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6), but also that "determining how to abstract a set of leadership concepts that apply across contexts without sacrificing an understanding of how the conditions and qualities involved in leadership vary among those same contexts" remained elusive (Pruyne, 2001, p. 7). Experts provided extended series of examples, mostly from the 20th century, demonstrating how leadership characteristics change over time and vary with context. Therefore future, 21st-century leaders should learn from the confused, sometimes contradictory and still evolving historical development of the concept "leadership," in order to distill the useful concepts from mistakes and temporary analytical fads. What seems to persist from the development of leadership theory over the last three centuries, is that leaders can be made rather than born regardless of inherited socio-economic status, and that while certain traits may be more prominent or apparent in those who find themselves in positions of leadership however defined, those traits probably exist in many who never encounter opportunities for leadership deployment, and so environmental factors probably affect how those characteristics or traits are expressed or displayed. In democracies for example, stakeholder and electorate preferences and objectives constrain who occupies public office and thus exercises leadership, in governance at least, although business leaders may have more personal leeway if they are the controlling entrepreneur. Therefore even the same attributes may apply in different ways in different environments depending on the context of the call to lead. What would be inadvisable for the 21st century would be to adopt the paradigms and characteristics derived from 18th, 19th and 20th century political theory, before a clear concensus emerges on just what leadership actually is. As environmental conditions change seemingly more quickly every year, the result may be an evolving, path-dependent...
And Dorfman, P. (2002). Understanding cultures and implicit leadership theories across the globe: an introduction to project GLOBE. Journal of World Business 37, 3-10. Retrieved from http://t-bird.edu/wwwfiles/sites/globe/pdf/jwb_globe_intro.pdf
Kirkpatrick, K.A. And Locke, E.A. (1991). Leadership: do traits matter? Academy of Management Executive 5(2), 48-60. Retrieved from http://sbuweb.tcu.edu/jmathis/org_mgmt_materials/leadership%20-%20do%20traits%20matgter.pdf
Pruyne, E. (2002). Conversations on leadership. Harvard Leadership Roundtable 2000-2001, 1-
78 Center for Public Leadership, John F. Kennedy School of Government. Retrieved from http://www.morehouse.edu/centers/leadershipcenter/pdf/ConversationsOnLeadership.pdf
Solzhenitsyn, a.I. (1973). The Gulag archipelago 1918-1956. Trans. Thomas P. Whitney and Harry Willets. Edward E. Ericso, Jr., ed. New York: Perennial Classics (2002).
Strahan, R. (2002). Leadership and institutional change in the nineteenth-century House. In D.
W. Brady and M.D. McCubbins, Party, Process and Political Change in Congress: New Perspectives on the History of Congress, 355-406. Retrieved from http://mmccubbins.ucsd.edu/c9.pdf
Winston, B.E. And Patterson, K. (2006). An integrative definition of leadership. International Journal of Leadership Studies 1(2), 6-66. Retrieved from http://www.google.com/url?sa=t&rct=j&q=&source=web&cd=3&ved=0CFkQFjAC&url=http%3A%2F%2Fwww.regent.edu%2Facad%2Fglobal%2Fpublications%2Fijls%2Fnew%2Fvol1iss2%2Fwinston_patterson.doc%2Fwinston_patterson.pdf&ei=uZXwT8ezKoS_rQGjiJiPAg&usg=AFQjCNGxg45PW_2qgFJkLYkgykww4u2hxw
References
House, R., Javidan, M., Hanges, P. And Dorfman, P. (2002). Understanding cultures and implicit leadership theories across the globe: an introduction to project GLOBE. Journal of World Business 37, 3-10. Retrieved from http://t-bird.edu/wwwfiles/sites/globe/pdf/jwb_globe_intro.pdf
Kirkpatrick, K.A. And Locke, E.A. (1991). Leadership: do traits matter? Academy of Management Executive 5(2), 48-60. Retrieved from http://sbuweb.tcu.edu/jmathis/org_mgmt_materials/leadership%20-%20do%20traits%20matgter.pdf
Pruyne, E. (2002). Conversations on leadership. Harvard Leadership Roundtable 2000-2001, 1-
78 Center for Public Leadership, John F. Kennedy School of Government. Retrieved from http://www.morehouse.edu/centers/leadershipcenter/pdf/ConversationsOnLeadership.pdf
W. Brady and M.D. McCubbins, Party, Process and Political Change in Congress: New Perspectives on the History of Congress, 355-406. Retrieved from http://mmccubbins.ucsd.edu/c9.pdf
Winston, B.E. And Patterson, K. (2006). An integrative definition of leadership. International Journal of Leadership Studies 1(2), 6-66. Retrieved from http://www.google.com/url?sa=t&rct=j&q=&source=web&cd=3&ved=0CFkQFjAC&url=http%3A%2F%2Fwww.regent.edu%2Facad%2Fglobal%2Fpublications%2Fijls%2Fnew%2Fvol1iss2%2Fwinston_patterson.doc%2Fwinston_patterson.pdf&ei=uZXwT8ezKoS_rQGjiJiPAg&usg=AFQjCNGxg45PW_2qgFJkLYkgykww4u2hxw
Servant Leadership In the rapidly changing corporate world of today, we need a dramatic change in the way businesses are conducted and organizations are managed. In the past, organizations were merely concerned with making profits and achieving targets and it was the job of the leader to ensure that all tasks are completed on time. As for as the real goal of the organizations is concerned, nothing has changed. However we
"Our leadership development and training programs push each and every delegate to gain a rigorous personal insight into what makes them tick and then, with that understanding of themselves, to stretch the boundaries of what's comfortable for them" (Leadership development - Leadership skills and training, 2008, Impact Factory). Leadership training through the organization stresses emotional rather than technical skills, unlike GE. Human perception, creativity and out-of the box thinking
utopian communal societies and their influence on leadership in the nineteenth century. Utopian societies sprang up around the United States during the nineteenth century, partly in response to some of the ills their members saw in society at the time. The word "utopia" describes a "perfect" society existing far from the political and social upheaval of the big city. These societies follow the model of the Middle Ages, where
By integrating aspects of transformational leadership into his leadership, Alonso would have inspired his crew to follow him while also becoming leaders by themselves. However, this could have only been made possible if his thoughts, feelings, and actions were consistent. As a leader of change Alfonso should have shown some element of connection to himself, the world, and the people around him and be grounded in reality. He ought
Most conclusions on this approach were vague or indecisive in terms of social, psychological or mental significance (Rice, 1978, 1981; Graen et al., 1972; Ashour, 1973). Furthermore, over the years, many scholars have come to the realization that leadership is situational and hence there are many realistic settings like the environment, the employees, the resources, etc. that determine the characteristics needed in a leader as well as his/her business approach
Leadership At the core of leadership is the interaction between the leader and the follower. Much of leadership theory can be understood in terms of how leaders and followers interact and what the underlying assumptions are with respect to the roles and nature of leadership. Because of the many different types of leaders, and successful examples thereof, leadership scholarship has developed multiple branches that seek to explain leadership, but no one