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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. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

Middle leaders in schools are increasingly recognised as playing pivotal roles in school improvement. Although some school systems provide formal professional development for middle leaders, many middle leaders express a preference for job-embedded learning. Yet, international research has documented difficulties in providing intensive support from principals which instead is often ad hoc. This study examines how middle leaders' professional learning can be supported through the development of appropriate organisational structures. It presents three principal-designed models distilled from qualitative data collected in 12 case study schools, inclusive of public, semi-private, and international schools in four East Asian societies. Each model contributed to the development of middle leadership capacity in areas relevant to the schools' improvement agendas. The models vary in degrees of formality, resource intensiveness, and processes for engaging and developing leadership. The findings contribute to the growing literature on middle leader development, and the role of school infrastructure in professional learning by suggesting how school-based leader development strategies can be framed in coherent and intentional models that take into account of the available infrastructure and potential professional interactions to provide systematic in situ support for middle leaders. [ABSTRACT FROM AUTHOR]

Women face obstacles to leader development within their organizations. We investigate how women benefit from joining women's professional organizations (WPOs). We first conducted a pilot study in which we surveyed members of a WPO in the Southeastern United States to investigate whether women join these types of organizations for leader development, with results indicating that most members joined for leader development. We then interviewed members of this same organization to explore what leadership‐related benefits they derive from their involvement. We found that experiences within this organization allowed members to hone their leadership abilities, network with other women, work directly with and observe women leaders, and receive support from others to take on leadership roles. In turn, these members had increased leadership aspirations, more confidence in their leadership capabilities, and a more expansive view of leadership within their careers. Overall, the findings from this exploratory study highlight the important role that WPOs can play in women's leader development. [ABSTRACT FROM AUTHOR]

A global epidemic of bad leadership beckons practitioners, teachers, and applied researchers to address this problem. Equipping leaders with useful approaches to enhance their effectiveness can positively impact this distressing situation. After offering some key considerations and reviewing some relevant literature, a leader profile is provided to positively affect the bad leader problem. The effectiveness profile aligns five leader attributes with ten specific leader behaviors that are supported by a set of leaderinfluence practices to drive impacts and desired outcomes, increasing overall effectiveness. The application value and implications of the profile—in practice, teaching, and research—are discussed. Some challenges in applying the profile are offered. [ABSTRACT FROM AUTHOR]

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.

The proliferation of leadership models can leave practitioners confused about which model to use in guiding their leadership development initiatives. Although 'new' leadership models (e.g. authentic, ethical, and servant leadership) suggest theoretical differences, empirical research has shown considerable overlap among these models and longer standing ones such as transformational leadership. With extant literature questioning the added empirical value of these newer models, this paper aims to distil the best evidence about transformational leadership into a 'primer' that can help practitioners use evidence-led practices in their leadership development. To do so, we briefly review major leadership models, highlight evidence for empirical redundancy between new leadership models and transformational leadership, and discuss meta-analytic findings between transformational leadership and outcomes of leadership. Our review suggests that these newer leadership models add little incremental validity beyond transformational leadership in predicting various leadership outcomes. Moreover, transformational leadership demonstrates medium to large effect sizes on a range of individual, team, and organisational outcomes. Taken together, our findings suggest that organisations can benefit by focusing their resources on transformational leadership development, rather than on the latest leadership fad. [ABSTRACT FROM AUTHOR]

Leadership archetypes are embodied and emotionally powerful identity profiles related to cultural conceptualizations of leadership and implicit leadership theories. The currently dominant archetype reinforces "think leader, think male" and racial biases that have been long- and well-documented in leadership research, and more recently highlighted as integrated into ethical leadership models. The pervasiveness of the archetype of leaders as agentic solo heroes leading through competition and power over others blinds us to other ways of leading. Unpacking archetype reveals that our culturally dominant narrative is what restricts leadership to a narrow group of people, creating the misperception of a shortage of leadership talent. The dominant cultural archetype is traced back through time to figures in culturally foundational texts, and forward in time to modern stories, art, and media. An alternative leadership archetype is developed through historical and theological analysis, revealing a leadership archetype in Mary of Nazareth as a young, pregnant, ethnically oppressed leader, and her Magnificat as a leadership vision statement oriented toward justice and the common good. This analysis revitalizes a neglected implicit theory or archetype of leadership, which had been crushed under layers of patriarchy, comprising leadership through supportive, creative collaboration; self-named holistic identity; feminine voice and values; justice-based vision; and a contemplative spiritual foundation. Implications for business ethics, organizations, and leadership are discussed. [ABSTRACT FROM AUTHOR]

This essay explores my experience with podcasts as a medium for leader development. The paper delves into podcasts as tools for leadership learning and provides insights for potential podcasters. Challenges are discussed, along with the benefits derived, and the essay concludes by highlighting several themes that have emerged with guests from around the globe. [ABSTRACT FROM AUTHOR]

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.

The last few years have significantly transformed our thinking about leadership. The Covid-19 pandemic and the effects of the increasing VUCA world have a great influence on what makes a leader and thus his/her organization successful. For leaders, the most important thing is to develop the mindset that leadership is their profession, and they need to develop it every day. In this study, I present the basis of a new methodology developed in practice, which no longer focuses on competencies but rather brings leadership qualities to the public consciousness. CRAFT leadership qualities are creativity, resilience, agility, focus, and trust. Transforming challenges require self-aware leaders who are highly trained in the five CRAFT leadership qualities. CRAFT leadership, as a complex system-wide model, can make a significant contribution to this leadership development. These qualities help present and future professionals to become durable and high-quality.

This study explores the relationship between character formation and leadership development. It focuses on three research questions: Firstly, why is character formation an important dimension in leader development? Secondly, how is leader development related to character formation in the practice of theological education? Thirdly, what model of theological education develops leaders of character who can function effectively in the public square? The study uses a literature review to explain key concepts, ‘character formation’, ‘leadership development’ and ‘theological education’ and explores their relationship in the practice of theological education. It was established that character formation and leader development have a solid interlocking relationship. Without sound character formation and leader development models, it is not possible to produce effective leaders for the church. We need transformational and visionary leaders to engage with the task of producing effective leaders of character who can engage church and community in the public square. The study proposes the Character Formation cum Leadership Development Model (CFLD) model of theological education, which borrows essential elements from the Athens Model and the Leader Development Model. The CFLD model is the most appropriate option for theological educators to adopt in to engage with the task of producing and developing leader and character-sensitive Christian workers. The study concludes that character formation and leadership development have a symbiotic bond in the practice of theological education. Contribution: The study contributes to our understanding of theological education as ministerial character formation and how leadership development is interwoven with and interdependent on character. The symbiotic relationship between character formation and leadership development has significant implications for the practice of theological education and how Christian leaders are prepared for the work of ministry in the church.

The transition to a new leader role requires identity work. New leaders are likely to experience anxiety, threat, and conflict related to valued aspects of their identities. These identity challenges are particularly salient in the experiences of new leaders from minority and non-dominant groups. We address this challenge by proposing a narrative coaching framework that is practical and amenable to empirical testing. Specifically, we propose a framework of coaching principles and narrative practices that can support leaders through the identity transitions of separation, liminality, and the integration of a new leader identity. In doing so, this paper provides actionable practices for coaching new leaders as well as directions for research on coaching and leader development. [ABSTRACT FROM AUTHOR]

Managing uncertainty is a critical leadership capability. Keeping the COVID-19 pandemic as the background, we conducted a panel discussion with senior corporate leaders to understand how they had approached challenging situations in the past, managed uncertainties, and how these learnings have contributed to their development as leaders. We draw upon the extant literature on leadership under uncertainty and leader development to frame our study. The rich narratives of the panellists provide theoretical insights and significant lessons for managers and emerging leaders.

Interest in spirituality in the workplace and in leaders' spirituality has grown in the last two decades, paralleled by the emergence of spiritual leadership theories and research. Despite evidence that spirituality is important to many leaders, the literature fails to adequately address the intersections of spiritual, leader, and moral development. A whole person and integrated approach to these three types of development seems beneficial to individual leaders, businesses, and society. In this article we first review spiritual, moral, and leader development literature. Then, drawing on the theory of being-centered leadership, we present a framework which addresses the parallel and intertwined nature of spiritual, leader, and moral development. Our proposed framework includes markers of the three types of development and is inclusive of multiple spiritual development traditions. Four practices and processes of spiritual development are also explored and related to leader and moral development processes. Implications for theory, research, and practice are presented. [ABSTRACT FROM AUTHOR]

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Mentoring is important to the development and enhancement of the medical profession and to organizational performance. The challenge is to implement a mentoring program within your organization. Leaders can use this article to assist in training both mentors and mentees. This article reminds people that the mindsets and skills necessary to become good mentor and mentee improve with practice, thus engage, learn, and improve. The time invested in mentoring relationships enhances patient care, creates positive work environment within organizations, improves individual and organizational performance, and creates a brighter future for the medical profession. [ABSTRACT FROM AUTHOR]

Leadership and its styles have been in the spotlight for many years. The changing military environment and demands on army readiness bring new questions and perspectives to leadership. Leaders now face constant changes and specifications of the new modern era. Concerning these changes and transformations in society and the Army, there are new demands on soldiers and leaders at all levels of the Army of the Czech Republic. This paper provides insight and muse about both transactional and transformational leadership styles and investigates an approach to these styles by Czech military students. This paper aims to identify what leadership style Czech military students prefer at the University of Defence. This research focused on evaluating the personal characteristics required for a leadership position. To verify the relevance of the gained results, we employed paired t-test.

This study explores the relationship between character formation and leadership development. It focuses on three research questions: Firstly, why is character formation an important dimension in leader development? Secondly, how is leader development related to character formation in the practice of theological education? Thirdly, what model of theological education develops leaders of character who can function effectively in the public square? The study uses a literature review to explain key concepts, 'character formation', 'leadership development' and 'theological education' and explores their relationship in the practice of theological education. It was established that character formation and leader development have a solid interlocking relationship. Without sound character formation and leader development models, it is not possible to produce effective leaders for the church. We need transformational and visionary leaders to engage with the task of producing effective leaders of character who can engage church and community in the public square. The study proposes the Character Formation cum Leadership Development Model (CFLD) model of theological education, which borrows essential elements from the Athens Model and the Leader Development Model. The CFLD model is the most appropriate option for theological educators to adopt in to engage with the task of producing and developing leader and character-sensitive Christian workers. The study concludes that character formation and leadership development have a symbiotic bond in the practice of theological education. Contribution: The study contributes to our understanding of theological education as ministerial character formation and how leadership development is interwoven with and interdependent on character. The symbiotic relationship between character formation and leadership development has significant implications for the practice of theological education and how Christian leaders are prepared for the work of ministry in the church. [ABSTRACT FROM AUTHOR]

For decades, Military Service Academies have long purported to build leaders of character. Over the last six years, the U.S. Coast Guard Academy has built a repeatable system for leader development with curriculum, evaluation, and assessments. The Loy Institute for Leadership has played a key role in this effort ingraining the Guide to Officer and Leader Development and the LEAD Strategy with the Coast Guard's 13 Coast Guard Leading Self and Leading Others Competencies by writing curricula across experiential programs, integrating core academic courses, evaluating leadership competencies, and providing an annual cycle for program assessment and review. [ABSTRACT FROM AUTHOR]

Strategic leadership frameworks have become more complex in response to our increasingly volatile, uncertain, complex, and ambiguous (VUCA) world. While comprehensive strategic approaches may help leaders of large bureaucratic organizations exercise control over their staff and resources, these approaches may not be optimal for all organizations and contexts. Given the acceleration of environmental volatility, complexity, and competition, we offer leader developers and aspiring strategic leaders the Applied Strategic Leadership Process (ASLP), a focused and simplified strategic leadership approach that integrates relevant scholarship and practical tools to better enable the success of strategic leaders across cultures, situations, and leadership styles. The ASLP is organized with the themes of strategic judgment, strategic influence, and strategic resilience. Strategic judgment includes assessing the external environment, assessing the internal environment, and setting strategic direction by choosing the optimal big ideas. Strategic influence includes leading the organizational change needed to accomplish the big ideas. Strategic resilience includes developing its leaders' strategic competencies, character, and wellness while attracting and building a pipeline of junior leaders. We conclude by sharing the 10 strategic leader competencies that several modern-day senior leaders believe will be the most important to leading successfully in the future. [ABSTRACT FROM AUTHOR]

This paper examines the nature and impact of a leadership coaching program – a key component of a leader development course for the United States Air Force. To assess coaching training methods and understand participant voices, a three-phased qualitative convergent approach was used that analysed student survey data and instructor interviews via manual coding and NVivo software. The findings and answers to the research questions help frame leadership coaching as a transformative process that is values-based and best used in holistic/developmental ways for increasing leadership capacity in military leaders.

We ask whether leadership development needs to care more about neuro-ethics in an era when neuroscientific interventions gain credence atwork. Informed by emerging discussions among neuroscientists, we address two main issues. First, recent debates cast significant doubt on the validity of neurofeedback (especially neurofeedback using electroencephalography). These studies argue instead that it works through placebo rather than real effects. Second, further ethical concerns arise in response to (a) questionable commercial practice, (b) issues of organizational (in)justice, and (c) tendencies to ignore or downplay practical wisdom. Our discussion incites us to be both critical of neuro-feedback's scientistic credentials and aware of its broader historical conditions of possibility. We complement these cautions with a call to action for leader development researchers and practitioners. [ABSTRACT FROM AUTHOR]

The complex and unique challenges of healthcare require physicians who are competent leaders. Leadership is shaped by complex dynamic processes and various factors. Such factors include intrapersonal (leadership identity, cognitive abilities, and self-leadership) and interpersonal factors (vision and mission development and team building). The purpose of this paper is to review current thinking and advancements in leader and leader development by drawing on the administrative literature and discussing how it may apply to medicine, focusing on the contemporary approaches, challenges, and opportunities in this field. More specifically, this review analyses the intrapersonal and interpersonal development of medical leadership, beginning with a consideration of the current state of medical education and practice. It also covers the current challenges affecting medical leadership, as well as the implications for practice, policy, and research. In this paper, it was found that leader and leadership development are both essential for leader growth and to enhance leaders' competencies and effectiveness. The latter leads to improved organizational performance. The paper also highlights the importance of integrating various methods of teaching and learning to optimize leadership development programs., Competing Interests: Conflicts of interest: In compliance with the ICMJE uniform disclosure form, all authors declare the following: Payment/services info: All authors have declared that no financial support was received from any organization for the submitted work. Financial relationships: All authors have declared that they have no financial relationships at present or within the previous three years with any organizations that might have an interest in the submitted work. Other relationships: All authors have declared that there are no other relationships or activities that could appear to have influenced the submitted work., (Copyright © 2024, Alwazzan et al.)

The aim of this study was to develop new knowledge about theatre as a form of and platform for learning in leadership development. We asked: How is theatre perceived as learning in leadership development? The context of our study was leadership training at the Royal Norwegian Air Force Academy, where a group of 14 leaders was given the assignment The Theatre of War: Planning and performing a five-act show for an audience of 50 people at the city theatre. Eight in-depth interviews were conducted and participatory observations were documented in the educator's logbook. Our data analysis developed five categories of findings. Our research points out at the ways in which theatre is perceived as learning in leadership development, broadening from the feeling of uncertainty and anxiety to the experience of community, holistic identity, empathy towards the other and oneself, and transformative learning. [ABSTRACT FROM AUTHOR]

Leadership is fundamentally a social phenomenon, and a leader's legitimacy in personal and social terms is determined partly by how effectively they incorporate the prototypical leader identity. Using the historical British officers' mess as a case study, this article presents a conceptual examination of the function place can perform in the construction of collective leader identities and the interconnected influence shared history, materiality and social interaction can have in encouraging inclusivity in leadership. Leadership identity is an integral feature of military life which has historically drawn on complex cultural and legal traditions to underwrite the individual's right to command. This article will argue that social places such as the officers' mess have been utilised as a means of cultivating cohesion in the past and that they may have an application in furthering inclusive collective leader identities in the future. [ABSTRACT FROM AUTHOR]

Globalization introduces new challenges related to increased levels of diversity and complexity that organizations cannot meet without capable global leaders. Such leaders are currently lacking, so a theory-based approach to global leader development is needed. A critical intermediary outcome that enables competent global leadership performance is global leader self-complexity, defined by the number of unique leader identities contained within a leader's self-concept (self-differentiation) and the extent to which the identities are integrated with the leader's sense of self (self-integration). This research aims to generate and test a theory of the development of global leader self-complexity through identity construction during international experiences. In Study 1, I gathered qualitative data through retrospectively interviewing 27 global leaders about identity-related changes following their international experiences. Using a grounded theory approach, I developed a theoretical model of global leader identity construction during international experiences, which I empirically tested using quantitative data in Study 2. Specifically, I tested the hypothesized relationships through structural equation modeling with cross-sectional survey data from a sample of 610 global leaders. Findings from both studies indicate global leader identity construction during international experiences primarily occurs through interacting with locals and local culture over a sustained period, motivated by appreciation of cultural differences and resulting in increased global leader self-complexity. These results advance understanding of the global leader self-complexity construct (i.e., what develops) and global leader development processes (i.e., how it develops). Additionally, the findings have practical implications for global leader development initiatives. [ABSTRACT FROM AUTHOR]

This paper explores the use of coaching in supporting leadership development in a challenging team context. A case study methodology was used to uncover perspectives on the different coaching interventions incorporated in an 11-month round the world sailing race. The coaching was found to be supportive of contextually embedded team leadership development as skippers transitioned into the team leadership role. The study extends prior research by exploring how team leadership development is supported over time through a dynamic coaching intervention.

Self-awareness is essential to leader development. Internal self-awareness refers to how well we see and understand ourselves and our impact on others. External self-awareness refers to the extent to which we understand how others see us. To optimize self-awareness, it is important to receive and provide frank and meaningful feedback. These skills can improve leader performance, increase self-awareness, and enhance development. Currently, there are few instruments that provide information about self-awareness. The creation of a self-assessment and peer feedback tool would help provide individuals with clear assessments of their leadership knowledge and skills as well as perspectives from peers with whom they work closely. This article describes the development of a self-assessment and peer feedback tool based on a Leader-Follower Framework. This tool can be used within leader development programs to enhance selfawareness and peer perceptions to further develop leaders. [ABSTRACT FROM AUTHOR]