Index
Developing Leaders for Real: Proven Approaches That Deliver Impact
ISBN: 978-1-80071-365-9, eISBN: 978-1-80071-364-2
Publication date: 13 May 2022
This content is currently only available as a PDF
Citation
(2022), "Index", Gray, H., Gimson, A. and Cunningham, I. (Ed.) Developing Leaders for Real: Proven Approaches That Deliver Impact, Emerald Publishing Limited, Leeds, pp. 201-205. https://doi.org/10.1108/978-1-80071-364-220221030
Publisher
:Emerald Publishing Limited
Copyright © 2022 Harry Gray, Anne Gimson and Ian Cunningham
INDEX
Action learning
, 28, 67, 68, 102–103, 103–104, 188, (see also Self-managed learning (SML))
Administering function
, 12
Administration Sphere
, 64–65
Adult and community education (ACE)
, 78
Affirmative action
, 56, 58
African National Congress
, 56
American model of business organization
, 7–8
‘Antithesis’ of leadership development
, 44
Artificial intelligence (AI)
, 18, 197–198
Aspiration readiness
, 89–90
Behavioural values
, 156
‘Best and brightest talent’ approach
, 85
Brandon Hall Group
, 3
Branson, Sir Richard
, 29–30
‘Bureaucracy’ culture
, 7
Business
leaders
, 47–49
role of
, 43–44
schools
, 48
Business Evolving As Usual teams (BEAU teams)
, 178–180
Candidate feedback
, 146–147
‘Capitalist subjects’
, 45
Career
issues
, 192–194
planning
, 94
Change management approach
, 152, 159
Coaching
, 13, 91, 181–182
culture
, 180–181
effectiveness of
, 80
feedback
, 132
framework
, 118
role
, 175–185
‘Collective intelligence’
, 177
Colleges, leadership development role for
, 70–71
Commercial Sphere
, 64, 66
Compassion
, 184
Compassion, Curiosity, Courage and Connectedness (four Cs)
, 178
Competence frameworks
, 156
Conference Board Global Leadership Forecast
, 3
Contextual connection
, 86
Contextual enablers
, 86, 88
alignment of HR processes
, 93–94
aspiration readiness
, 89–90
‘best and brightest talent’ approach
, 85
contextual connection
, 86
leadership development mechanisms
, 86
learner-centred experiential learning
, 90–92
organisation culture
, 92–93
practitioner lens
, 87–88
Continuity, implications for leading
, 161
Converging spheres
, 63–64
commercial sphere
, 64
‘development’ programmes
, 69
harmonising spheres
, 70–71
leadership development
, 68–69
leadership development for universities and colleges
, 70–71
political sphere
, 65, 66
public administrations
, 66–67
voyage of discovery
, 67–68
Cost-cutting
, 157
COVID-19 crisis
, 30
Culture
, 18, 92
‘bureaucracy’
, 7
competitive
, 19
of HE institution
, 82
informal
, 82
organisational
, 7, 18–20
organization
, 92–93
‘power’
, 7
of society
, 58
Demand-led approach
, 194
Depressive illness
, 19
Design
, 12
Developing leaders
, 13, 22–25
example of
, 32–35
Development professionals
, 11–13
Digital Equipment Corporation
, 35, 37
Distributed leadership
, 181, 183
Diversity
, 192
Dysfunctionality
, 6
‘Espoused theory’
, 191
Ethnocentric approaches
, 7–8
Experiential approaches
, 101
Facilitation
, 102, 104, 142, 144
Facilitator
, 104–106, 140
of learning
, 140–141
Financial Services Board (FSP)
, 59
Fluidities, leadership development
, 70
Followership
, 21–22
Foundation-funded service leadership
, 125
‘Four Noble Truths’
, 163
Further education (FE)
, 73
Gossip, respect conversational opportunities for
, 158
Government-organised Non-governmental Organisations
, 65
Great man, and now great woman, approach
, 8–9
Group psychopathology
, 20
Group work
design principles
, 98–100
developing ideas
, 100–101
developing practice
, 101–102
evaluation
, 106–107
in leader development
, 97–98
leadership development
, 100
practicalities
, 102–104
sense of groups
, 104–106
Group-based activities
, 102
Group-based approaches
, 98
‘Happy sheets’
, 106
‘Hard’ subjects
, 43
Harvard Business Publishing
, 3
Harvard case study approach
, 6–7
Head of Department (HoD)
, 77
Heidegger, Martin
, 139
ideas of
, 141–143
‘Helicopter mind’
, 189–191
Higher education (HE)
, 73
institutional renewal
, 81–82
leadership and management practices
, 76–78
leadership development
, 74–76
leadership development principles
, 82
lifelong learning
, 82
mentoring
, 80–81
research
, 79
supervision
, 80
teaching
, 78–79
Hints and tips approach
, 9–10
Hong Kong Institute of Service Leadership & Management (HKI-SLAM)
, 125
Hong Kong Yearbook
, 125
Hubris
, 20
Human civilisation
, 163
Human resources (HR)
, 87
alignment of HR processes
, 93–94
Humanity
, 44, 48, 163
core traits of
, 183–184
Hungary
business leaders
, 47–49
leader development improving in
, 51–52
‘Hybrid leadership’
, 196
‘Inclusiveness’
, 58
Information Technology
, 6
‘Innovative Heads Leadership Programme, The’
, 33
Institutional renewal
, 81–82
Interacting with learners
, 12–13
Leader development
group work in
, 97–98
improvement in Hungary
, 51–52
Leadership
, 20–22, 111, 139, 176–177, (see also Service leadership)
attributes
, 127–128
BEAU teams
, 178
challenges
, 1–2
coaches
, 180–181
deficit
, 175, 177–178
developing leaders
, 22–25
development
, 24
learning
, 57
in mergers
, 157–161
nature of
, 4–6
in nutshell
, 25
organisations
, 17
PERILL reviews
, 180
self-interest
, 25
theory
, 7
trainers
, 23–24
values
, 44
Leadership development
, 4, 187
approaches
, 6
business leaders
, 47–49
candidate feedback
, 146–147
in Commerce Sphere
, 63
complementary conceptual ideas
, 143–144
ethnocentric approaches
, 7–8
example for consideration
, 144–146
feedback from programmes
, 146–147
great man, and now great woman, approach
, 8–9
hints and tips approach
, 9–10
in Hungary
, 51–52
ideas and assumptions about
, 74–76
influence of Heidegger
, 141–143
learning and development professionals
, 11–13
needs analysis
, 10
place
, 139, 140
principles
, 82
programmes
, 2
reflections on responses
, 49–50
role and opportunities of
, 43–44
scientific approach in business schools
, 6–7
‘sheep dip’ approach
, 10
skills requiring leaders
, 45–46
space
, 139–140
time
, 139, 140–141
universalist approaches
, 7
for universities and colleges
, 70–71
Leading function
, 12
Learner-centred experiential learning
, 90–921
Learning
, 11–13, 22, 27, 58
action
, 28, 102–104, 188
example of developing leaders
, 32–35
levels
, 30–32
organisational case of poor learning
, 35–36
problem-type
, 30
self-managed
, 109
transformational
, 60
Learning Group Adviser (LGA)
, 115–116
Learning Groups
, 114–115
‘Learning needs analysis’
, 115
Lifelong learning
, 31, 37, 73, 77, 78, 82
Lingnan University (LU)
, 125
Macro designing
, 12
Management process
, 22
paternal styles of
, 21
100
Mapping
, 118–119
Mentoring
, 80–81
Metacognition
, 32
Micro designing
, 12
Mindfulness
, 167, 172
Mindsets
, 189
Narrative
analytic and energising themes
, 153
never-ending stories
, 154
from plot to
, 153
story in search of
, 152–153
transition and integration
, 153–154
National Health Service (NHS)
, 66
Needs analysis
, 10
Noble Eightfold Path
, 163, 167–168
First Noble Truth
, 164
individual reflections and sharing
, 167
right concentration
, 172–173
right effort
, 171–172
right intention
, 169
right livelihood
, 171
third Noble Truth
, 165–166
workshop
, 167
Non-discrimination
, 58
‘Non-racialism’
, 58
‘Non-sexism’
, 58
Not supply-led approach
, 194
Obsessive-compulsive disorder (OCD)
, 19
OD Groups
, 22–23
Office of Service-Learning (OSL)
, 126
‘Order prevention department’
, 36
Organisational culture
, 18–20
Organisational leader
, 19
Organisations
, 5–6
culture
, 92–93
development
, 59, 151
function of
, 17–18
theory of
, 5, 17–18
‘Outward Bound Course’
, 67
Participative approach
, 98
Paternal styles of management
, 21
Personal Learning Clouds (PLC)
, 197
Personalising in social context
, 194–195
Personality
, 5, 24
Phaeton
, 20
Phenomenological studies
, 142
Phenomenology
, 139
Place
, 139, 140
Political leadership
, 188–189
Political Sphere
, 65
Post-merger leadership development
, 159
‘Power’ culture
, 7
Predicament
, 30
Problem
, 30
Problem-type learning
, 30
Procrastination
, 31
Psychiatric models of organizations
, 19
Public Administration
, 63–66, 70
Public administrations
, 65
Purpose and Motivation, External Systems and Processes, Relationships, Internal Systems and Processes, Learning and Leadership (PERILL)
, 180, 182
Puzzle-type learning
, 30
Puzzles
, 30
Resistance
, 158–159
Right speech
, 167, 170
Royal Society for Arts (RSA)
, 190
Scientific approach in business schools
, 6–7
‘Scientific management’ approach
, 18
Self-directed learning
, 60, 79
Self-interest
, 25
Self-managed learning (SML)
, 32, 109, 112
assessing
, 120
briefing
, 117
core structures
, 113
design
, 117
diagnostics
, 117–118
evaluation
, 120–121
launch event
, 118
learning groups
, 114–115
LGA
, 116
mapping
, 118–119
ongoing learning group sessions
, 119–120
programme design and structure
, 116
strategic learning contracts
, 113–114
watch-outs
, 121–122
Self-Managed Learning programme
, 32–33
Sensitivity Training
, 22
Service leadership
attributes
, 127–128
barriers to
, 129–131
design and delivery of education
, 129
examples
, 132–136
favourable factors
, 131–132
implications for
, 136
preparing, monitoring and supporting students
, 127
through service learning
, 126–127
templates for reflection
, 128–129
Service Leadership Initiative (SLI)
, 125
Service Leadership Summer Practicum
, 126
Service learning
, 125
service leadership through
, 126–127
‘Sheep dip’ approach
, 10, 112
‘Skin in the game’
, 191
Soap opera
, 154
forms and norms
, 154–157
implications for leading continuity
, 161
Social capital, building
, 195–196
Social constructionist approach
, 142
Social responsibility
, 48
Social Sector Sphere
, 65–66
Socialist
companies
, 45
socialist-type man
, 50
system
, 45, 49, 51
values
, 45
Sociotechnical systems
, 67
Soft skills
, 44, 47–48
South Africa
development of leaders
, 56
didactic vs. facilitative
, 58–61
leadership
, 57
local setting
, 57–58
organisational life in
, 56
social change
, 55
Space
, 139–140
Speculation
, 155, 158
Sphere of ‘universities’
, 63
Story-based approach
, 161
Strategic approach
, 32, 194–195
Strategic learning contracts (SLC)
, 113–114
Subjective Theory
, 18, 24
Supervision
, 80
Supply-led approach
, 194
‘System change’
, 46
Systemic thinking
, 181–182, 190–191
T-Groups
, 22
Teaching
, 78–79
and development
, 44
management techniques
, 52
Theory
integrative function of learning and development
, 11
of organizations
, 17–18
‘Theory-in-use’
, 191
Time
, 139, 140–141
Transformational leadership
, 59
Transformational learning
, 60, (see also Self-managed learning (SML))
Transformative approach
, 59
Transition and integration
, 153–154
Triple Helix of interactions
, 63
Undergraduates
, 126
‘Unintended consequences’
, 18
Universalist approaches
, 7
Universities
leadership development role for
, 70–71
sphere of
, 63
Unleadership
, 143
Volatile, uncertain, complex and ambiguous world (VUCA world)
, 163
Wisdom
, 182–183
- Prelims
- Developing Leaders: The Good, the Bad and the Ugly
- Leadership: A Function of Organisations as Complex Systems
- Self-Managing Leaders: Lessons in Learning
- Part One: Contexts for Leadership Development
- Leadership Development: Examples from Central and Eastern Europe
- Learning Leadership in a Multicultural Country: South Africa
- Leadership Development Across the Divides: From Triple Helix to Converging Spheres
- Leadership Development in Higher Education Contexts: Exploring the Efficacy of Widely Used Approaches
- Leadership Development Lessons: Contextual Enablers within Organisations
- Learning in Groups: Working with Difference
- Part Two: Programmes, Processes and Frames for Leadership Development
- Holistic and Strategic Leadership Development: The Impact of Self Managed Learning
- Service Leadership Development: Service-Learning at a Hong Kong University
- Space, Place and Time: How Consideration of these Factors Impact Leadership Development Design and Practice
- Organisations as Soap Opera: Leading Change and Continuity through Narrative-based Organisation Development
- Treading the Noble Eightfold Path: A Leadership Development Strategy in a VUCA World
- The Role of Coaching and Mentoring: Addressing the Leadership Deficit
- Where Next for Leadership Development? Problems, Potential and Possibilities
- Index