Journal of Leadership Studies最新文献

The leadership baton that students and educators will pass to the next generation is that of systems. Fostering systems thinking among student leaders could create significant transformations in their university leadership experiences. However, a notable gap in leadership education praxis exists concerning how student leaders interact with systems thinking in their leadership roles. The current article highlights examples of systems thinking in college student leadership and methods for teaching systems thinking as a crucial leadership skill.

Early leader and leadership development experiences that develop generativity and therefore social responsibility will become increasingly imperative in preparing a young workforce to shoulder the burden of a substantial leadership transfer in the wake of Baby Boomer retirements. While generativity is considered a midlife construct, recent and emergent research is documenting an association between developmental relationships, such as mentoring, coaching, and advising, and generativity in young adults. The current article highlights the recent research and addresses its implications for leadership practitioners, scholars, and educators. The article concludes with a discourse on future research directions that considers the nuances of particular methodological approaches that will be needed to understand how developmental relationships encourage generativity over time.

Recently, the world has experienced multiple pandemics. During these multiple pandemics, including COVID-19 and a racial reckoning in the United States, leadership has primarily looked like crisis management. As the world continues to evolve, with some looking to return to life as it looked pre-pandemic and others defining new ways of being, leadership is also changing. As we collectively vision what comes next for generative leadership, it is essential to analyze the shift from crisis management and mere survival to more long-term visioning and generative leadership practices. With this in mind, the following questions are asked: How do leaders reconceptualize generativity? How are leadership processes grounded in cultures of care, support, and critical hope? How are crisis management and post-crisis leadership balanced in a world full of multiple complexities? The symposium seeks to explore these questions and more, looking to live in the complexity of reconceptualizing generativity for a new generation.

During a time of cascading crises within organizations and societies, those engaged in leadership are called upon to respond to the pressures of the moment and to advance change that will contribute to individual and collective vitality. The work of leadership generativity becomes particularly pronounced in the social, emotional, and pragmatic pivot from crisis to post-crisis. In response to these many internal and external pressures and opportunities, this article addresses key questions and considerations for global leadership in the aftermath of crisis. Specifically, as presented in a forthcoming book on the subject, the article introduces five leadership practices that are recognized as especially critical for post-crisis leadership: (a) encourage learning, (b) cultivate resilience, (c) stimulate meaning-making, (d) pursue reinvention, and (e) advance renewal.

Despite being seen as a midlife construct, generativity (i.e., care and concern for the next generation) has significant utilization among emerging adults. However, the measures developed and recommended by seminal scholars to research generativity have had challenges when applied to the emerging adult population. Therefore, the current article outlines the history of generativity measurement, generativity measurement among emerging adults, recommendations for utilizing generativity measures in practice, and future research directions for generativity measurement among emerging adults.

The current article aims to reimagine what leadership and generativity can look like for generations to come. The article begins by defining and contextualizing generativity and leadership. Leadership capacity and efficacy are explored as important entities of generativity development followed by a critical conversation of how to proceed forward. The article concludes with a call to action, focused on honoring context and moving towards interconnectedness.

Historically, scholars examining charisma within the context of leadership have provided an ambiguous definition of charisma pertaining to a leader's ability to influence followers around collective goals. Charisma can become quite convoluted and ambiguous within the context of leadership. One reason for the ambiguity is no unified conceptualization of charisma exists. Herein is an examination of charisma considering its historical footings and its underpinnings related to people's propensity to be emotionally influenced and aroused to gain a deeper understanding of charismatic leadership. Overall, the purpose of the article was to systematically review, organize, and present a body of literature exploring charismatic leadership. The following research questions guided the systematic literature review: What is charisma within the context of leadership, and how is it measured?

The current article presents examples of video games that specifically seek to enable their players to rethink their ideological assumptions and to develop empathy, critical components of both understanding and practicing leadership. Through these examples, the article suggests that video games are uniquely effective in this capacity because of their emphasis on interactivity and imaginative identification, as well as the wide distribution of games as a medium. Taken together, games' effectiveness at persuasion, ability to develop empathy, and popularity make them particularly well-suited to prepare players for engagement with leadership as both leaders and (critical) followers.

The use of games to model and understand complex systems has an extensive history in military circles. Gaming is used by commanders at all levels to inform their understanding of the operational environment, evaluate disparate courses of action, and refine future concepts of operation. The current article examines the use of gaming by the U.S. Air Force to mature and promote its Agile Combat Employment operational concept. The case is made that this approach is extensible to allow leaders with varying problem sets a tool to develop a deeper understanding of their leadership options.