Leadership and Organizational Effectiveness

Alimo‐Metcalfe, Beverly; Nyfield, Gill

doi:10.1002/9780470696736.ch9

Cited by 5 publications

(3 citation statements)

References 38 publications

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“…The main point of contact with the client organisation and their project leader was a representative from the local authority's human resources team. The contract to deliver was won after competitive tender, with the client very clear on the outcome wanted, namely to increase across the organisation as a whole the level of transformational leadership (as defined by Alimo‐Metcalfe and Nyfield, 2002). Alongside this fundamental objective was a secondary one expressed in the tender specification: “90 per cent sessions to be rated good or higher”, a point with significance which we neglected to question, that will be returned to later in the article.…”

Section: Critical Reflection In the Organisation – An Account Of Practicementioning

confidence: 99%

Critical reflection in the workplace: is it just too difficult?

Rigg

Trehan

2008

Journal of European Industrial Training

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PurposeThe intentions of this article are to contribute reflections of an empirical account of working with critical reflection within an organisational development programme, addressing the following questions: What space is there for critical reflection in organisational development? What issues are raised for in‐company developers and providers by advocating critical reflection in organisation practice?Design/methodology/approachA case study approach is taken, presenting an empirical account of a management and organisational development programme that integrated action learning and critical reflection.FindingsThe account illustrates difficulties of employing critical reflection within the workplace arising from the more complex power relations between the multiple stakeholders in a commercial context. In particular, dissonance provoked by critical reflection confronts the client with a tension over whether to see organisation members primarily as customers to please or as participants in a change process which inevitably will disrupt.Practical implicationsIn making sense of the perspectives of different stakeholders a model is presented to help practitioners in development of this kind to anticipate potential issues.Originality/valueThe paper presents a rare account of employing critical reflection in a work organisation development programme.

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Section: Critical Reflection In the Organisation – An Account Of Practicementioning

confidence: 99%

Critical reflection in the workplace: is it just too difficult?

Rigg

Trehan

2008

Journal of European Industrial Training

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“…This will in turn impact on the role of acute trusts and other healthcare providers. Much literature on leadership and culture appears to assume that there is one culture per organisation (Alimo‐Metcalfe and Nyfield, 2002), but experience of the NHS shows that this is not the case and therefore leaders may have to be much more flexible about utilising styles appropriate to the particular sub‐culture, once it is assessed (Scott et al , 2003). The issue of professional cultures is also increasing in importance as the modernisation agenda is developed (Degeling et al , 2003).…”

Section: The Impact Of the Programmementioning

confidence: 99%

Leadership development: does it make a difference?

Boaden

2006

Leadership &Amp; Organization Development Journal

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PurposeThis paper seeks to examine the impact of a leadership development programme provided for, and funded by, the NHS.Design/methodology/approachIt analyses the context, process of delivery and outcomes of the programme in the light of relevant leadership research. The programme itself is described after some consideration of the literature. Although the programme was originally commissioned by the NHS Leadership Centre for Human Resource (HR) professionals from the NHS, it is now offered to any aspiring or newly‐appointed director, and aims (amongst other things) to enable NHS staff to manage people more effectively within the context of change.FindingsThe paper concludes that the programme has, to date, been successful in impacting on personal and organisational contribution, as far as individual participants, commissioners and providers are concerned, and as far as can be measured within current understanding.Originality/valueThe programme fits well with the most recent typologies of leadership development.

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“…Chavez, Gomez, Valenzuela, and Perera (2016) emphasize that in order to develop self-leadership skills, individuals must be aware of their behaviours and how they affect others. Leaders need to understand how their behaviours may be perceived differently from what they intend and therefore adjust behaviours based on feedback to be effective leaders (Alimo-Metcalfe & Nyfield, 1998). Impactful leadership requires individuals adapting their skills and patterns of practices according to the highly contextualized environments in which they work (Noman & Gurr, 2020).…”

Section: Self-leadershipmentioning

confidence: 99%

Process of Self-Leadership: Establishing Yourself as Leader No Matter Your Role

George-Puskar,

Beavers,

Bruns

et al. 2024

IJEPL

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As the field of early intervention/early childhood special education (EI/ECSE) focuses intently on building, supporting, and sustaining leaders across varying contexts and roles, this study introduced the concept of self-leadership to EI/ECSE self-identified leaders. The research explores differences in self-rated skills based on role, analyzes themes of goals for developing self-leadership skills, and analyzes the measurability of goals set by participants. Fifty-six participants completed the Abbreviated Self-Leadership Questionnaire (ASLQ) (Houghton, Dawley, & DiLiello, 2012), self-rated their own skills, and identified leadership goals. Results show that participants scored themselves highest on evaluating beliefs and assumptions about self-leadership. Self-identified goals resulted in three primary themes (administrative tasks, relationship building and coaching, and growth in learning). Directions for future research, policy, and recommendations for practice are discussed.

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Leadership and Organizational Effectiveness

Cited by 5 publications

References 38 publications

Critical reflection in the workplace: is it just too difficult?

Critical reflection in the workplace: is it just too difficult?

Leadership development: does it make a difference?

Process of Self-Leadership: Establishing Yourself as Leader No Matter Your Role

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