Leadership Development: Paths to Self-Insight and Professional Growth

By M. London. 2001

187 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Strategy and Management

View Paper: https://www.semanticscholar.org/paper/35c0d612a4fb948fc6d31888fa7db3a09c547b9e

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Citations in the corpus

Evaluating the effectiveness of executive coaching: beyond ROI? (2009, background): “…executives who had performed highly in the past but whose behaviors now are interfering with, or not sufficient for, current job requirements; and (b) managers who have been targeted for advancement to the executive level but are missing some specific skills for those future jobs (London, 2002).”
Exploring Signature Pedagogies in Undergraduate Leadership Education (2012, background): “Since 1990 only a few studies have explored the instructional strategies utilized in student leadership development programming (e.g., Allen & Hartman, 2009; Avolio, 1999; Bass, 1990; Conger, 1992; Day, 2000; Eich, 2008; London, 2002; Yukl, 2006).”
Employee coaching relationships: enhancing construct clarity and measurement (2010, background): “That simple, singular meaning first diverged when Mace (1950) prescribed coaching as an effective management tool for guiding and developing subordinates (Gegner, 1997).”
It's not me, it's you: A multilevel examination of variables that impact employee coaching relationships. (2011, background): “In their seminal article on performance management, London and Smither (2002) noted that the feedback environment is the context in which coaching occurs and that a positive feedback environment sets the stage for effective coaching.”
Correlates and Consequences of Feedback Orientation in Organizations (2012, background): “Our findings show that feedback orientation has a strong, direct effect on feedback-seeking behavior and indirect effects on supervisor ratings of performance and LMX, providing the first empirical support for London and Smither’s (2002) assertion that feedback orientation plays an important role in”
Developing Sustainable Leaders Through Coaching and Compassion (2006, background): “McClelland (1985) summarized a study suggesting that people high in Need for Power will not experience power stress to the same degree as others.”
Leadership development: The current state and future expectations. (2008, background): “There are general models that govern employee training and development (e.g., Goldstein & Ford, 2001; London, 2002; see also Hrivnak, Reichard, & Riggio, 2009) that can be applied to the development of leaders.”
Can Charisma Be Taught? Tests of Two Interventions (2011, background): “Without being made cognizant that they need to improve their leadership and that they will be reevaluated, leaders simply might not be motivated to “self-improve” (London, 2002; Reilly et al., 1996).”
Executive Coaching: A Review and Agenda for Future Research (2005, background): “The coach may have to help the client overcome resistance to feedback and analyze whether change is supported by organizational goals and culture (London, 2002).”
LEARNING AGILITY: A CONSTRUCT WHOSE TIME HAS COME (2010, background): “Although there is a plethora of scholarly research that reinforces the notion of leadership learning (London, 2002), few published studies have directly investigated learning agility.”
. (2005, background): “For instance, Avolio, Gardner et al. (2004), Avolio, Luthans et al. (2004), Gardner et al. (2005), and Ilies et al. (2005) each describe personal and social identification processes whereby followers come to identify with authentic leaders and their values.”
A Social Work Model of Empathy (2009, background): “London (2002) describes it as " self-insight " or the ability to be self-understanding, self-monitoring, and self-evaluating.”
Emotion Work Revealed by Job Loss Discourse: Backgrounding-Foregrounding of Feelings, Construction of Normalcy, and (Re)instituting of Traditional Masculinities (2003, background): “…self and work environments), identity (direction of career goals), and resilience (ability to overcome career barriers based on self-efficacy, need for achievement, and willingness to take reasonable risks), the critical competencies for managing careers (London, 1998, 2002; see also Coutu, 2002).”