Leadership skills development for engineers

Farr,; Brazil,

doi:10.1109/emr.2010.5645763

Cited by 12 publications

(5 citation statements)

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“…This analytical paradigm is emphasized, for example, in management education, where action is described as resulting from 'deliberate strategies, carefully planned, that unfold as systematically managed sequences of decisions' (Gosling and Mintzberg, 2003, p. 8), and with prevalence of ' "define, diagnose, design, and decide" rational-analytical approach' (Mintzberg and Westley, 2001, p. 81). Similarly, engineering education has been described as predominantly emphasizing scientific theory and mechanical analysis over practical action (Farr and Brazil, 2009).…”

Section: Educationmentioning

confidence: 99%

‘Thinking Before Acting’ or ‘Acting Before Thinking’: Antecedents of Individual Action Propensity in Work Situations

Vera

Crossan

Rerup

et al. 2014

J Management Studies

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We introduce the concept of ‘individual action propensity’ to examine the approach of individuals towards solving situations for which they lack knowledge and/or experience about what to do. We focus on a naturally contrasting pair of responses: ‘thinking before acting’ or ‘acting before thinking’, and associate low action propensity with thinking one's way into understanding how to act, and high action propensity with acting one's way into understanding such situations. We build on regulatory mode theory – with its dimensions of locomotion and assessment and the trade‐off between speed and accuracy – to examine individual characteristics as predictors of individual action propensity. We find that individual action propensity is associated with being a woman, having fewer years of formal education, not relying on help‐seeking behaviours, and having a positive attitude towards spontaneity. Our findings shed light on why individuals take action, or not, and provide implications for research on organizational action propensity.

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Section: Educationmentioning

confidence: 99%

‘Thinking Before Acting’ or ‘Acting Before Thinking’: Antecedents of Individual Action Propensity in Work Situations

Vera

Crossan

Rerup

et al. 2014

J Management Studies

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show abstract

“…Nirenberg (2003) described a locus of leadership that begins with mastering oneself where students receive exposure to leadership techniques, skills, language, and rationales. West (2012) claimed mastering oneself is comparable to the undergraduate foundation described by Farr and Brazil (2009) and Drohan and Murray (2001) that emphasizes knowledge, experience, and reflection. The course outlined serves as the first course in such a program, combining theory and practice in both classroom and out-of-classroom experiences.…”

Section: Benefits Of Combining Approachesmentioning

confidence: 61%

Cultivating Self-Awareness with Team-Teaching

Polk¹

2013

Journal of Leadership Education

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The Honors College program prepares leaders for the 21 st century to become forces for positive change through problem-solving, scholarship, service, teamwork, and leadership. Its structure involves nine sequenced courses familiarizing students with challenges facing communities. Courses are team-taught by professors in different disciplines to highlight the diversity in applying concepts across contexts. This paper offers an examination of the connections for cultivating self-awareness through team-teaching in the classroom and experiential learning.

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“…In addition, respectful leadership is important for diversity and inclusion because it helps create a more inclusive and welcoming work environment for all team members. [Farr et al, 2009] In summary, to lead effectively and sustainably, it is critical for leaders to demonstrate respect, humility, thoughtfulness, and compassion. They must be aware of their power and the impact of their words and actions on other members of their organization.…”

Section: Extract From Letter 53mentioning

confidence: 99%

The Legacy of Leadership According to Imam Ali's Letter 53: A Comparative Perspective with the New Management

IFISS

Mssassi

2023

JBMS

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This comparative study examines the qualities of leadership from two distinct perspectives: Imam Ali's renowned Letter 53 and New Management. The goal of the study is to compare and contrast the two techniques, notwithstanding the distinct historical and cultural settings in which each methodology originated. Also, this essay describes the core values of the new management, which include maximizing efficiency, customer satisfaction, innovation, quality assurance, productivity growth, and employee empowerment. In the same spirit, Imam Ali's leadership principles—including delegation, active listening, informed decision-making, tolerance, empathy, and respect—are presented. After a comparison of the similarities and differences between the two methodologies, we study these traits in-depth and talk about their individual benefits and drawbacks in connection to the various scenarios. Also, we point out the parallels and discrepancies between these two leadership philosophies, notably in terms of delegating, judgment, and empathy. We finish this comparison research by reflecting on the article's application in the real world and discussing how managers and leaders may use both approaches to create their own leadership styles. We also discuss future directions for leadership research by taking Imam Ali's teachings into account. In light of this comparison, our study offers an in-depth analysis of two leadership methods and their points of convergence and divergence, with the aim of enriching contemporary leadership thinking and highlighting the legacy of Imam Ali.

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Leadership skills development for engineers

Cited by 12 publications

References 0 publications

‘Thinking Before Acting’ or ‘Acting Before Thinking’: Antecedents of Individual Action Propensity in Work Situations

‘Thinking Before Acting’ or ‘Acting Before Thinking’: Antecedents of Individual Action Propensity in Work Situations

Cultivating Self-Awareness with Team-Teaching

The Legacy of Leadership According to Imam Ali's Letter 53: A Comparative Perspective with the New Management

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