How Managers Have Learnt to Lead: Exploring the Development by S. Kempster

By S. Kempster

An perception into the 'black-box' of management studying that acts as a significant other to steer management improvement. it's been written to let the reader to mirror on their lonesome event and critique this opposed to 4 case profiles of management studying: the private and non-private sectors; ladies managers; and owner-managers.

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Additional info for How Managers Have Learnt to Lead: Exploring the Development of Leadership Practice

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I had a strong personal need to know more about leadership learning and to be able to apply such knowledge to intervention design. The purpose of this book is to address the following: • Explore, in depth, the influences of leadership learning at the level of lived experience and seek to reveal how leadership learning can be understood from a systemic perspective that draws upon underlying dynamics within particular contexts. • Connect the insights of leadership learning with policy application and inform on leadership development interventions at the practitioner level.

Personal and position power (French & Raven, 1959) are seen to overlap and the combinations in reality make it difficult to distinguish between them (Yukl & Falbe, 1991). For example, a charismatic leader with strong referent power drawn from a follower’s desire to identify with the leader may be, in part, associated with the legitimacy of the leader’s position. 8 McCall (1978) extends this view by introducing a contextual dimension to suggest that it is a combination of being in the right place at the right time with the right (power) resources that gives the greatest influence.

The method of learning aspects of each element is primarily through lived experience; it is not the norm to learn it in the formal classroom settings – chapters 3 and 4 provide the foundations to this assertion. However, Parry and Sinha (2005) argue that training can enhance capability to conduct transformational leadership, although such learning has to be highly contextualised. Their argument is that the naturalistic learning will often generate an inappropriate balance of transactional and transformational behaviours and training can bring the notion of balance into sharp focus.

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