Latent Growth Curve Modeling of the Development of Leadership Performance

Hall, Rosalie J.; Lord, Robert G.; Swee, Hsien-Yao; Ritter, Barbara; DuBois, David A.

doi:10.1037/e518572013-572

Cited by 5 publications

(5 citation statements)

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“…They found that past leadership experiences differentiated levels of leadership most clearly: students with a rich background of leadership experiences belonged to the highest level of leadership. Similarly, Hall et al (2004) found in a longitudinal study of leadership that West Point cadets who had more leadership experiences at high school achieved higher initial leadership performance at West Point. Lord and Hall (2005) argue that leadership development via experiences can be described in terms of qualitative changes in both process and knowledge as skills develop from the novice to the expert level (e.g.…”

Section: Leadershipshaping Experiencesmentioning

confidence: 82%

Leadership‐shaping experiences: a comparative study of leaders and non‐leaders

Amit

Popper

Gal³

et al. 2009

Leadership &Amp; Organization Development Journal

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Purpose -By comparing "leaders" with "non-leaders" the current research attempts to shed light on the impact of early experiences on leaders' development. Design/methodology/approach -The study is presented in two parts, quantitative and qualitative. In the first (quantitative) part, a group of soldiers perceived as leaders was compared with a group of soldiers perceived as non-leaders, in order to examine the hypothesis that leaders have had more leadership experiences than non-leaders. Confirmation of this hypothesis led to the qualitative part, in which the sense in which the reported experiences had contributed to leadership development was explored. Findings -The leaders proved to have had more leadership experiences than non-leaders in their youth. Such experiences impact on self-perception as a leader, the development of self-efficacy in leadership, and the accumulation of psychological and behavioral knowledge related to the manifestation of leadership. Practical implications -Conceptually, the study adds knowledge regarding leadership development via natural experiences, particularly experiences that occur in early periods of life. Practically, the study adds knowledge that can improve selection processes of leaders, as well as knowledge that can be applied to leaders' development, particularly reflective methods. Originality/value -The contributions of this study are methodological, conceptual, and practical. The study offers methods and instruments to assess leadership and distinguish leaders from non-leaders..

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Section: Leadershipshaping Experiencesmentioning

confidence: 82%

Leadership‐shaping experiences: a comparative study of leaders and non‐leaders

Amit

Popper

Gal³

et al. 2009

Leadership &Amp; Organization Development Journal

View full text Add to dashboard Cite

show abstract

“…That is, students with a rich background of leadership experiences and high self-efficacy were rated with the highest level of leadership. Similarly, Hall et al (2004) found in a longitudinal study of leadership that West Point cadets who had more leadership experiences at high school had higher initial leadership performance at West Point. Lord and Hall (2005) argue that leadership development via experiences can be described in terms of qualitative changes in both process and knowledge as skills develop from a novice to an expert level (e.g.…”

Section: Theoretical Milieu For the Study Of Formative Experiencesmentioning

confidence: 83%

Extracting Leadership Knowledge from Formative Experiences

Janson

2008

Leadership

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Leadership formative experiences (LFEs) are those experiences that make a high impact on leaders resulting in learning relevant to their leadership. This intervention was designed to capture LFEs through bi-focal lenses of leadership research (explore the process by which leaders build and share knowledge) and development (raise participants' awareness of self and others to shape effective leadership interventions). Senior leaders participating on a leadership development programme recounted LFEs in peer groups to surface their learning. Most LFEs occurred in adulthood (76%) identifying 'self-improvement'(40%), 'coping with struggle'(33%), 'personal relationship/role model' (13%) and 'parental/symbolic relationship' (5%) sensemaking categories. Only 8 per cent addressed a 'natural process' supporting a 'born leader' view and 1 per cent involved identification with a cause. Experiencespowered 'from within' in pursuit of self-development were more effective in extracting lessons from LFEs than where learning occurred through coping with adversity. The research details LFE impact located in the social construction process embedded in micro-interactions of leaders with those they help develop.

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“…They found that past leadership experiences and self-efficacy differentiated levels of leadership most clearly: students with a rich background of leadership experiences and high self-efficacy belonged to the highest level of leadership. Similarly, Hall et al (2004) found in a longitudinal study of leadership that West Point cadets who had had more leadership experiences at high school showed higher initial leadership performance at West Point. Lord and Hall (2005) argue that leadership development via experiences can be described in terms of qualitative changes in both process and knowledge as skills develop from the novice to the expert level (e.g., Ericson & Charness, 1994).…”

Section: Influence Of the Basic Components On The Development Of Leadmentioning

confidence: 84%