Behavioral Sciences

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14 pages, 228 KiB

Open AccessArticle

Leveraging Leadership Development to Pre-Empt Leader Derailments

by Jay A. Conger

Behav. Sci. 2024, 14(12), 1122; https://doi.org/10.3390/bs14121122 - 23 Nov 2024

Viewed by 375

Abstract

This article examines the role of leadership development interventions in pre-empting leader derailments. The research literature suggests that derailments are not only commonplace but associated with a range of significant costs, from financial, to mental health, to morale, to employee turnover, to missed [...] Read more.

This article examines the role of leadership development interventions in pre-empting leader derailments. The research literature suggests that derailments are not only commonplace but associated with a range of significant costs, from financial, to mental health, to morale, to employee turnover, to missed opportunities. Given these costly consequences, this article seeks to answer the question: “Can leadership development—especially at early managerial-career stages and during transitions—play a significant role in mitigating leader derailments?” Research suggests that the majority of leadership failures occur—or are more visible—at senior organizational levels. This begs the question of whether development interventions earlier in a leader’s career might have pre-empted their later failure. What if the field of leadership development were to adopt a ‘preventative medicine’ model in which pre-empting derailments was the focus rather than ‘fixing’ leaders as they are derailing? Moreover, there appears to be an overreliance on coaching as the intervention of choice. What if the field were to leverage a broader range of development interventions beyond coaching to ensure a greater probability of minimizing derailments? Five interventions will be discussed which have the potential to pre-empt leadership failures, when deployed in unison. Full article

(This article belongs to the Special Issue Rethinking Leadership Development: Contributions from Theory and Research)

10 pages, 338 KiB

Open AccessArticle

Cultivating Leadership and Teamwork in Medical Students Through Rowing: A Phenomenological Study

by Hyo Jin Kwon and Su Jin Chae

Behav. Sci. 2024, 14(10), 962; https://doi.org/10.3390/bs14100962 - 17 Oct 2024

Viewed by 681

Abstract

This study was conducted to allow us to understand the subjective experiences of medical students participating in rowing exercise classes at a medical school in South Korea and to derive implications for medical education. Accordingly, we analyzed their reflective journals, focusing on leadership [...] Read more.

This study was conducted to allow us to understand the subjective experiences of medical students participating in rowing exercise classes at a medical school in South Korea and to derive implications for medical education. Accordingly, we analyzed their reflective journals, focusing on leadership and teamwork development. The study involved 40 second-year premedical students, and Colaizzi’s analysis was employed to understand and structure their experiences. The comprehensive analysis revealed 149 meaningful statements expressing students’ thoughts and experiences regarding the rowing exercise. From these statements, 13 meanings were synthesized, resulting in nine themes and four overarching categories, which provided a multilayered understanding of students’ experiences. The factors that enhanced teamwork included communication, trust, respect among team members, and a sense of responsibility. By contrast, the hindering factors were competitiveness, impatience, and avoidance of responsibility. Before the class, a mix of anticipation, excitement, and dissatisfaction regarding the rowing exercise course was observed. However, after the class, students realized that the role of the entire team, rather than individual ability, is crucial, and collaboration with peers is key—the concept of shared leadership. This study is significant in that it demonstrates rowing’s potential as a team sport to serve as an effective program for fostering collaboration and leadership within the medical school curriculum. Full article

(This article belongs to the Special Issue Rethinking Leadership Development: Contributions from Theory and Research)

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17 pages, 283 KiB

Open AccessArticle

It Is Leadership, but (Maybe) Not as You Know It: Advocating for a Diversity Paradigm in Sports Leadership and Beyond

by Tania Cassidy and Gary Byrne

Behav. Sci. 2024, 14(10), 860; https://doi.org/10.3390/bs14100860 - 24 Sep 2024

Viewed by 1061

Abstract

The need to ‘rethink leadership’ is on the radar of many, from global finance and auditing organisations (e.g., Deloitte) and global sports organisations (e.g., the International Olympic Committee) to national and local sports organisations concerned about the decreasing numbers of participants or the [...] Read more.

The need to ‘rethink leadership’ is on the radar of many, from global finance and auditing organisations (e.g., Deloitte) and global sports organisations (e.g., the International Olympic Committee) to national and local sports organisations concerned about the decreasing numbers of participants or the lack of women coaches. Yet, is the dominant Western leadership orthodoxy fit for purpose in the 21st century? The purpose of this article is two-fold. First, to advocate for ways of ‘rethinking leadership’ that challenge the current dominant ethnocentric, gender-biased, leader-centric orthodoxy. Second, to introduce an expanded global and diverse leadership paradigm that is underpinned by clearly delineated dimensions of diversity and cultural competence, which recognises the importance of the organisational and cultural contexts. The literature discussed in this article draws from leadership studies generally and sports leadership and sports coaching more specifically. Key to this article is the discussion of the implications of adopting a diverse leadership paradigm for policy, practice, development, and research of leadership. This advocacy article does not end with a definitive conclusion but rather with an invitation to participate in a journey to realise the potential of diverse leadership. Full article

(This article belongs to the Special Issue Rethinking Leadership Development: Contributions from Theory and Research)

15 pages, 236 KiB

Open AccessArticle

Developing Servant Leadership through Experience and Practice: A Case Study in Service Learning

by Gordon Matthew Robinson and Marshall J. Magnusen

Behav. Sci. 2024, 14(9), 801; https://doi.org/10.3390/bs14090801 - 11 Sep 2024

Viewed by 1446

Abstract

Servant leadership is characterized by a core altruistic calling and central attributes of genuine caring, humility, and empathy, and in recent years, has become a style of leadership recommended to be addressed in sports management classrooms because of its associated positive outcomes and [...] Read more.

Servant leadership is characterized by a core altruistic calling and central attributes of genuine caring, humility, and empathy, and in recent years, has become a style of leadership recommended to be addressed in sports management classrooms because of its associated positive outcomes and emphasis on ethical behavior and decision-making. As the relevance and popularity of servant leadership continue to grow, it gives rise to matters of how this approach to leadership can be better studied and taught to current and aspirant sports professionals. Thus, the purpose of this qualitative case study is to analyze a community-based service-learning project as a mode for developing servant leaders as part of a college sports management curriculum. Nineteen upper-level college sports management students participated in this study by serving as mentors in an after-school program for underprivileged elementary school students for 12 h across the course of six weeks. Participants then completed a written reflection upon the conclusion of the service project. Content analysis of these reflections suggests that service learning may be a positive method for developing servant leaders. The article closes with a discussion of findings, proposed future research questions, as well as ideas for future service-learning projects aimed at developing servant leaders. Full article

(This article belongs to the Special Issue Rethinking Leadership Development: Contributions from Theory and Research)

16 pages, 487 KiB

Open AccessArticle

The Influence of a Reflective Identity Leadership Intervention on Perceived Identity Leadership, Social Identity, and Psychological Safety in Cricket

by Adam Hoult, Paul Mansell and Matthew J. Slater

Behav. Sci. 2024, 14(8), 655; https://doi.org/10.3390/bs14080655 - 29 Jul 2024

Viewed by 1126

Abstract

The purpose of this study was to investigate the influence of an identity leadership-framed reflective practice intervention on perceptions of leadership, social identity, and psychological safety in cricket. Building on previous evidence, an eight-week design included three intervention group coaches and their athletes [...] Read more.

The purpose of this study was to investigate the influence of an identity leadership-framed reflective practice intervention on perceptions of leadership, social identity, and psychological safety in cricket. Building on previous evidence, an eight-week design included three intervention group coaches and their athletes (n = 32) and three control group coaches and their athletes (n = 34). Measurements of perceived coach identity leadership, social identity, and psychological safety were completed by cricket athletes at week 0 and week 8 for both groups. Intervention group coaches completed three identity leadership-framed reflective tasks in weeks one, three, and five, while the control group coaches continued their regular practices. Controlling for baseline scores, our analysis indicated that compared to the control group, the intervention group athletes reported significantly greater coach identity leadership behaviours, social identity, and psychological safety following the intervention. Social validation data highlighted shared identity, relationships, and learning as potential mechanisms for the positive results seen. Full article

(This article belongs to the Special Issue Rethinking Leadership Development: Contributions from Theory and Research)

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13 pages, 434 KiB

Open AccessFeature PaperArticle

Reconsidering Leadership Development: From Programs to Developmental Systems

by David V. Day and Laura Dannhäuser

Behav. Sci. 2024, 14(7), 548; https://doi.org/10.3390/bs14070548 - 28 Jun 2024

Viewed by 1836

Abstract

We argue for reconsidering leadership development based on open systems theory and systems design principles. A primary advantage of open systems thinking is that it encourages holistic approaches to development and avoids episodic program-based training and piecemeal thinking. The latter approaches are both [...] Read more.

We argue for reconsidering leadership development based on open systems theory and systems design principles. A primary advantage of open systems thinking is that it encourages holistic approaches to development and avoids episodic program-based training and piecemeal thinking. The latter approaches are both limited and limiting yet tend to be the preferred approach to leadership development in organizations. Open systems approaches to development offer numerous advantages both conceptually and pragmatically, especially through the incorporation of ongoing feedback cycles. Core practices that define a leadership development system are presented and implications are discussed. Full article

(This article belongs to the Special Issue Rethinking Leadership Development: Contributions from Theory and Research)

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Review

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23 pages, 1912 KiB

Open AccessReview

Growing Greener: Cultivating Organisational Sustainability Through Leadership Development

by Sarah Lily Resanovich, Tim Hopthrow and Georgina Randsley de Moura

Behav. Sci. 2024, 14(11), 998; https://doi.org/10.3390/bs14110998 - 26 Oct 2024

Viewed by 942

Abstract

Organisations significantly contribute to climate change, making them essential targets for climate mitigation strategies. There is an opportunity to curb organisations’ environmental impact by increasing the amount of pro-environmental behaviour (PEB) among employees. Many social and psychological factors impact an employee’s likelihood of [...] Read more.

Organisations significantly contribute to climate change, making them essential targets for climate mitigation strategies. There is an opportunity to curb organisations’ environmental impact by increasing the amount of pro-environmental behaviour (PEB) among employees. Many social and psychological factors impact an employee’s likelihood of performing PEBs. Among social–psychological factors influencing employee PEB, leadership is unique as it is a social–psychological factor that can control or influence other factors. Leadership makes performing PEBs at work and home different. Due to its unique position, leadership has garnered attention from practitioners and researchers for how it can affect organisational environmental sustainability. There is limited research focusing on how leadership development can promote employee PEB, thereby increasing organisational environmental sustainability. Researchers conducted a narrative review that provided an overview of how leadership uniquely affects employee PEB, bringing together findings from various fields. Through this review, the authors propose the ICERR model for leadership development, which outlines five key capability areas and three desired outcomes for leadership development related to environmental sustainability. This model consists of 14 proposals that provide a framework for future research and identify critical areas for leadership development programmes looking to impact environmental sustainability. Full article

(This article belongs to the Special Issue Rethinking Leadership Development: Contributions from Theory and Research)

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47 pages, 680 KiB

Open AccessReview

Maximizing the Impact and ROI of Leadership Development: A Theory- and Evidence-Informed Framework

by Jaason M. Geerts

Behav. Sci. 2024, 14(10), 955; https://doi.org/10.3390/bs14100955 - 16 Oct 2024

Viewed by 4964

Abstract

Globally, organizations invest an estimated USD 60 billion annually in leadership development; however, the workplace application of learning is typically low, and many programs underperform or fail, resulting in wasted time and money and potential harm. This article presents a novel theory- and [...] Read more.

Globally, organizations invest an estimated USD 60 billion annually in leadership development; however, the workplace application of learning is typically low, and many programs underperform or fail, resulting in wasted time and money and potential harm. This article presents a novel theory- and evidence-informed framework to maximize the outcomes and return on investment (ROI) of leadership development programs. The foundation of the framework derives from four separate literature reviews: three systematic reviews on leadership development, including the only two to isolate gold-standard elements of effective design, delivery, and evaluation, and one on “training transfer”. Informed by innovative principles of leadership development and unique theoretical models and frameworks, this framework consists of 65 evidence-informed strategies that can be applied as a foundation (9), and before (23), during (17), at the conclusion of (11), and sometime after (5), programs, to maximize impact and ROI. Implications for practice and further research are also presented. Given the stakes, there is an urgent need for evidence and tools to maximize the impact and ROI of leadership development. This novel framework provides robust theory- and evidence-informed guidance for governments, policymakers, and those funding, designing, delivering, and supporting development. Full article

(This article belongs to the Special Issue Rethinking Leadership Development: Contributions from Theory and Research)

36 pages, 989 KiB

Open AccessReview

Outcomes of Art-Based Leadership Development: A Qualitative Metasummary

by Berit Sandberg

Behav. Sci. 2024, 14(8), 714; https://doi.org/10.3390/bs14080714 - 14 Aug 2024

Viewed by 1599

Abstract

Art-based leadership development, grounded in experiential learning, offers a learner-centered approach to leadership training by integrating relational, aesthetic and embodied dimensions. This systematic review investigates evidence on the outcomes of art-based leadership development, addressing the critical need for empirical validation of its effectiveness. [...] Read more.

Art-based leadership development, grounded in experiential learning, offers a learner-centered approach to leadership training by integrating relational, aesthetic and embodied dimensions. This systematic review investigates evidence on the outcomes of art-based leadership development, addressing the critical need for empirical validation of its effectiveness. A qualitative metasummary was employed to review 31 empirical studies published between 2008 and 2023. The studies were sourced from databases including Business Source Complete, ERIC, PsycINFO, Scopus, and Web of Science. The Quality Assessment for Diverse Studies (QuADS) tool was used to assess the studies. The analysis revealed that art-based methods significantly enhance reflective and reflexive practices, higher-order cognitive skills, emotional intelligence, and interpersonal competencies. Representing leader development, art-based initiatives facilitate holistic self-discovery and transformative shifts in mindset, offering a valuable complement to conventional skill-based approaches. Despite these promising benefits, the review highlights a need for more rigorous empirical studies, particularly longitudinal and quantitative research, to substantiate the long-term effectiveness of art-based methods. Full article

(This article belongs to the Special Issue Rethinking Leadership Development: Contributions from Theory and Research)

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14 pages, 793 KiB

Open AccessReview

How to Make an Internal Team Coach: An Integration of Research

by Gabriela Fernández Castillo, Rylee Linhardt and Eduardo Salas

Behav. Sci. 2024, 14(6), 452; https://doi.org/10.3390/bs14060452 - 27 May 2024

Viewed by 1058

Abstract

Team coaching has been found to increase group effort, improve interpersonal processes, and increase team knowledge and learning. However, the team coaching literature is renowned for its inability to define team coaching itself—making it difficult to solidify its place in the world of [...] Read more.

Team coaching has been found to increase group effort, improve interpersonal processes, and increase team knowledge and learning. However, the team coaching literature is renowned for its inability to define team coaching itself—making it difficult to solidify its place in the world of team science. So far, there is no consensus on what specific training would serve internal leaders best, and how they would connect to the team coaching literature. We know leadership and team training are effective in improving organizational outcomes, but the gap in the literature lies in identifying what specific competencies internal team coaches need, and what training could fulfill these. In this piece, we seek to (1) identify what competencies internal team leaders need based on the outcomes we know team coaching yields, (2) identify specific behaviors that can fulfill these competencies, and (3) integrate the literature to form an evidence-based guide on what training to provide to internal team coaches. By doing so, we hope to provide a definitive understanding of what internal team coaches need to be successful. Full article

(This article belongs to the Special Issue Rethinking Leadership Development: Contributions from Theory and Research)

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17 pages, 576 KiB

Open AccessReview

The Impact of Motherhood on Women’s Career Progression: A Scoping Review of Evidence-Based Interventions

by Ana Júlia Calegari Torres, Letícia Barbosa-Silva, Ligia Carolina Oliveira-Silva, Olívia Pillar Perez Miziara, Ully Carolina Rodrigues Guahy, Alexandra N. Fisher and Michelle K. Ryan

Behav. Sci. 2024, 14(4), 275; https://doi.org/10.3390/bs14040275 - 26 Mar 2024

Cited by 4 | Viewed by 12472

Abstract

(1) Background: Despite the progress made by women in the workplace, mothers still face systemic barriers that prevent them from advancing professionally. This “motherhood penalty” involves a variety of discriminatory practices and experiences that mothers can face at work, including being held to [...] Read more.

(1) Background: Despite the progress made by women in the workplace, mothers still face systemic barriers that prevent them from advancing professionally. This “motherhood penalty” involves a variety of discriminatory practices and experiences that mothers can face at work, including being held to stricter standards regarding salary and recruitment. Despite ongoing research on the association between motherhood and career outcomes, few studies specifically explore how motherhood impacts career advancement and, consequently, access to leadership. This scoping review seeks to gain an understanding of how motherhood impacts women’s career progression, and how interventions can address the underrepresentation of mothers in leadership. (2) Methods: Following the PRISMA-ScR framework, we analyzed 52 articles from 2010 to 2022, drawn from 10 databases. (3) Results: The results showed both negative and positive impacts of motherhood on career progression, affecting mothers’ attitudes, feelings, and behaviors and yielding changes in interpersonal relationships and work conditions. Intersectionality is highlighted, urging a nuanced examination of challenges faced by mothers from a diversity of backgrounds. Recommendations for interventions include individual and institutional efforts, comprising societal support structures, organizational policy changes, and cultural shifts. (4) Conclusions: This scoping review offers an updated perspective on a classic challenge, providing practical insights for a more inclusive and structural understanding of the career trajectories of working mothers. Full article

(This article belongs to the Special Issue Rethinking Leadership Development: Contributions from Theory and Research)

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Other

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14 pages, 555 KiB

Open AccessOpinion

Understanding Leadership from the Inside: Using Ethnographic Methods to Examine How the Interplay between Leaders, Followers, and Group Context Shapes Leadership Outcomes

by James Coleman, Clifford J. Mallett, Niklas K. Steffens and S. Alexander Haslam

Behav. Sci. 2024, 14(10), 946; https://doi.org/10.3390/bs14100946 - 14 Oct 2024

Viewed by 951

Abstract

This paper outlines a novel method for leadership researchers and practitioners to understand how and why effective and ineffective leadership look different in different groups. Leadership is a complex and contextually dependent process influenced by the interplay between leaders, followers, the group, and [...] Read more.

This paper outlines a novel method for leadership researchers and practitioners to understand how and why effective and ineffective leadership look different in different groups. Leadership is a complex and contextually dependent process influenced by the interplay between leaders, followers, the group, and their environment. The social identity approach to leadership describes how a group’s identity shapes the ways in which people can lead effectively. It also implies that (in)effective leadership looks different across diverse groups and teams. Accordingly, it follows that there is no single correct way to lead. To explore these ideas, we propose ethnographic methods, where researchers and practitioners immerse themselves in a group environment, as a novel type of method for examining leadership in action. We suggest the social identity approach as a framework to help guide researchers’ data collection and sense-making of leadership behaviours. Additionally, we explain that ethnographic data can be represented well through creative non-fiction stories that capture the context surrounding leadership behaviours. These stories could support leadership consultancy and development programs to demonstrate the complex interplay between leaders, followers, and the group context. Full article

(This article belongs to the Special Issue Rethinking Leadership Development: Contributions from Theory and Research)

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