Leadership Training And Its Relationship To Communication Literature Review Chapter

Length: 10 pages Sources: 10 Subject: Leadership Type: Literature Review Chapter Paper: #887032 Related Topics: Inspirational, Interpersonal Relationship, Communication Barriers, Leadership Development
Excerpt from Literature Review Chapter :

¶ … Leadership Training and Its Relationship to Communication Skills, Self-Esteem, and Problem Solving Skills among Youth

Transformational leadership remains a critical phenomenon as described through behavioral components such as inspirational motivation, idealized influence, individualized consideration, and intellectual stimulation. Idealized influence is the first element and is reflected based on the conceptualization by transformational leaders who behave in a manner that allows them appear as role models among their followers. Such individuals are respected, trusted, and admired (Olive, Gottfried, Guerin, Gottfried & Reichard, 2011). Followers relate with the leaders with the aim of emulating them.

Children's attachment style is normally attributed to parental factors or parenting style. Attachment styles are well formed at early ages even though they are predictive of outcomes for future leadership. Early life shows that bonds developed by infants with caregivers vary between from an insecure to secure attachment styles. The relationship identifies diverse infant attachment styles which are either secure or insecure (avoidant and ambivalent) while influencing subsequent functions of relationships. The research stream shows that individuals with secure attachment style have characteristics of adaptable psychosocial functioning in adulthood (Shamir, 2011). This is because they are endowed with ego resources that are necessary for taking up leadership roles. The individuals facing insecure attachment styles do not have ego resources necessary for leadership and do not seek to have leadership positions hence perceived to be weak leaders. In addition, secure attachment styles allow individuals to engage with effective forms of leadership evidenced by transformational leadership among secure childhood attachment styles from parents.

Inspirational motivation components are perceived by transformational leaders to be motivating and inspiring ways of providing meaning and challenging the work of their followers while arousing team spirit. Optimism and enthusiasm are displayed by transformational leaders through stimulation of efforts of their followers into innovation and creativity based on questioning assumptions, approaching old situations and re-framing problems. The approach reflects the intellectual stimulation component. The individualized consideration component is based on transformational leaders who pay special attention to the need for achievement among individual followers and growth through coaching and mentoring (Mortensen, Lichty, Foster-Fishman & Warsinske, 2014).

Followers face developments of successive levels for potential. Taken together, inspirational motivation, idealized influence, individualized consideration, and intellectual stimulation comprise of the overall transformational leadership construct. Further research should focus on examining on a combination of traits and interaction of contextual factors. For instance, the demonstration of a significant relationship between transformational leadership and family functioning is mediated based on self-concept where there are controls on socioeconomic status. Parents providing supportive and stimulating environment allow adolescents to have positive self-concept for subsequent relationships to adulthood qualities in transformational leadership. There is an interest in future research for examining the interaction of the contextual factors for the traits such as testing for the current study such as extroversion (Shamir, 2011). The consequent experience interest factors among future research involve prior leadership experiences like the scope of leadership roles in college or high school. The focus triggers events for traveling abroad where parents' divorce and particular successes or failures in sports or academics.

An examination of the interaction between traits based on contextual factors promotes learning of the experiences of various adolescents affecting adult leadership development. While the particular issues are critical steps in developing right direction for providing initial theoretical direction while empirical longitudinal and theoretical research is necessary for examining such issues.

Future research can consider the implications of generational and time differences in the study of leadership. Societal expectations are studied based on the provision of greater understanding for reasons why minorities and women experience leadership development barriers. Understanding the way social expectations affect leadership development and an understanding of how to overcome such expectations allows individuals to equip leaders with skills to deal with challenges faced. There are other groups with societal biases on the leaders. Factors of race, appearance, or socioeconomic status hinder...


In summary, a multidisciplinary approach is best suited in understanding the lifespan of leader development and answering questions in the progress of youth leadership (Gottfried, Gottfried, Oliver & Riggio, 2011).

Developing leadership capacity and individual leaders is more important in organizational governance. Leaders from non-profit and for-profit economic sectors face the challenges of exhibiting effective leadership through different ways (Shamir, 2011). Leaders should have preparedness in making right decisions and setting necessary direction within the organizations while succeeding and avoiding ethical missteps. Preparing leaders allows groups to focus on various development opportunities such as increasing self-awareness, identifying improvement methods and actions, and building skills. Even as research suggests that people are in a position of improving their respective leadership skills, the impact sizes various elements of developmental programs that are still low.

However, in the recent decades, research uncovers various factors affecting leader development such as leadership identity effects together with the adult development importance for expertise roles (Murphy & Johnson, 2011). Another limitation to people's understanding of youth leader development includes focus towards developmental experiences occurring late in their lives. Various studies regarding leadership development evaluate executives and managers while ignoring young people and adolescence development.

Further, leaders have a high likelihood of having developmental experiences prior achieving mid-management and early development experiences of the adulthood importance. The most critical level includes engaging leadership roles in adolescent skill improvement for viable chances for getting into positions of positive impacts of future earnings (Gottfried, Gottfried, Oliver & Riggio, 2011). Further research on the understanding of leadership concepts within younger ages allows for focus on longitudinal studies as well as the incorporation of research in understanding leadership development and identity lifespan. The technique provides a broad area of benefits. The examination of leader development based on lifespan allows followers to consider broader elements of behaviors as compared to the current consideration of research in early adulthood (Vries, Bakker-Pieper & Oostenveld, 2010).

Various developmental techniques have an effective way of endorsing older and younger groups of developed leaders based on increased understanding of ongoing improvement of skills within ascertained developmental stages in the lifespan. Taking longitudinal perspectives for the examination of such factors allows individuals broaden their understanding of relevant moderators and mediators of relationships between adult leadership outcomes and early attributes. Additionally, there are direct benefits for leader experiences on the issues of arguing early experiences and creating a foundation for leadership development and building on.

The major reasons for the case include greater abilities for developing young age occurrences for self-reinforcing leader development nature. Irrespective of potential leadership development importance in early years, there are elements of research dearth for leader development activities against leadership effectiveness prior actual assumption of office. There are various exceptions where young individuals play the roles of leadership within workgroups. The situations promote the focus on the real leader development tending to take up actual leadership roles and depict skills (Reichard, Riggio, & Guerin, 2011). However, there are various studies isolating aspects of personalities in children such as dominance, social competence, and extraversion as they relate to leadership ratings from peers and teachers.

Even though various instruments of measuring an individual's interpersonal communication style exist, lack of integration and parsimony within burgeoning scope of communication style is intense. There are attempts of redressing the state of affairs through integration of diverse scales of communication style based on interpersonal models that consist of interpersonal (communicative) dimensions such as friendliness, dominance, and affiliation. Critics suggest that there are other dimensions of communication styles. For instance, factor-analysis captures a wider array of existing instruments for communication styles. They may be based on indirect communication, inferring meaning, dramatic communication, interpersonal sensitivity, openness, use of feelings, positive silence perception and preciseness (Mortensen, Lichty, Foster-Fishman & Warsinske, 2014). However, some scales based on divertive factors (such as Use of Feelings, Inferring Meaning, and Positive Silence Perception) do not relate to the interpersonal communication styles while focusing on the intrapersonal feelings and cognitions refering to communication.

A consequential element of integration with assessment of less useful situations based on the observer's interests exists. There is a need to rate other people's interpersonal communication styles. Arriving at such frameworks for communication styles uncovers the major dimensions and concerns of a leader's communication style. The basis of evaluation includes the idea that all things that are said regarding constructing communication techniques are encoded into the language. Factor analysis for such samples of dictionary words pertaining to communication provides ideal descriptions of the number, size, and nature of the principal dimensions of communication style among leaders (Day, 2011).

Other critical aspects of communication styles include expressiveness, supportiveness, preciseness, argumentativeness, niceness (expressed), emotional tension (reversed or assuredness), and verbal aggressiveness. Regression in course of communication style scales on lexical communication factors reveals the strong relationship between dramatic communication and openness and lexical expressiveness. Lexical preciseness leads to situations of lexical niceness and interpersonal sensitivity. The intrapersonal communication scales are less covered with lexical scales. In the…

Sources Used in Documents:


Day, D.V. (2011) Integrative perspectives on longitudinal investigations of leader development: From childhood through adulthood. The Leadership Quarterly 22-561 -- 571.

Gottfried, A.E., Gottfried, A.W., Reichard, R.J., Guerin, D.W., Oliver, P.H., & Riggio, R.E. (2011). Motivational roots of leadership: A longitudinal study from childhood through adulthood. The Leadership Quarterly, 22(3), 510 -- 519.

Mortensen, J., Lichty, L., Foster-Fishman, P., & Warsinske, K. (2014). Leadership through a Youth Lens: Understanding Youth Conceptualizations of Leadership. Journal of Community Psychology, Vol. 42, No. 4, 447 -- 462

Murphy, S.E., & Johnson, S.K. (2011) The benefits of a long-lens approach to leader development: Understanding the seeds of leadership. The Leadership Quarterly 22. 459 -- 470.

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