Leadership competency models

Hollenbeck, George P.; McCall, Morgan W.; Silzer, Robert F.

doi:10.1016/j.leaqua.2006.04.003

Cited by 163 publications

(73 citation statements)

References 2 publications

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“…Garavan and McGuire (2001) distinguish a US and a UK/EU perspective on the conceptualisation of competencies, both referring to characteristics of individuals, but with the US perspective emphasising a cognitive view on learning with objective measurements and the UK or European perspective emphasising a constructivist approach to learning with subjective and motivational dimensions of learning (Garavan/McGuire 2001). We agree with the latter position and therefore emphasise the need to include learning in the model and also the interaction between the individual and the situation (see Hollenbeck/ McCall/Silzer 2006).…”

Section: The Gmc Conceptual Modelmentioning

confidence: 73%

How to Assess Global Management Competencies: An Investigation of Existing Instruments

Bücker¹,

Poutsma²

2010

mrev

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Managers and employees need global leadership competencies in order to operate effectively in international business. In order to prepare both managers and employees for operating in the global arena an instrument measuring global leadership competencies would be very useful. In this article we design a framework for systematically assessing measurement instruments designed to measure Global Management Competencies (GMC). Based on an elaborate search, we found 23 instruments of varying quality, that measure GMC, with a special focus on measuring ways of coping with cultural diversity. These instruments mostly involve self-reporting survey questions only, often measuring attitudes, without referring to actual behaviour in cross-cultural interaction. Using the assessment framework we selected a limited number of instruments that may be useful for assessing global management competencies. Introduction"The continued globalization of industries has led to the relentless quest by organizations worldwide for global leaders who can help their companies survive and, perhaps thrive, in this highly competitive environment" (Tung 2004). These global leaders are confronted with a range of complex and often paradoxical challenges. "Today's managers must successfully adapt to changing demands and situations, manage multiple lateral relationships, set and implement agendas, and cope with stress and uncertainty" (Dragoni et al. 2009). To prepare global leaders for their role it is important to support them by developing appropriate capabilities. Besides, it is increasingly important to understand why some individuals function more effectively than others in culturally diverse situations (Ang /Van Dyne 2008). Selecting and developing individuals who can function effectively in culturally diverse domestic and international settings is a significant challenge facing most organisations (Van Dyne et al. 2009). Insight into the capabilities of a manager to function effectively in culturally diverse domestic and international settings is clearly useful. In our view, not only insight into these capabilities but also understanding how developmental assignments translate into actual behaviour-based "end-state" outcomes such as managerial competences is important (Aviolo 2007). We focus on 'Global Management Competencies' (GMC) and define these as the ability to monitor, integrate and direct the knowledge, skills, and motivations, together forming behavioural repertoires, which are the building blocks of our behaviour in an environment of business-and cultural -complexity. Several attempts to design an instrument have been made by researchers from a variety of disciplines, including such as Cross-Cultural Communication (Olebe/ Koester 1989): Behavioural Assessment Scale for Intercultural Communication Effectiveness, Organisational Psychology (Ang et al. 2007): the Cultural Intelligence Scale, and International Management (Arora 2004): Kefalas' and Neuland's Global Mindset Questionnaire. To be able to evaluate these instruments it is impor...

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Section: The Gmc Conceptual Modelmentioning

confidence: 73%

How to Assess Global Management Competencies: An Investigation of Existing Instruments

Bücker¹,

Poutsma²

2010

mrev

View full text Add to dashboard Cite

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“…Such frameworks may perpetuate established practices and prior assumptions about the concept of leadership, rather allowing flexibility and challenge of the status quo. 18 It has been stressed that these descend from a "great man" concept of leadership, 19 reinforcing the importance of the individual instead of a more collective, organisational, and contextual leadership suggested in recent theory. 20 Bolden et al reviewed a significant number of private sector, public sector, and generic frameworks, finding many similarities.…”

Section: Setting Learning Objectivesmentioning

confidence: 90%

“…31 Notwithstanding the time worth spending on teaching factual knowledge, the bulk of development happens through the experience of leadership roles and is founded on experiential and reflective learning theory. According to Boud et al, reflection encompasses all "intellectual and affective activities in which individuals engage to explore their experiences in order to lead to new understandings" (p. 19). 32 Kolb's concept of experiential learning is quite similar: "the process whereby knowledge is created through the transformation of experience" (p. 38).…”

Section: Theoretical Foundationmentioning

confidence: 99%

Leadership Development in UK Medical Training: Pedagogical Theory and Practice

Bekas¹

2015

Teaching and Learning in Medicine

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The author identifies some of the main theoretical constructs related to leadership; the pedagogical underpinning of medical leadership programs; their learning objectives; and the mixture of methods, individual and collective, to achieve them. INSIGHTS: How to best develop leadership through medical education remains an open debate. Experiential learning, reflective practice, action learning, and mentoring could provide the foundations of leadership development. Application of the aforementioned should be cautious due to limitations of the concept of leadership as currently promoted and lack of robust evaluation methodologies.

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“…Once awareness is created, the individual can work to close the gaps through various experiences, training, or mentoring. Although individual work is necessary, it remains inadequate by failing to address context or holistic organizational issues, strengthen the network or build capacity for change (Hollenbeck et al 2006;James et al 2007). Development must occur over time in an iterative manner, be grounded in experience, and foster reflection not only individually but collectively (Conger 2004;Connaughton et al 2003;Daudelin 1996;McCall 2004;Torbert 1994).…”

Section: Leadership Development and Action Learningmentioning

confidence: 99%

Concentric collaboration: a model of leadership development for healthcare organizations

Roberts

Coghlan

2011

Action Learning: Research and Practice

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Drawing on their experience in a Midwest healthcare system, the authors propose a model of leadership development through action learning that embraces 'concentric collaboration' at its core. The present study suggests that the process of concentric collaboration can serve to strengthen the skills of the individual leader as well as foster collective leadership. Central to the model is the growth and development of the individual leader which extends outward to create connections with others, ultimately increasing the social capital necessary to effect organizational change. This work contributes to the leadership development literature by offering a comprehensive model that includes the process of individual growth as well as collective capacity, organizational factors that support or inhibit this process as well as implications for practice.

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Leadership competency models

Cited by 163 publications

References 2 publications

How to Assess Global Management Competencies: An Investigation of Existing Instruments

How to Assess Global Management Competencies: An Investigation of Existing Instruments

Leadership Development in UK Medical Training: Pedagogical Theory and Practice

Concentric collaboration: a model of leadership development for healthcare organizations

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