Download Free Contemporary Perspectives On Leadership Book in PDF and EPUB Free Download. You can read online Contemporary Perspectives On Leadership and write the review.

Keeping us up-to-date on the research and practice of leadership during dynamic times, in organizations as well as in our everyday lives, as individuals and as members of groups, as leaders and as followers.
The importance of effective use of resources within a business is paramount to the success of the business. This includes the effective use of employees as well as efficient strategies for the direction of those employees and resources. A manager’s ability to adapt and utilize contemporary approaches for maximizing both individuals and organizational knowledge is essential. The Handbook of Research on Contemporary Approaches in Management and Organizational Strategy is a pivotal reference source that provides vital research on the application of contemporary management strategies. While highlighting topics such as e-business, leadership styles, and organizational behavior, this publication explores strategies for the achievement of organizational goals, as well as the methods of effective resource allocation. This book is ideally designed for academicians, students, managers, specialists, and consultants seeking current research on strategies for the management of people and knowledge within an organization.
In an era of constant connection, it can be challenging to prioritize time for reflection. Taking time to think can feel like a luxury or even a waste time. People facilitating complex leadership processes may feel the least able to pause and reflect. However, it is through intentional reflection that we make meaning of experiences, connect ideas, question assumptions, and generate innovative possibilities. By taking time to reflect, individually and with others, learners can see the full picture of an experience, understand their thought processes, and enhance their capacity for leadership. Beyond individual reflection, by engaging in reflection on social issues with others, leaders can be empowered and enabled to create positive changes. This book is a clarion call for educators and learners to make reflection a central priority. Reflection, the process of making meaning of experience, and leadership, a relational process for affecting change, are enhanced by one another. Together, they strengthen the potential for leadership learning through experience. This book addresses challenges for reflection in leadership learning while also connecting it to timely topics. It begins with connections between reflection and leadership and then introduces a framework for reflection in leadership learning. Reflection is a powerful strategy curricular and co-curricular learning; for instruction and assessment, reflection in leadership learning can benefit from both intentional framing and feedback. As socially constructed concepts, both reflection and leadership have historically lacked clarity; to add to the confusion, critical reflection is often interchanged with reflection. This book introduces a continuum of critical reflection in leadership learning. In order to facilitate reflection in leadership learning, educators must engage in the inner work of becoming reflective educators. Finally, in the face of complex social challenges, reflection, leadership, mindfulness, and resilience are juxtaposed in order to highlight how these concepts are reliant upon one another. Reflection in leadership learning is essential for anyone who wants to develop their capacity for leadership. When faced with complex social issues and challenges at a global scale, the only way to make progress is through collective action that results from critical reflection. To develop more resilient and mindful learners who can adapt to changing circumstances, educators must center reflection in leadership learning as a philosophy, pedagogy, outcome, and strategy. This book provides a balance of theory and practice to empower and enable educators to engage in reflective leadership learning.
This book brings the best of leadership theory and research together with biblical reflection and examples of leadership in action to offer a practical guide to Christian leaders. Combining expertise in leadership studies and biblical studies, Justin Irving and Mark Strauss explore how leadership models have moved from autocratic and paternalistic leader-centered models toward an increased focus on followers. The authors show how contemporary theories such as transformational leadership, authentic leadership, and servant leadership take an important step toward prioritizing and empowering followers who work with leaders to accomplish organizational goals. Irving and Strauss organize their book around "nine empowering practices," making it accessible to students, church leaders, and business leaders. Integrating solid research in leadership studies with biblical and theological reflection on the leadership ideas that are most compatible with Christian faith, this book is an important resource for all Christian students of leadership.
This book introduces readers to process-based understandings of leadership, providing language and tools for engaging in the leadership process for all involved. This practical book was designed for college student leaders and educators or professionals who work with student leaders on college campuses. However, it is also accessible for high school students and graduate students to reflect on their identity, capacity, and efficacy as leaders. Based on their experiences as leadership educators, the authors offer grounding concepts of leadership and examples illustrating the complexity of culturally relevant leadership learning. Identity (who you are), capacity (your ability), and efficacy (what you do) are important for students to explore leadership development. These three concepts are core to this book, filling a gap in college student development literature by defining, illustrating, and questioning how they matter to leadership learning. Framing leadership as a journey, this resource offers key learning opportunities for students to engage with others through a range of contexts. Each chapter is organized with various features, engaging readers to get the most out of this book. Features include “call-in boxes” to prepare for learning and “pause for considerations” to apply to personal experiences. Chapters conclude with personal reflection questions, discussion questions, and activities to take leadership learning further. The features are designed to be accessible for utilization in classes, organizations, community work, groups, and individual reflection opportunities.
Leadership, as a discipline, leadership education, as a field, and leadership educator, as a profession are still in their infancy and rapidly evolving. As professionals in higher education, we are constantly asked to provide opportunities for students to learn leadership, whether that is inside or outside of the classroom. However, very little, if any professional development occurs in how to create such learning opportunities. This book provides resources for leadership educators in three sections. The first section sets the stage for leadership education and the professional work of leadership educators, culminating with a variety of professional development resources for leadership educators. The second section introduces a leadership learning framework, provides characteristics and examples of strong leadership programs and assessment practices, and describes the transformative practice of leadership education. The third and final section offers specific instructional and assessment strategies ranging from discussion, case study, and reflection, to team-based- and service-learning to self-assessments, role-play, simulation, and games, to fulfill learning outcomes.
Designed specifically to develop students' understanding of leadership in a variety of contexts, and assuming no prior experience of leadership in the business world, this book is a must-read for students embarking on their study of leadership, while thinking ahead to their own future employment. The book is divided into two clear parts to logically guide the reader through the key theoretical models of leadership, as well as the issues and themes that surround the subject. Part 1 examines the main theories in the field, including situational and contingency theories, behavioural models, and trait theory, while Part 2 draws on a number of different themes to add depth to the theoretical ideas discussed, such as diversity, power, and ethics. To help to interpret the key theories, the book also illustrates leadership in action using a wealth of diverse case studies, 50% of which are new for this third edition. Examples have been carefully selected to highlight the practical application of leadership theory, both in a formal business context and in everyday life, and to dispel the common misconception for students new to leadership that it is only for the 'great and good'. A broad variety of case studies are included from the world of politics, entertainment, food and sport; these include Boris Johnson, the Spice Girls, Cadbury, and Lance Armstrong. These case studies explore leadership across a variety of contexts and cultures, giving students the broad perspective they need to consider the subject critically. Pause for thought boxes and self-test questionnaires encourage students to reflect on the theories and practices they've learned about and how such concepts and issues might apply in their own approach to leadership. Together with the lively writing style, stimulating case studies, and further learning features, this allows students to fully engage with the subject and use the book as an essential tool in their leadership studies.New to this editionAdded coverage on technological developments (such as virtual treams, AI, Big Data, VR/AR) and the impact on leadership practice.Revised case studies include contemporary figures and events such as PewDiePie, Jacinda Arden, the Spice Girls and Boris Johnson.The content is now further balanced to reflect both 'good' and 'bad' leadership styles, with new coverage on the negative or 'dark side' of leadership included in chapters 2, 6 and 11.A new online test bank resource increases the variety of ways in which lecturers can assess student knowledge.This title is available as an eBook. Please contact your Sales and Learning Resource Consultant for more information.
Presents a comprehensive overview of basic theoretical approaches of the leadership research. This book discusses theoretical approaches from top leadership journals, and addresses various alternatives that are suitable to challenge mainstream leadership research.
The currency of social capital serves as an important function given the capacity to generate external access (getting to) and internal accountability (getting through) for individuals and institutions alike. Pierre Bourdieu (1986) defines social capital as “the aggregate of the actual or potential resources which are linked to possession of a durable network of more or less institutionalized relationships of mutual acquaintance and recognition or in other words, to membership in a group” (p. 251). Social capital contains embedded resources as a tool for manifesting opportunities and options among individuals and groups. Inevitably, the aforementioned opportunities and options become reflective of the depth and breadth of access and accountability experienced by the individual and institution. As educational stakeholders, we must consistently challenge ourselves with the question, “How do K-12 schools and colleges and universities accomplish shared, egalitarian goals of achieving access and accountability?” Such goals become fundamental toward ensuring students matriculating through K-12 and higher education, irrespective of background, are provided the caliber of education and schooling experience to prepare them for economic mobility and social stability. To that end, the volume, Contemporary Perspectives on Social Capital in Educational Contexts (2019), as part of the book series, Contemporary Perspectives on Capital in Educational Contexts, offers a unique opportunity to explore social capital as a currency conduit for creating external access and internal accountability for K-12 and higher education. The commonalities of social capital emerging within the 12 chapters of the volume include the following: 1) Social Capital as Human Connectedness; 2) Social Capital as Strategic Advocacy; 3) Social Capital as Intentional Engagement; and 4) Social Capital as Culturally-Responsive Leadership. Thus, it becomes important for institutions of education (i.e. secondary, postsecondary, continuing) and individuals to assume efforts with intentionality and deliberateness to promote access and accountability.
Social justice and leadership education are inextricably linked. In order to move social justice forward, we need to develop leaders with knowledge, skills, and values to engage effectively in the leadership process. We need socially just leaders now more than ever. At a time when our elected and appointed officials agree on very little, our communities are divided and distrustful of one another, and individual citizens struggle for fairness in the face of discrimination, society is at a crossroad. In one direction lies the reproduction of oppression and marginalization, continued distrust, and further fragmentation. In the other, a route toward healing, compassion, and fairness. How then do we prepare our leaders of tomorrow to walk the path of justice rather than take the road to ruin? Changing the dominant narratives in society involves preparing skilled social critics and knowledgeable advocates for positive and sustainable change through education. However, when leadership education fails to consider social justice issues, or when social justice education omits leadership learning, both fall short of their goals. This texts links issues of social justice, equity, and equality, to leadership knowledge, skills, and values, with the intent of offering theoretical, practical, and policy recommendations to improve the work of educators charged with preparing undergraduates for the complexities of leadership in all its forms. Collectively, the contributors inform much needed practices and pedagogies toward socially just leadership education. No single one of us can change the narrative alone, but together, we can amplify the voices of those leading toward justice. The perspectives offered here are but a sample of the work being done to make the future a brighter place for all. We invite you to be part of the conversation.