A Leadership Identity Development Model: Applications from a Grounded Theory

Komives, Susan R.; Longerbeam, Susan D.; Owen, Julie E.; Mainella, Felicia C.; Osteen, Laura

doi:10.1353/csd.2006.0048

Cited by 317 publications

(525 citation statements)

References 17 publications

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“…For instance, students could be asked to document and examine the significant milestones in their leadership history. These narratives could then be assessed by instructors using a rubric specifically developed to identify phases of leadership identity development 82,83 or other relevant indicators of growth and/or development. This process could provide the school with insight into the cohort of students, which could aid instruction and continuous quality improvement of the SLD program.…”

Section: Approaches To Assessmentmentioning

confidence: 99%

Deliberate Integration of Student Leadership Development in Doctor of Pharmacy Programs

Janke

Nelson

Bzowyckyj

et al. 2016

American Journal of Pharmaceutical Education

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The CAPE 2013 Outcomes answered the call for increased student leadership development (SLD) by identifying leadership as a desired curricular goal. To meet this outcome, colleges and schools of pharmacy are advised to first identify a set of SLD competencies aligned with their institution's mission and goals and then organize these competencies into a SLD framework/model. Student leadership development should be integrated vertically and horizontally within the curriculum in a deliberate and longitudinal manner. It should include all student pharmacists, begin at the point of admission, and extend beyond extracurricular activities. The school's assessment plan should be aligned with the identified SLD competencies so student learning related to leadership is assessed. To accomplish these recommendations, a positive environment for SLD should be cultivated within the school, including administrative backing and resources, as well as support among the broader faculty for integrating SLD into the curriculum.

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Section: Approaches To Assessmentmentioning

confidence: 99%

Deliberate Integration of Student Leadership Development in Doctor of Pharmacy Programs

Janke

Nelson

Bzowyckyj

et al. 2016

American Journal of Pharmaceutical Education

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“…This skill is described in great detail in Stages 4 through 6 of the Leadership Identity Development (LID) Model -Leadership Differentiated, Generativity, and Integration/Synthesis. These stages emphasize the developmental levels of interdependence (Komives, Owen, Longerbeam, Mainella, & Osteen, 2005;Komives et al, 2006).…”

Section: Take the Time To Understand The Diversity Of Others' Decisiomentioning

confidence: 99%

“…In this action-step, a critical leader must understand and accept leadership qualities and actions from others, and promote the sustainability of the group or organization. It embraces explicitly the idea of generativity, which is an integral step in the LID Model (Komives et al, 2005;2006).…”

Section: Encourage Critical Followershipmentioning

confidence: 99%

Using Cluster Analysis to Segment Students Based on Self-Reported Emotionally Intelligent Leadership Behaviors

Facca

Allen²

2011

Journal of Leadership Education

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This study describes the development of a grounded theory of applied critical thinking in leadership studies and examines how student-centered experiential learning in leadership education bridged critical thinking with action. Over three semester undergraduate students in an upper level leadership studies course at a large four-year public institution in the southeastern United States completed a written assignment in which they were asked to define the concept of "leading critically." A grounded theory of critical leadership -utilizing critical thinking skills to make decisions about leadership actions in different situations -emerged after completing a qualitative document analysis of these papers and incorporating the researchers' existing knowledge of leadership and student development theory. The hope is that this research will create dialogue concerning new approaches to leadership education and encourage practices that apply critical thinking skills to leadership.

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“…How one develops the capacity to implement the relational leadership theoretical model (Komives, et al, 1998) was the focus of a grounded theory inquiry in (Komives, et al, 2005Komives, Longerbeam, Owen, Mainella, & Osteen, 2006).…”

Section: Leadership Identity Developmentmentioning

confidence: 99%