21,065 research outputs found
A Review of Leadership Theory and Competency Frameworks
This report presents a review of leadership theory and competency frameworks that was commissioned to assist the development of the new National Occupational Standards in Management and Leadership.
The report begins with a review of leadership theories and tracks their evolution over the past 70 years from the âgreat manâ notion of heroic leaders, through trait theories, behaviourist theories, situational leadership, contingency theory and on to transactional and transformational leadership. Each of these offers some insights into the qualities of successful leaders, but there has been a shift in focus from the generic characteristics and behaviours of the individual to a recognition of the importance of responding to different situations and contexts and the leadersâ role in relation to followers. The review concludes with an introduction to the notion of âdispersed leadershipâ and a distinction between the process of âleadershipâ and the socially-constructed role of âleaderâ.
The next section, on Leadership Models and Competency Frameworks, presents a range of leadership and management frameworks currently being used in organisations. These define the qualities required of people in leadership positions and help to inform the leadership development process. Seven private-sector, nine public sector and eight generic frameworks are discussed and web links to the full models included where available.
The following section gives a brief overview of a selection of leadership development initiatives both associated with, and as alternatives to, a leadership competencies framework. The aim of this is to give an indication of how different techniques can be used to develop leadership capability within individuals and organisations and how this relates to the underlying philosophy of the programme.
The section on Providing Governance, describes the key legal and ethical responsibilities of Directors and an indication of the kinds of skills, behaviours and values required to achieve these.
The report concludes with a discussion of the competency framework approach to leadership and leadership development and a proposal as to alternative ways of addressing these issues. It is concluded that whilst this approach has its strengths, it leads to a particularly individualistic notion of leadership and a relatively prescribed approach to leadership development. The changing nature of work and society, it is argued, may demand new approaches that encourage a more collective and emergent view of leadership and leadership development and of sharing the role of âleaderâ more widely within organisations.Chase Consulting; Management Standards Centr
Business Critical: Understanding a Companyâs Current and Desired Stages of Corporate Responsibility Maturity
Itâs been a while since the Corporate Responsibility profession took stock of its collective wisdom on where we have been, and where we are going on running businesses responsibly. Meanwhile hardly a week goes by without a helpful suggestion from the outside world on how an organisation should improve its economic value, social usefulness and environmental
efficiency; and it is very easy to spot businesses that get their social, environmental and economic decisions out of balance: these organisations hit the headlines seemingly within nanoseconds.
On the upside, businesses are increasingly taking an approach that builds an Environmental, Social and Governance (ESG) premium into the core economic valuation. This is achieved by those organisations which bring in a diverse set of views to inform risk and reputation management activities, and to build a research and development pipeline for the future. This is managing both the negative and the positive social, environmental and economic impacts
Parents as partners in learning
Globally, teachers and school leaders are increasingly encouraging parents to become more directly involved in their childrenâs schooling and academic development. This study was designed to support the parents of students who experience difficulty with academic learning via a school-based Parent Mindset Program comprised of three parent engagement workshops delivered fortnightly over six weeks by a teacher. The Program was designed to support participants to practice growth mindset knowledge and skills at home with their child and receive feedback to support skill mastery. Cognitive tools were used to create the social process essential for learning by providing a point of reference and opportunities for parents to discuss, inquire, and problem-solve with other parents and the presenter. From the socio-cultural perspective, this study aimed to develop the capacity of parents as partners in learning to support their children during the time when they are not in the classroom and thus align the parentsâ contributions with the supportive approach used in the school. An intrinsic case study research design enabled the development of a deeper understanding of the phenomenon of parental engagement in their childâs schooling. Three elements were found to have influenced the effectiveness of the parent engagement programâs capacity to increase parental self-efficacy to engage in their childâs schooling: demographic factors; participant motivation factors; and, the instructional design of the program
Long Term Collaborative Business Relationships: The Impact of Trust and C3 Behaviour
Long-term, collaborative business relationships are like marriages where
tolerance, forbearance and some reduction of freedom as well as innovation are
necessary to ensure success. Trust and co-operative behaviours are known to be
essential ingredients in securing an environment of continuous improvement but,
how they are correlated has yet to be tested. The paper describes a research
project within a sample of long-term monopoly businesses as a novel approach to
bringing trust and cooperation, co-ordination and collaboration (C3 Behaviour)
into sharper focus without competitive distractions. It was found that a
correlation between trust and C3 Behaviour and the success of the collaborative
relationship exists
Using behavioural science to help fight the coronavirus. ESRI Working Paper No. 656 March 2020
This paper summarises useful evidence from behavioural science for fighting the COVID-19
outbreak. It is based on an extensive literature search of relevant behavioural interventions
and studies of crises. The findings aim to be useful not only to government and public
authorities, but to organisations, workplaces and households. Seven issues are covered:
(1) Evidence on handwashing shows that education and information are not enough. Placing
hand sanitisers and colourful signage in central locations (e.g. directly beyond doors, canteen
entrances, the middle of entrance halls and lift lobbies) increases use substantially. All
organisations and public buildings could adopt this cheap and effective practice. (2) By
contrast, we lack direct evidence on reducing face touching. Articulating new norms of
acceptable behaviour (as for sneezing and coughing) and keeping tissues within armâs reach
could help. (3) Isolation is likely to cause some distress and mental health problems,
requiring additional services. Preparedness, through activating social networks, making
concrete isolation plans, and becoming familiar with the process, helps. These supports are
important, as some people may try to avoid necessary isolation. (4) Public-spirited
behaviour is most likely when there is clear and frequent communication, strong group
identity, and social disapproval for those who donât comply. This has implications for
language, leadership and day-to-day social interaction. (5) Authorities often overestimate the
risk of panic, but undesirable behaviours to watch out for are panic buying of key supplies
and xenophobic responses. Communicating the social unacceptability of both could be part of
a collective strategy. (6) Evidence links crisis communication to behaviour change. As well
as speed, honesty and credibility, effective communication involves empathy and promoting
useful individual actions and decisions. Using multiple platforms and tailoring message to
subgroups are beneficial too. (7) Risk perceptions are easily biased. Highlighting single
cases or using emotive language will increase bias. Risk is probably best communicated
through numbers, with ranges to describe uncertainty, emphasising that numbers in the
middle are more likely. Stating a maximum, e.g. âup to X thousandâ, will bias public
perception.
A final section discusses possibilities for combining these insights, the need for simplicity,
the role of the media, and possibilities for rapid pretesting
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An analysis of core-competences of successful multinational team leaders
Copyright @ 2010 The Authors. This is the author's accepted manuscript. The final published article is available from the link below.Researchers have endeavoured to understand the factors that enable effective functioning of multinational teams (MNTs) but with few exceptions they have ignored studying the competences of MNT leaders. In this paper we present those competences leaders must possess in order to effectively lead MNTs. Our findings are based on 70 problem-centred interviews with MNT leaders and members from five multinational corporations. The competences our interviewees mentioned most frequently for effective leadership were knowledge management and transfer. Results further indicated that a leader must be cross-culturally competent and multilingual in order to motivate MNT members to fully explore, exploit and transfer valuable knowledge within the team and beyond
Exploring the links between leadership and improvement in the UK National Health Service
Whilst the need for leadership in healthcare is well-recognised, there is still a lack of
understanding about how leadership contributes to improving healthcare services. The
body of knowledge concerning improvement has grown significantly in recent years,
but evidence about links between leadership and health services improvement
remains poor, especially within the UK National Health Service. It remains unclear how
and why leadership is important to service improvement.
This thesis describes aspects of a broader study commissioned by The Health
Foundation. Firstly, the work aimed to explore the extent to which different types of
service improvement require different types of leadership behaviour. Secondly, it
aimed to investigate the nature of any links between leadership behaviour and
improving services. The work draws on theoretical models and concepts of leadership
and improvement in the literature, as well as empirical research in these areas. A
typology of healthcare improvement was developed in order to classify different types
of improvement work. Data about leadership behaviours were derived from semistructured
interviews and using Q-Sort methodology.
The study provides insights into which aspects of leadership are used for different
types of improvement work. It makes an original and NHS-specific contribution to the
literature, providing empirical evidence of how NHS leadership is associated with
service improvement. Results highlight the importance of the relational aspects of
leadership behaviour in improving NHS services, reinforcing trends in the literature
which promote shared and distributed leadership approaches. A model of
improvement leadership is proposed, based on the concept of âinterdependenceâ. This
model could provide the basis for an alternative emphasis in developing leadership in
healthcare organisations, away from teaching skills to individuals, towards a collective,
team-based approach to leading services with a shared purpose
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