these attributes come into conflict. Acknowledging this reality in an applied setting can help address ambiguous issues that escape the net of prevailing social‐science approaches to leadership inquiry. The rhetorical analysis, which examines U.S. Air Force leadership training material, documents the manner in which ideographic portrayals of leadership were pervasive in each training program, and it considers practical implications of such a situation. Most notably, the analysis provides an explanation of how ideographic portrayals of leadership implicitly emphasize cultural indoctrination over promoting social influence skills. Such an orientation fortifies the military hierarchy and perpetuates romantic views of the military profession, but it also blurs key distinctions between social control and social influence. It is suggested that because ideographs reflect vital cultural motives, associated problems are inherently difficult to remedy.     

Entrepreneurship education as a new model for leadership education

Forty years ago, the questions most discussed among those who cared about leadership were “is leadership possible among those who don't have titles and positions?”; “what are the characteristics possessed by effective leaders?”; and “how do we find the people who are the best leaders and help them prepare for positions that will allow them to have an impact?” After many conversations, conferences, research studies, and books, the terrain has shifted among scholars. Now the conversations focus on questions such as “If leadership is a shared responsibility among members of groups, how can the full leadership potential of all be cultivated?”; “What role do collaborators play in empowering positive leadership and defending against those who misuse it?”; and “How can organizations cultivate cultures that support and encourage visionary leadership dedicated to benefitting all?” The shift in the questions that leadership educators now explore, coupled with the breadth and variety of the initiatives dedicated to nurturing it, demonstrate that leadership can be taught. More importantly, the practice of leadership demonstrates that many can pursue leadership and that they must if the opportunities of the 21st century are to be fulfilled. The conversations and the needs for leadership have both shifted and it is now incumbent on those who value leadership most to agree to unifying perspectives that can draw us together in common purpose. From your vantage point, what are the crucial conversations, next steps, and/or thoughts for consideration as we enter the second decade of the 21st century?     

Political leadership and relationship systems intelligence

In the corporate world, leadership development programs are standard fare. Such programs often include well‐defined competencies and performance metrics, as well as regularly scheduled feedback and mentoring sessions, especially for those employees designated “high potential” performers. Not so in the public sphere. There are no defined career paths or standardized training curricula for heads of state. There are, however, requisite competencies for effective public sector leadership. As Gardner (1990) observed, “Leadership is not a mysterious activity. It is possible to describe the tasks that leaders perform....[But] we have barely scratched the surface in our efforts toward leadership development” (p. xix). The learning curve is steep for a newly elected leader, and fraught with potential landmines. Speaking with the candor of someone no longer seeking public office, former UK Prime Minister Tony Blair said recently, “When I came to office, prime minister was the only job I'd ever held; I'd never been a government minister before....The business of running a government is like anything else: You get better the longer you do it. And there are lessons out there that, had they come to me in an identifiable form, would have been useful to know” (talk given on December 16, 2010b). Both Gardner and Blair are emphatic that leadership is not something one is born with but something learned over time. And as Blair (2010a) put it, “Government is a race between expectations and capability.” In the essays that follow, several leadership coaches discuss the unique challenges and effective approaches they are using to help government leaders build the competencies that will enable them to govern effectively—and win that race between their constituents's expectations and their own capabilities.     

The impact of implicit collective leadership theories on the emergence and effectiveness of leadership networks in teams

Leadership in today's high-performing teams is a relational process best understood from a multilevel emergent perspective. Implicit theories of leadership and followership play an important role in predicting leader emergence in more traditional hierarchical structures, but are inadequate for understanding and predicting leadership as networks in teams, as they do not consider the complex dynamics of leading and following activities inherent in such structures. To address this theoretical gap, we propose the concept of Implicit Leadership Network Theories (ILNTs) that integrates implicit leadership and followership theories with contemporary social network perspectives of leadership in teams to predict the shape and structure of leadership network emergence and subsequent team outcomes. More specifically, we propose that the combination of team member self-ILNTs (i.e., expectations regarding one's own role within a leadership network) and network-ILNTs (i.e., expectations regarding the prototypical team leadership structure) will shape the emergence and effectiveness of leadership in teams. We describe several prototypical team configurations of ILNTs and discuss implications for future research and human resource management.     

Spiritual leadership as a model for student inner development

“Although American higher education can justifiably take pride in its capacity to develop the student's ability to manipulate the material world through its programs in science, medicine, technology, and commerce, it has paid relatively little attention to the student's “inner” development—the sphere of values and beliefs, emotional maturity, moral development, spirituality, and self‐understanding.” —from the Foreword to Encouraging Authenticity and Spirituality in Higher Education by Alexander W. Astin and Helen S. Astin     

Spirituality and leadership: Engaging both in higher education

“Although American higher education can justifiably take pride in its capacity to develop the student's ability to manipulate the material world through its programs in science, medicine, technology, and commerce, it has paid relatively little attention to the student's “inner” development—the sphere of values and beliefs, emotional maturity, moral development, spirituality, and self‐understanding.” —from the Foreword to Encouraging Authenticity and Spirituality in Higher Education by Alexander W. Astin and Helen S. Astin     

Energy-Transition Education in a Power Systems Journey: Making the Invisible Visible and Actionable

We describe an approach to educating for systemic change in energy systems by integrating technical knowledge of solutions with reflection on paradigms and norms, facilitated by experiential and art-based forms of learning. The course, “Power Systems Journey: Making the Invisible Visible and Actionable,” is part of the University of Minnesota interdisciplinary grand-challenge curriculum. Students take on the challenge of public science communication about how to change the electric-grid system (from power generation to consumption) as part of an energy transition to respond to climate change. The course integrates electrical engineering, history of science and technology, systems thinking, design thinking, paradigms, art, humanities, science communication, storytelling, experiential learning, and the creation of GIS story-maps and museum exhibits. The design context and elements of the course are described and include: the grand challenge of the energy transition itself, the context of energy-transition education, the nature of the grand-challenge curriculum, the collaborative and teaching philosophy, the role of students, the interdisciplinary course framework, the special focus on the role of arts and humanities in energy education, and the course-curricular structure, which uses the “Earth Systems Journey” curriculum model. The centerpiece of the article describes the “Power Systems Journey” experience in narrative form to match the pedagogical approach of the course using artwork examples from students as they investigated the grid. The article concludes with reflections from students and teachers on what the course offers and where to go from here.     

Female entrepreneurial leadership factors

This article presents the foundations, current structure and trend of academic research into leadership factors in female entrepreneurship to provide scholars in the field with an overview of the followed research directions and to explore whether the same traditional patterns are reproduced in gender studies on entrepreneurship and leadership. For this purpose, a bibliometric analysis of the Web of Science database from 2000 to 2020 was used. With a performance analysis of variables (e.g. authors, publications, journals and countries), and thanks to scientific mapping, the links among these variables were studied. The results show that the trend of publications increased from 2015, but with little influence and output. The most influential and productive countries are the USA and Spain. 35% of the journals are based in the USA and 25% in England. The most influential ones deal with entrepreneurship, business, management and leadership. Although the foundational base is influenced by the author Ahl, known for calling for new research directions related to women entrepreneurs from a social construction perspective, the most influential articles continue to investigate gender with a dominant male bias. The network analysis reveals cooperation between different countries and authors with the USA dominating. The ambiguity of entrepreneurial leadership field due to the overlap of entrepreneurship and leadership disciplines reveals through the co-citation of journals different specialisation areas: business and entrepreneurship, management and psychology, organisational behaviour. This work provides researchers with an overview that encourages them to overcome the dominant male normative lens from new epistemological perspectives.

     

Heterogeneity and centrality of “dark personality” within teams,shared leadership,and team performance: A conceptual moderated-mediation model

Shifting from the much-studied five-factor model of personality, this paper focuses on dark personality (i.e. the “Dark Triad”: Machiavellianism, psychopathy, and narcissism) to advance understanding of team composition, processes, and performance. The research responds to a call to explore dark personality's manifestation within – and impact on – teams. Specifically, this paper will examine the impact of within-team heterogeneity in dark personality on team performance, with shared leadership as mediator of this relationship. Additionally, I propose two moderators of the relationship between within-team dark triad heterogeneity and shared leadership – team network centrality of the team member scoring highest on the Dark Triad, and team mean Dark Triad score. This research aims to make a uniquely valuable contribution to scholarship on leadership within teams through bridging literatures on social network analysis, teams, leadership, and the dark triad and should have implications for team selection and performance.     

Undermanaged and not yet led: Reconciling management gap and leadership challenge for the new nature of the Chinese firm

The People's Republic of China is already the world's largest social system. It is now well on its way to becoming the world's largest national economy. This rapid economic development of the last 30 years is a result of the economic reforms carefully architected since 1978 by the former Paramount Leader Deng Xiaoping. There are several remarkable characteristics of this uniquely Chinese experience. First, it was not conceived as a paradigmatic shift. The Chinese transition to market‐economic models is closely controlled, incremental, selective, seemingly harmonious, and yet sustainable. Second, it was conceived as a paradox. The scope of these reforms deliberately did not extend to institutional reform. The famous characterization “One Country, Two Systems” captures this almost un‐Western idea of disassociating the evolution of the two spheres and allowing the co‐existence of two competing ideologies. Third, it was conceived as a pragmatic transformation, without proper ontological grounding as to how this dissonance will eventually be reconciled. At this point, the main actors caught between the two fronts (markets and institutions), the firms, will have to rise to the occasion and provide change leadership autonomously. The purpose of this conceptual article is to identify the required changes in nature of the Chinese firms navigating this dualist system, in particular with respect to their leadership component by exploring the presence of antecedents that will allow leadership to emerge. In the alternative we tentatively suggest carefully transferring some of our Western leadership wisdom, but we have to carefully evaluate to what extent existing conditions may also prevent us from doing so.