Journal of Leadership Studies最新文献

The current article introduces the symposium Games for Leadership: an examination for leadership scholars and practitioners to further explore the use of games in the leadership process. Games can be leveraged to influence and solve a wide range of problems. Further, games include an embedded feedback loop that can drive leadership engagement. Examples are provided to illustrate these concepts alongside an introduction to each symposium article.

The current paper examines how citizen science games, or games that build knowledge and enable the crowdsourcing of tasks, enable leadership. Specifically, the paper describes how both the creators and players of these knowledge-building games are collectively engaged in the leadership process. Players are enacting leadership through collaboration, communication, and problem solving with other players, as well as alongside the creators of these games. The games' developers are also engaged in leadership in how they are framing and enabling problem solving and other collective activities.

The current paper explores a transformative approach to leadership that integrates with a view of analog role-playing games (RPGs) as a system for human interaction, aiming to leverage these experiences and foster collective creative leadership. In the face of urgent global challenges, traditional leadership models prove inadequate, necessitating a shift in understanding leadership as a process of adaptive change among human groups. Drawing on phenomenology, relational sociology and constructivist perspectives, I advocate for a conceptualization of leadership as a socially constructed, meaning-making endeavor mutually embedded within and generating cultural context. I emphasize the essential role of collective cultural approaches and propose a co-creative education process that incorporates play and creativity for effective leadership development. Then, I delve further into the intersection of leadership and play, highlighting the potential of RPGs in facilitating transformative, collective creativity. The proposed model views RPGs as Leadership-As-Practice Development (LAPD) and explores how analog RPGs can be employed as dynamic platforms for leadership learning, identity development, team-building, and symbolic storytelling processes.

The current paper highlights the fundamentals of employing the play state to lead people toward improved performance across a variety of leadership responsibilities. It offers perspective on the historical, sociological, and psychological characteristics of play and game design toward leading social change. Drawing from experience leading and researching a variety of game-focused interventions to lead social change, the paper focuses on the play state's unique characteristics to encourage iterative problem solving, adjust to complex problems, and optimize performance as tools leaders can use. It helps illustrate how games and play can be used to shift perspective and find solutions more traditional approaches may not. The work references a myriad of examples across leadership initiatives in education, policy, health, and more. The paper is designed to help leadership employ the power of play to address complex problems.

Finding creative solutions to organizations' challenges is critical to determining the ability to thrive. Creative leadership promotes an organizational culture based on creative problem-solving skills. Five leadership elements (being digitally and technologically savvy, having a results orientation, promoting collaborative teamwork, possessing business skills, and providing resources to the team) enable leaders to pursue creative or uncreative problem-solving solutions. The current study used a fuzzy-set qualitative comparative analysis to identify the elements of creative leadership. The analysis comprises data from 123 leaders worldwide from different sectors collected from an online survey. The results showed five leadership profiles leading to creative problem-solving and another five profiles leading to an uncreative outcome. The results provided a tangible approach to the behaviors needed to be creative leaders and the configurations of uncreative behaviors to avoid. The study integrates academic and practitioner perspectives on creative leadership and offers a model supported in the academic literature and relevant to practical needs.

The current study investigated how individual differences in self–other rating agreement (SOA) were related to leadership emergence. A sample of 4,524 students from MBA programs in the United States and Canada completed a leaderless group task as part of an assessment center. The results revealed that emergence varied by SOA, with underraters exhibiting the highest levels of emergence, followed by self-aware (i.e., accurate), and then overraters. One of the intriguing results is that underraters were more likely to display emergent behaviors than accurate raters, raising questions about the widely held belief regarding the use of accurate self-assessments as an indicator of leadership effectiveness. Overall, the results indicate that SOA is an antecedent of leadership emergence behaviors. While prior research has examined the effect of SOA on performance, commitment, and leadership perceptions, the study contributes to the literature by examining whether SOA influences actual emergence behavior.

Undergraduate students not only have the rare opportunity to experience mentoring from both the perspective of the mentor as well as the mentee, but also have the rare opportunity to experience the impact of mentoring on their leader and leadership development (LD) from both mentor and mentee perspectives. While mentoring is considered one of the most potent tools for LD, having a mentor or being a mentor does not automatically stimulate effective LD. This article will highlight cornerstones of effective mentoring practice when undergraduates are mentees versus mentors and will also offer new frontiers in undergraduate student mentoring research.

“Leading from the Middle in Higher Education: Mentoring” is a Journal of Leadership Studies Symposium dededicated to the significance of mentoring in higher education, emphasizing the role of mentoring in leadership development for undergraduate and graduate students as well as faculty. To introduce the symposium, the current article provide insights into effective mentoring practices for mentors and mentees. The article delves into the definition of mentoring, both formal and informal, and discusses the benefits of mentoring within higher education. Additionally, it highlights crucial aspects of effective mentors and offers guidance on being an effective mentee.

Intercultural mentoring is increasing in higher education in response to diversification and globalization. While intercultural mentoring relationships experience unique challenges, it can be a development learning opportunity for both mentors and mentees. Therefore, the current article discusses the following aspects of intercultural mentoring relationships in higher education: benefits and challenges, recommendations for effective practice, the role of mentors and mentees in ensuring a successful relationship, and future research frontiers. Mentors and mentees in intercultural mentoring relationships, as well as formal mentoring programs with intercultural mentoring dyads, will benefit from the recommendations offered in the current article.