Article

Making Meaning: The Constructive-Developmental Approach to Persons and Practice

January 1980
The Personnel and Guidance Journal 58(5)

DOI:10.1002/j.2164-4918.1980.tb00416.x

Authors:

The constructive (in the sense of construing) and developmental (but throughout the lifespan) framework, whose conceptual roots lie in the work of Piaget, outlines the holistic personality process of systems of making meaning, systems that organize human thought, feeling, and action. In this article Kegan discusses and then applies the model—to a worker in a CETA program and to a psychiatric ward patient—elucidating the perspectives—on mental health and employability—it can open for practitioners.

“RIPSSL”: A New Reflective Inquiry Protocol to Lift the Lid on Students’ Significant Extra-Curricular Learning Outcomes from Study Abroad

Article

Full-text available

Jul 2020

Education abroad generally has no overarching curriculum outside the formal study component. This paper presents the Reflective Inquiry Protocol for Surfacing Significant Learning (RIPSSL), a new approach for understanding and articulating significant learning from education abroad. Tests of RIPSSL show education abroad students use it to move beyond “it was great” when considering learning from their experiences. Our findings are important for educators and students as they work to recognize and articulate the value of education abroad. RIPSSL provides a reflective educational approach to evidence learning from life experiences by surfacing students’ significant learning in their own words.

Fostering Conscious Leadership: Exploring Leaders' Experience of Vertical Development during an Executive Leadership Program.

Thesis

Full-text available

Sep 2022

Alis Anagnostakis

In a world rife with disruption leaders are tackling challenges of exponentially growing complexity. Supporting leaders’ capability to lead in disruption requires a radical evolution of leadership education: from knowledge transfer (horizontal development) to fostering psychological maturity (vertical development). This study explored the mechanisms of vertical development at the latest stages of consciousness and their implications for leadership learning and program design. The study tracked the lived experience of consciousness transformation of 35 senior leaders going through a developmental learning program over six months. The methodology included pre/post vertical development stage assessment, weekly diary entries, researcher observation, in-depth interviews, and peer feedback. Participants were grouped into two main categories according to their vertical progression (labelled ‘developers’), stagnation, or regression (collectively labelled ‘non-developers) post-program. The most significant finding was that developers were more aware of, and more proactive in responding to, emotional discomfort through the program than non-developers. When faced with disorienting dilemmas that triggered unpleasant 'edge-emotions' – such as fear, anxiety or confusion - developers chose to reframe these emotions as opportunities for growth. Consequently, they welcomed discomfort instead of avoiding it. They purposefully tempered their negative emotions by accessing a contrasting, more positive emotion, such as curiosity. Thus, they built a Contrasting Emotions Space (CES) for themselves, which allowed them to sustain the disequilibrium, actively engage in critical reflection, construct new meaning and experiment with new behaviours outside the program. This in turn allowed developers to not only develop into higher stages of psychological maturity, but to actively change behaviours as a result of the program – they tended to appreciate ELP more than their peers because it was challenging and took them out of their comfort zone. By contrast, non-developers tended to reject the unpleasantness of edge-emotions and the learning experiences that triggered them. They did not seem to gain the same benefits from critical reflection, nor demonstrate subsequent vertical growth. They tended to judge aspects of the program they didn’t like, finding it more stressful, tiring and overall harder to navigate. They were also much less likely to actively experiment or take risks with new behaviours outside the program. This finding resulted in the ‘Contrasting Emotions Space’ (CES) Theory of Vertical Development, which expands on previously cognitive-focused theories of consciousness transformation and specifically accounts for the role of emotions in the process of vertical development. This opens the door for a new understanding of the role of discomfort in transformative learning, with implications for leadership development, coaching or training program design. The study also resulted in an empirical framework of vertical program design principles, which both support and build on previous models. The framework includes: creating psychologically safe holding environments; providing disorienting experiences; purposefully creating and utilising the Contrasting Emotions Space; facilitating inquiry and critical reflection and experimenting with new behaviours in the real world. The study also revealed five key principles for building and fostering developmentally effective peer-learning groups: diversity, similarity, mutual challenge, mutual support, and consistency in engaging with each other. These findings inform both extant theory and practice and open new avenues for research in the field of vertical development of leaders. From a theoretical perspective, they show that transformative learning could foster vertical development if the complex emotions elicited by disorienting dilemmas are recognised and actively managed. This challenges the strong focus on cognitive processes of extant research and suggests that emotional management plays a key role both in transformative learning and in vertical development. From a practical perspective, this study opens new design opportunities for future leadership programs, including the opportunity to teach participants how to recognise and navigate the contrasting emotions space and how to maximise the developmental impact of their peer-group work. This study also opens new questions, particularly on the mechanisms of fallback that predominantly affect post-conventional leaders and how this phenomenon could be mitigated during an ELP.

Scaffolding Understanding of Scholarly Educational Research Through Teacher/Student Conferencing and Differentiated Instruction

Article

Full-text available

Jan 2022

This article reports the results of a qualitative study of the effectiveness of a critical reading instructional intervention based on teacher/student conferencing (TSC) and differentiated instruction (DI) in improving the participants' understanding and evaluation of published educational research. TSC and DI entailed using a subset of teaching strategies including pre-teaching, self-selection of critiqued articles, cooperative learning, embedded instruction, extended instruction, reflection to scaffold students' challenges, providing constructive feedback, enabling students to describe their feelings, assessing own learning, and setting goals and plans for further development. A cohort of 11 (n = 11) novice graduate students took part in a 15-week course during which they critiqued several published journal articles and reflected on their experience. Results of a thematic analysis of the participants' reflection logs revealed that their initial feelings of apprehension and anxiety transformed into growth in their self-efficacy as consumers and designers of educational research. Likewise, the participants benefitted from the instructional intervention under study in becoming more proficient readers and in developing supportive relationships. The study implications, limitations, and suggestions for further research that would explicate what specific teaching strategies categorized under TSC and DI were most effective in achieving the study outcomes are discussed.

Comparison and Consolidation of Models of Personal Epistemologies

Article

Jan 2010

Is in-service teacher training useful? Applying the transfer of learning factors model in mexican schools

Chapter

Jan 2018

In discourses and policy documents on school improvement, in-service teacher training is usually stated as one of the key elements to enhance the quality of teaching and overall school functioning (Buchberger, Campos, Kallós and Stephenson, 2000). In order to establish this relationship between teaching and quality, it is necessary to understand how much of this training is transferred to the workplace; transfer is not an automatic effect of the learning process. The aim of this chapter is twofold: (1) to provide a specific model of transfer factors for teacher training in school environments, and (2) to identify how teacher training transfer impacts in-service teacher training in Mexico. In Mexico, training is provided by the Office of the Vice President for Teacher Training, which is responsible for teacher training and education. To evaluate the effectiveness of the training provided by the Office of the Vice President for Teacher Training, we created the Transfer of Learning Factors model based on previous research on teacher training transfer (Ciraso, 2012). The model was based on the new contributions to motivation to transfer (Gegenfurtner, 2012), commitment to transfer (Quesada-Pallarès, 2014), transferoriented training design (Quesada-Pallarès and Ciraso-Calí, 2013), measurement of transfer level (Pineda-Herrero, Quesada-Pallarès & Ciraso-Calí, 2014) and impact (OECD, 2013). This exploratory study collects longitudinal evidence of how and insofar in-service teachers apply what they learnt in training to their teaching practice. The approach involved a non-experimental design. Two questionnaires were used: the CFT at the end of the training activities with a 64 5-point Likert scale items on transfer factors, and the CT, administered three months later, which included 32 5-point Likert scale items on the transfer level, training impacts, and transfer organisation. The CFT questionnaire was administered to a sample of 3,477; 711 nursery, primary and secondary education teachers responded to only one questionnaire whereas 353 responded to both questionnaires (response rate of 9.38%). Validity and reliability were analysed and multiple regression modeling techniques were applied. Our findings show a high learning transfer level perceived by teachers and identify transfer organisation at school as a barrier to teachers’ learning transfer. The final model explained the 27.6% of teachers’ transfer. The model suggested that transfer is more likely to occur if the training activity has a deliberate transfer-oriented design, if teachers’ attitudes towards change are positive, and if the school creates structures and policies to integrate the new learning into their daily practice. Furthermore, when this transfer organisation is established, the positive effect of the school relationships with educational authorities is no longer significant, which allows the centers to be more self-reliant. In addition, results suggest a low training impact on daily teaching practices that could be related to contents and topics developed during training and its relation with teachers’ training needs. These outcomes can be useful for practitioners, teacher training agencies, and managers, since it provides information on how to enhance teachers’ training transfer and how to indirectly evaluate training outcomes in terms of transfer and impact (Pineda-Herrero et al., 2015). On the other hand, outcomes provide new results on factors influencing training effectiveness, which can open up possibilities of deeper research in these areas.

The Good, the True, and the Beautiful and Rene Girard’s Mimetic Theory

Chapter

Full-text available

Jan 2013

In this chapter we show how mimetic theory helps to explain the emergence of higher and more complex levels of consciousness in a number of aspects of human development. Classical notions of Goodness, Truth and Beauty are associated with different quadrants in Wilber's Integral framework which suggests that we take into account both individual and collective aspects of human experience, and that we attend to both the interior (reflective) and exterior (empirical) aspects of human discovery. Mimesis can be explored as a phenomenon in each of the resulting quadrants: individual-interior, individual-exterior, collective-interior, and collective-exterior.

ADAPTIVE-INTELLIGENCE LEARNING ARCHITECTURE: UTILISING AN AFRICAN APHORISM TO INCREASE ORGANISATIONAL ADAPTIVE QUOTIENT

Thesis

Full-text available

Jul 2023

Cliff Brunette

This study, ‘Adaptive-Intelligence Learning Architecture: Utilising an African aphorism to increase organisational adaptive quotient’, investigated the challenges organisations face within an exponentially disrupted business environment. The research problem studied is the possible incapacity of the organisation’s current learning systems to rapidly increase an organisation’s adaptive quotient. The problem encases the growing possibility of the dehumanisation of organisations through vast technological disruptions. Therefore, the study aims to describe a novel learning architecture utilising an African humanness aphorism that could increase organisational adaptive quotient when re-settling into any ‘new normal’. The qualitative abductive approach to the research is based on post-positivism and metamodernism within conceptual relativism and a social constructivism philosophy. A blended research methodology, using hermeneutic phenomenology and grounded theory, was utilised to distil the phenomenon’s essence, telling the story of the life experience of the research participants in their current and foreseen future world of work. The study, which took place between 01 October 2019, and 30 November 2021, followed a multi-step design that collected multi forms of research data from 15 participants who were interviewed individually, three focus group discussions and, 14 teams with 120 participants in total were observed. The study delivered a complexity of findings, which centre on the five themes identified during selective coding. In broad terms, the study found that most current learning efforts lack an intentional focus on Organisational Adaptive Quotient. Most Organisational Learning Systems (OLS) show low connectedness and collectiveness, indicative of a slow reaction to problem ecologies. There is a general ignorance of the Coherence-Correlation-Dynamics required within learning efforts. Most OLSs do not actively promote the Adaptive Intelligence of their people system. Finally, the study’s key findings further indicated Requirements for a new learning architecture that can oscillate between enabling the OLS and energising the OLS. The study’s results present an Adaptive-Intelligence Learning Architecture (AiLA) framework. The AiLA framework advocates for an organisational learning system that weaves adaptive intelligence into its learning efforts focused on competency improvement. Through its focus on organisational adaptive quotient, the AiLA places African Humanness as the core energy of the learning system to provide the energy to the architecture in combating system entropy. Key Words: Adaptive-Intelligence, Organisation Adaptive Quotient, AiLA Framework, African Humanness, ‘Being levels’ of existence, Learning Architecture, Organisational Learning System, Spiral Dynamics, Metamodernism, Integral, African Aphorism

Interprofessional Identity in Health and Social Care: Analysis and Synthesis of the Assumptions and Conceptions in the Literature

Article

Full-text available

Nov 2022
Int J Environ Res Publ Health

Interprofessional identity (IPI) development is considered essential in reducing incongruency and improving interprofessional collaboration. However, noticeable differences in conceptualizations are being put forward in the literature, hindering interpretation of research findings and translation into practice. Therefore, a Concept Analysis and Critical Interpretative Synthesis of empirical research articles were conducted to explore the assumptions and conceptions of IPI. Independent literature screening by two researchers led to the inclusion and extraction of 39 out of 1334 articles. Through critical analysis, higher order themes were constructed and translated to a synthesizing argument and a conceptual framework depicting what constitutes IPI (attributes), the boundary conditions (antecedents) and the outcomes (consequences) of its development. The attributes refer to both IPI’s structural properties and the core beliefs indicative of an interprofessional orientation. The antecedents inform us on the importance of IPI-fitting constructivist learning environments and intergroup leadership in enabling its development. This development may lead to several consequences with regard to professional wellbeing, team effectiveness and the quintuple aim. Given the educational orientation of this study, ways for facilitating and assessing the development of IPI among learners across the professional continuum have been proposed, although empirical research is needed to further validate links and mediating and moderating variables.

Making meaning of community violence among adolescents: Associations between exposure, pro‐violence attitudes and psychological symptoms

Article

Oct 2021

This study examined one type of adolescent meaning making (i.e., the development of beliefs about violence) and its association with reported mental health symptoms in a sample of youth exposed to community violence. Eighty-seven adolescents (age 11–18; 64.4% female) from a metropolitan city in the Northeast were recruited through Craigslist and recreation center postings and data collection occurred from 2009 to 2013. Participants completed self-reported measures of community violence exposure, attitudes toward violence, and psychological symptoms of depression and posttraumatic stress disorder [PTSD]. Bivariate correlations, hierarchical linear regressions, and mediation analyses examined the associations between exposure, beliefs about violence, and mental health symptoms. Self-reported pro-violence attitudes were positively correlated with depression symptoms (r = 0.32, p < 0.01) and PTSD (r = 0.45, p < 0.01). Pro-violence attitudes significantly mediated the relationship between community violence exposure and depression symptoms (95% confidence interval [CI] = 0.003–0.061) and PTSD symptoms (95% CI = 0.046–0.260). Preliminary findings suggest that meaning making through the development of pro-violence attitudes may not protect against symptoms of PTSD and depression among youth. Findings can inform the integration of meaning making processes into community mental health interventions for youth.

Finding shared meaning in the Anthropocene: engaging diverse perspectives on climate change

Article

Full-text available

Mar 2022
SUSTAIN SCI

Gail Hochachka

The scientific evidence of climate change has never been clearer and more convergent, and calls for transformations to sustainability have never been greater. Yet, perspectives and social opinions about it remain fractured, and collaborative action is faltering. Climate policy seeks to forge a singular sense of climate change, dominated by an ‘information deficit model’ that focuses on transferring climate science to the lay public. Critics argue that this leaves out certain perspectives, including the plurality of meanings uncovered through participatory approaches. However, questions remain about how these approaches can better account for nuances in the psychological complexity of climate change, without getting stuck in the cul-de-sacs of epistemological relativism and post-truth politics. In this paper, I explore an approach through which we might find shared meaning at the interface of individual and collective views about climate change. I first present a conceptual framework that describes five psychological reasons why climate change challenges individual and collective meaning-making, and also provides a way to understand how meaning is organized within that. I then use this framework to inform the use of photo voice as a transformative (action-research) method, examining its ability to overcome some of the meaning-making challenges specific to climate change. I discuss how participants from a coffee cooperative in Guatemala reflected first on their own climate meanings and then engaged in a meaning-making process with other actors in the coffee value chain. Findings suggest a psychosocial approach to climate engagement—one that engages both subjectively and intersubjectively on the complexities unique to climate change—is helpful in acknowledging an ontological pluralism of ‘climate changes ’ amongst individuals, while also supporting a nexus-agreement collectively. This may in turn contribute to a more effective and ethical process of transformation.

Interpretive leadership skill in meaning‐making by nonprofit leaders

Article

May 2021

Nonprofit leaders are instrumental in constructing and managing organizational reality. They thus need to possess skills to make meaning about various activities, interests, and organizational values, especially when mission and service contexts are in flux. Scholars recognize the sector-distinct leadership role in social construction. Nevertheless, research has yet to articulate clearly how meaning-making by nonprofit leaders develops leadership. This article fills this knowledge gap. We illuminate meaning-making leadership in nonprofits. We identify interpretive leadership skill as an essential executive competency for configuring a shared reality of the nonprofit and guiding others to that reality. Interpretive leadership skill is composed of three meaning-making capabilities: contextual astuteness, coordination capacity, and self-reflective capacity. We theorize that interpretive leadership skill develops from the cognitive and identity development processes of the leader in social interactions. A constructive-developmental approach to leadership underlies our theory building. Theoretical and practical utility of this conceptualization is discussed, as are directions for future research.

Artefacts of Human Phylogenesis: A Psychoanalytic-Anthropological Exploration of Early Infant Crying and Infant-Directed- Speech

Thesis

Sep 2020

Greg Kershaw

The sense of being in human beings is different to that of other sentient animals and developed as a reaction to the sense of being experienced by proto-humans and still occurs in modern human babies. Through being precocial animals but born before they are able to accommodate the sensory experiences of the ex-uterine world, new babies experience what are called primitive agonies. This creates a dynamic which fractures the normal animal development of mind and generates a mental structure alienated from its own feelings but is the way that we are able to think and rationalise and create mental images which need not have any relationship to objects in the real world.

Policy learning in REDD+ Donor Countries: Norway, Germany and the UK

Article

Jul 2020
GLOBAL ENVIRON CHANG

REDD+ has been evolving since 2005, yet its outcomes and effectiveness in reducing deforestation and/or achieving co-benefits are still unclear. The academic literature has focused a great deal on the politics and performance of REDD+ recipient countries and on-the-ground implementation, but less so on REDD+ donor countries and not on the question of how REDD+ donor countries learn in the process of implementing REDD+. We examine the three major REDD+ donors Norway, Germany and the UK and find that their funding objectives and approaches have broadened from the original simple and focused idea of financially rewarding tropical forest countries to keep forests standing and carbon stored to land-use, co-benefits and global efforts of transformation. Modalities of learning have not kept up with the rapid changes in terms of problem definition and characterization (as ‘super wicked’), let alone the transformative organizational or even paradigmatic changes identified as needed. The experience with REDD+ is demonstrating that merely adjusting the system in incremental ways will likely not solve the problems at hand. Instead, novel modes of learning to facilitate such a transition are needed.

Teaching for Globalization: Implications for Knowledge Management in Organizations

Chapter

Nov 2019

Global workforce mobility and the technologies that support collaborative work across the globe lead to the need of knowledge management systems that take into account how adults with various national and ethnic backgrounds learn and share knowledge, and that incorporate both the professional and technical knowledge in organizations, and the diversity of thought and worldviews of their employees. It is incumbent on learning facilitators, instructional designers, and developers of knowledge management systems to enable and empower employees to think at a global level and use and share their knowledge and skills in their organizations to address the global challenges they face. Thus, teaching for globalization is considered both an antecedent and an outcome of knowledge management systems in organizations. This chapter discusses the (a) global context of education and work (the “whys” for teaching for globalization), (b) importance of knowledge management in today’s organizations (the “whys” for knowledge management designed for the global environment), (c) global systems thinking and global mindset (the “whats” of teaching for globalization), and (d) cultivating global systems thinking and global mindset (the “hows” of teaching for globalization). The chapter concludes with implications for the design of knowledge management systems to support continuous learning in organizations, and nurture engaged, creative, and responsible global professionals.

NEXT-STAGE ORGANIZATIONS: A TRANSDISCIPLINARY CASE STUDY

Thesis

Full-text available

Jun 2019

Eric M. Reynolds

This study provides a heretofore absent methodological foundation and method for researching Next-Stage Organizations and the correlation between adult and organizational development. The research question related to the effectiveness of the method in ascertaining how a Founder/CEO's development informs that of an organization. The larger context was the adaptive challenges of recognizing humanities role in the unprecedented damage wreaked on planet Earth, focusing on organizations and leaders poised to influence policy and strategy and, consequently, individual and group development. This qualitative study employed an embedded, multiple-case study design recruiting 3 participants from the sample of CEO's in Laloux's (2014) Reinventing Organizations. Data were gathered from organizational websites, interviews with each participant, and sentence completion data from O'Fallon's STAGES assessment of each participant, and sorted and analyzed using a unique combination of Nicolescuian transdisciplinarity, integral methodological pluralism, Banathy's three lenses, and O'Fallon's STAGES theory. The findings placed 2 participants and their associated organizations at 4.0, and one at 5.5 with the associated organization at 4.5. Pattern matching showed an alignment with McCauley, Drath, Palus, O’Connor, and Baker (2006) propositions of adult development. Further analysis generated a case-inspired Next-Stage organizational profile using thematic codes. Organizational data showed similar distributions of scores and themes to the 3 participants, implying a direct relationship between the Founder/CEO development and systems of belief and those of the organization. Results further corroborated Laloux’s (2014) assertion that his research is a composite representation of an organization operating at the 4.5 level. A graphic synthesis of Nicolescuian transdisciplinarity, Integral Methodological Pluralism, Banathy’s 3 lenses, and Laloux’s 3 breakthroughs is offered as a unique contribution of this research. This study highlighted the importance of how postformal/postconvential individuals and organizations navigate the postnormal reality, VUCA conditions, and wicked problems of the Anthropocene. Answering these challenges implies a possible path of global collaboration with the potential to lead toward a regenerative planetary populace educated as symbiotic stewards of our planet (Wahl, 2006). Although this research marks a step toward identifying organizations on the cutting edge, much more research needs to be done to ensure the survival and collective evolution of our species. Download Full Text - https://pqdtopen.proquest.com/doc/2281272979.html?FMT=ABS

A biztonságtudatos vezetői attitűd vizsgálata

Article

Full-text available

Jan 2022

A biztonsági kultúra a szervezeti kultúra részét képezi, mely a szervezetben dolgozó munkatársak és vezetőik biztonsággal kapcsolatos attitűdjét és viselkedésmódját határozza meg. Fejlettségének és sikerességének mértékét nagyban befolyásolja a vezető szerepe, biztonságtudatos attitűdje, vezetési stílusa és elkötelezettsége. Vernon Bradley eszköze, a Bradley-görbe négy szinten írja le a szervezet biztonsági kultúráját, amit a cikkben három szinten értelmeznek a szerzők: egyéni, csoportos és szervezeti szint. Az első, reaktív szakasz a passzív vezetésnek feleltethető meg, a második, függő szakaszban a vezetők ellenőrzésen alapuló, szabálykövető vezetési stílust alkalmaznak, míg a harmadik, individuális szakaszban az egyénközpontú, egyénre fókuszáló vezetés jelenik meg; végül a negyedik, kölcsönös függés szakaszban a vezetők a teammunkán alapuló vezetést preferálják, amelyben a vezetők a team részének tekintik magukat a biztonságtudatosság tekintetében. Munkájukban egy erős biztonsági kultúrával rendelkező szervezet harmincöt vezetőjével készítettek interjút, amely tartalomelemzéséből meg lehet tudni, hogyan vélekednek önmaguk biztonságtudatosságáról, valamint beosztottjaik és a szervezet biztonságtudatosságáról.

A social justice framework for navigating the sea change in public school life

Chapter

Full-text available

Apr 2010

Carol A. Mullen

Social justice leadership is a sea change. A sea change is a profound transformation to a prevailing paradigm that occurs in society and within educational institutions. The work of social justice is inclusive and responsible, alive and dynamic, powerful and life changing. The change that leaders enact at cultural and organizational levels is evident in the felt-transformation of a community's way of thinking or behaving. While democratic processes generate change to educate more broadly and deeply, these can also preserve the status quo. Radical social justice theorist Cornel West (2005), explaining this idea, makes a crucial distinction between types of democracy. In Democracy Matters, he writes that democracy as a verb connotes "a more dynamic striving and collective movement" and that democracy as a noun implies "a static order or stationary status quo" (p. 68). Thus, democracy can reflect a sea change, stasis, or a mere tweaking of what already is. (Full-text of yearbook: https://files.eric.ed.gov/fulltext/ED523727.pdf)

Visual Art: A Tool for Facilitation of Cultural Competence and Antiracism when Training Helping Professionals

Article

Full-text available

Dec 2020

Judith Kusi

The concept of cultural competence is widely referred to within the helping professions, alongside issues of social and racial identity and the determinants of life outcomes. This article presents a personal account of the experiences of a Black, British, educational psychologist practitioner. From this vantage point, the concept of cultural competence is described drawing on the sense made within the literature. Visual artworks, grounded within the conceptual art movement, are presented as a tool for cultural competence pedagogy, and a psychological interpretation of the works is presented for reflection on issues of race, racism and racial identity. These novel tools are presented with the aim of contributing to the growing body of knowledge and to support a reconceptualisation of the responsibilities of helping professionals' culturally competent practice. The article concludes with an invitation to colleagues to discuss and collaborate, using the tools presented.

Living Mathematics

Article

Full-text available

Jul 2020

Brian George Williamson

I define my 'living mathematics' as my living-educational-theory of teaching and researching mathematics. I define 'Living Mathematics' as the overarching values-based approach to the teaching and research of mathematics as a parallel to the distinction made between 'living-educational-theory' and 'Living Educational Theory research'. In this article I ask the question 'how do I improve my practice of teaching and researching here?' by exploring how I: (1) As a teacher can support mathematical thinking and the understanding of textbook concepts using a value-based approach and, (2) As a researcher can enhance my mathematical thinking and modify, or create, mathematical models by calling upon my lived experiences, capturing and representing them in a symbolic form. I define teaching and research pathways in Living Mathematics as sequences of useful and focused key actions. Four exemplar case studies of my living mathematics are discussed; two from the teaching pathway and two from the research pathway.

The Relationship between Action Logics of Business Leaders and CSR Behaviours in the Ready Made Garment Sector of Bangladesh

Article

Full-text available

May 2020

Self-Disclosure in Leadership - A Q-methodological inquiry into Norwegian leaders subjectivity on self-disclosure

Thesis

Full-text available

Aug 2019

Even Elias Edvardsen

A review of the fragmented field of leadership studies reveals that little effort has been made to understand the phenomenon of self-disclosure from the subjective viewpoint of the discloser. Self-disclosures are often referred to as "revealing yourself to another", such as sharing mistakes, reactions to feedback, difficult experiences and so on. This study is explorative and based on a Q-methodological inquiry into 20 Norwegian leaders subjectivity on self-disclosure in context of workplace relationships. Factor analysis resulted in four factors that were interpreted and followed up with post-sorting interviews. My research suggests that self-disclosure behaviour is a complex psychosocial phenomenon influenced by a myriad of external and internal factors. Implications from my research are directed towards utilising 'awareness-based approaches' to develop reflexivity and relational capacities in leaders, which could lead to outcomes as increased trust and deepening of workplace relationships.

Action Learning in a Graduate Online Course

Article

Full-text available

Apr 2019

Becoming Pharmacists: Exploring the Professional Identity Formation of Student Pharmacists Through Self-Authorship

Thesis

Mar 2019

Curtis G. Jefferson

The purpose of this study was to explore how student pharmacists at a top ten school of pharmacy in the Pacific Northwest conceive and experience the process of professional identity formation. Using the theoretical framework of self-authorship, final-year student pharmacists participated in semi-structured interviews covering their expectations and experiences while enrolled in the Doctor of Pharmacy program. Analysis of interview transcripts through interpretative phenomenological analysis (IPA) led to the identification of four superordinate themes. The first three superordinate themes that emerged represent domains of professional identity formation: Defining the Profession, Building Confidence & Competence, and Discerning Values. Development in each domain occurred across three stages that align with the self-authorship framework, which emphasizes the transition between defining one’s experiences based on external factors to relying on an internalized sense of understanding. A fourth superordinate theme, Significant Experiences, illustrated factors that helped to support participants in the professional identity formation process: Early & Sustained Practice Opportunities, Exposure to Multiple Practice Models/Settings, and a Supportive Learning Environment. The results of this study emphasize important considerations for professional training programs in pharmacy and other health professions.

Democratically Accountable Leadership: Tensions, Overlaps, and Principles in Action

Article

Mar 2008

This discussion focuses on the intersection of two dissonant concepts of importance in today's educational scene—democracy and accountability. In this article, we describe how these conflicting ideologies might be resolved, theoretically and practically, through democratically accountable leadership—that is, the dual necessity of educational leaders to successfully function as change agents working for social justice. Understanding how educational leaders conceive of these phenomena is an important starting place toward preparing future educational leaders to deal more effectively with them. Hence, we investigated the idea of rethinking accountability around democratic principles and incorporating it into leadership preparation. Specifically, we present results from a study involving doctoral students (i.e., educational leaders) who were asked to link the principles of democracy and accountability to the application of social justice. As such, the article contains suggestions for implementing democratically accountable leadership into practice.

Authenticity and Integrity in Evolutionary Leadership: A Mexican woman’s view from the field.

Article

May 2018

Kathia Castro Laszlo

Narrative Discipleship: Guiding Emerging Adults to “Connect the Dots” of Life and Faith

Article

Nov 2011

Nathan C. Byrd

The challenge of creating an effective, lasting transformative Christian discipleship has become more difficult in our current cultural milieu. During a narrative study of emerging adult faith development, participants connected disparate life experiences in the process of developing and discussing their faith biographies. These narrative connections created an environment for transformative learning to occur. In this article, I use narrative methods to inform the practice of emerging adult discipleship to encourage transformation. This article forwards narrative as useful in developing an effective method of discipleship for emerging adults.

Understanding Biographicity: Redesigning and Reshaping Lives in Young Adulthood

Thesis

Full-text available

May 2015

Karen Nestor

Exploring the Possibility of Peak Individualism, Humanity's Existential Crisis, and an Emerging Age of Purpose

Article

Full-text available

Sep 2017

Gabriel Bauchat Grant

There is an emerging cultural narrative in the United States that we are entering an age of purpose—that millennials, more than any other generation, are searching for purpose and purposeful work (Sheahan, 2005) and that we are entering an era or economy of purpose (Hurst, 2014). For profit, non-profit, and educational institutions are perceiving and adapting to serve millennials' demand for purpose in life, specifically within the workplace (Klein et al., 2015). Yet, longitudinal studies of purpose do not exist, and millennials are also referred to as GenMe. Existing quantitative research suggests they (we) are increasingly individualistic, materialistic, and narcissistic (Greenfield, 2013). Google's digitization of millions of books and the Ngram Viewer allow for quantified analysis of culture over the past two centuries. This tool was used to quantitatively test the popular notion that there is a rise in demand for purpose. Analysis reveals a growing interest in purpose-in-life and a shift toward collectivistic values emerging over the lifespan of the millennial generation.

Role of Mental Complexity and Personality in Leadership

Article

Jan 2017

In the world of organizations, the role of leaders is particularly important, considering that their personalities, behaviour and performance characteristics are relevant not only from their own point of view, but also for the development of the staff and the processes of the whole organization. The 21st century has brought changes and new challenges in the everyday life of employees, and these new challenges are especially noticeable in the business sector and in the lives of leaders. The aim of this study was to explore how mental complexity and personality characteristics are related to attitudes and thinking about leadership. Another goal was to develop a quantitative method for testing mental complexity. In order to assess our hypotheses we applied a quantitative research method (N = 358) and used a Mental Complexity Questionnaire (27 items, 3 scales: Social Complexity Scale, Individual Complexity Scale and Inter-Individual Complexity Scale) (Repaczki, 2014).

Coaching and Adult Development

Chapter

Nov 2016

Paul Lawrence

Adult development theories are based on the premise that development is a life-long process, that the way that people think, feel and/or make meaning of the world changes and evolves over time. There exist many theories as to the nature of this process, most describing a series of stages through which people progress with reference to some dimension of self. If the role of the coach includes being able to identify and facilitate changes in the way that people think and feel, then it behoves coaches to familiarise themselves with adult development theories and to decide for how to incorporate that knowledge into their coaching practices. The purpose of this chapter is to provide a high level review of a range of adult development theories and their relevance for academics, researchers and coaching practitioners.

A LATENT GROWTH ANALYSIS OF HIERARCHICAL COMPLEXITY AND PERSPECTIVAL SKILLS IN ADULTHOOD

Thesis

Full-text available

Jan 2016

Clint Fuhs

Problem: A range of developmental models have been applied in research on leader development. Such applications often advocate “whole” person approaches to leader growth. They seek to expand social, cognitive, and behavioral capacities, and often reference perspective taking. Many of these approaches define developmental levels in terms of specific content, ideas, and domain-specific capacities. In some models, people are said to be at a given level because they demonstrate a certain kind of perspective taking, and they are also expected to demonstrate that kind of perspective taking because they are at a given level. This circularity largely prevents the investigation of how different capacities change together (or not) over time. Purpose: Using an approach that avoids this kind of circularity it was possible to examine perspectival skills and developmental level independently. I tested three hypotheses about the relationship between change in developmental level and change in perspective taking, seeking, and coordination. It was predicted that these constructs would exhibit patterns of synchronous and asynchronous change, with the former being most prominent. Method: The sample consisted of 598 civil leaders who completed a developmental assessment called the LecticalTM Decision Making Assessment (LMDA) up to 4 times over a 9-month leadership development program. The LDMAs yielded separate scores for Lectical level—a domain-general index of hierarchical complexity—and perspective taking, seeking, and coordination. Perspective taking and seeking scores were disaggregated into component scores for salience, accessibility, and sophistication. Ten scores were analyzed with Latent growth modeling techniques. Four types of models were fit to these data: (a) Univariate latent growth curve models, (b) multivariate parallel process models, (c) univariate latent difference scores models, and (d) bivariate latent difference scores models. Results: All hypotheses were partially confirmed. Change trajectories for most scores were non linear, characterized by dips and spurts. The rate of change in perspective scores was not related to rate of change for Lectical score or initial Lectical score. Initial Lectical score was positively related to initial perspective scores. Lectical score was a leading indicator of subsequent change in seeking and seeking salience. Lectical change positively impacted seeking change, whereas Lectical score positively impacted seeking salience change. Conclusions: The relationship between change in these constructs is more complex than typically portrayed. Evidence suggests that these variables change more independently of each other than claimed in earlier research. Patterns of asynchronous change were three times more common than synchronous change, and Lectical score predicted change in only some aspects of perspectival capacity.Implications for theory, method, and pedagogy, along with study limitations and avenues for future research are discussed.

An Overview of Adult Cognitive Development Research and Its Application in the Field of Leadership Studies

Article

Full-text available

Dec 2016

Jonathan Reams

The field of leadership development has suffered from a behavioral training approach. Bringing an adult cognitive developmental perspective to the field offers new possibilities. However, proponents of this approach often still find themselves on the margins of research and application in the field. This article provides an overview of how research and practice at the intersection of these two fields has progressed with some discussion of how it appears in relation to the larger field of leadership discourse. There is a brief survey of some of the more well-known approaches to applying adult development models to leadership development. To illustrate this, an example from client work done from this approach is highlighted in terms of some preliminary research on the impacts on leadership skills from utilizing an adult developmental model for leadership development programs. Concluding remarks identify the need to take advantage of more widespread practitioner application to further research in the field.

Authentic Leadership isn’t just about ethical leadership, it’s also about Strategic leadership

Article

Full-text available

Jun 2016

Much of the emphasis of Authentic Leadership Development (ALD) is placed upon ethical leadership, but our research shows that there is an additional benefit to genuine ALD, namely an increased capacity for strategic leadership. In this article we aim to highlight this somewhat neglected benefit of ALD and demonstrate how Authentic Leadership group-coaching can develop a leader's cognitive complexity and hypothesise this may be as a result of the group-coaching process elevating them through their Leadership Development Levels (Eigel & Kuhnert, 2005).

Student Mindset Compared to Performance on the Nebraska State Accountability Test

Article

Dec 2014

Ann E Dvorak

Carol Dweck’s research on fixed vs. growth mindset has led to many opportunities for educational research. According to Dweck, a person with a fixed mindset believes that his or her qualities related to a certain task are unchangeable while an individual with a growth mindset believes that his or her qualities related to a certain task can be changed and improved (Dweck, 2006). A correlative study was conducted to identify relationships that exist between student mindset and scores from the Nebraska State Accountability Test (NeSA). For this study, students in the 7th, 8th, and 11th grade classes at a Plains State school were administered Dweck’s Scale of Mindset. These scores were then correlated with their standardized test scores. A null hypothesis was formed that there is no relationship between student mindset and performance on the NeSA test. A moderate, positive, statistically significant correlation was found between 8th grade and 11th grade reading scores and intelligence mindset. Similarly, a moderate, positive, statistically significant correlation was found between female reading scores and intelligence mindset. Recommendations for further study and implications for practice were given. Advisor: Lloyd Bell

Development of hidden curriculum skills in a COVID-19 vaccination centre

Article

Aug 2023
Clin Teach

Background: During the COVID-19 pandemic, many medical students were deployed as vaccinators. This study set out to capture the lived experience of students at a London-based mass vaccination site, understand what they learned, how this learning compared to their experience of usual medical education and how any identified benefits might be leveraged in a post-pandemic context. Methods: Student vaccinators (n = 8) were recruited from the vaccine clinic workforce and invited to complete semi-structured interviews about their experiences. Thematic analysis was conducted on interview transcripts to identify significant concepts, which were interpreted in the context of available literature. Findings: Participants' experiences aligned broadly with the undergraduate curriculum. However, many also identified hidden curriculum areas developed through their work as vaccinators, including professionalism, self-regulating learning and ethical decision-making. Discussion: The need for adequate support, whilst promoting autonomy, was highlighted as vital in supporting professional identity formation within a community of practice, benchmarking clinical knowledge and performance, and in support of student wellbeing, in the face of challenging real-world clinical encounters. Conclusion: Increased entrustment of clinical activity could be implemented in primary and secondary care settings to reproduce the benefits experienced by student vaccinators in front-line roles during the COVID-19 pandemic. Further work might consider how to maximise these benefits and increase inclusion and participation.

Art as Pedagogy: A Multiple Case Study of Participatory Socially Engaged Art

Article

Jun 2023

Eunji J. Lee

In recent decades, contemporary art practices have expanded into social processes as art, and even to educational experiments. Artists create participatory projects combining art with educational activities and goals. Despite the prevalence of these art works, contemporary art literature continues to focus primarily on the artist, thereby displacing the experiences of participants. Hence, from the stance of an art educator, I carried out qualitative multiple case studies to examine the learning experiences of the participants as well as the pedagogical frameworks of the artists. On-site observations and individual interviews were carried out with the artists, core group members who directly collaborated with the artists, and public audience members of three participatory, socially engaged art works. Through a cross-case thematic analysis, the findings demonstrate the value of intrinsically motivated learning enabled by a learning approach grounded in (art)making. In these works, a critical social consciousness was promoted among the participants by means of an enhanced social imagination provoked by the interplay between political content and artistic means. Essentially, the art works examined in this study serve as models of transdisciplinary art for learning and teaching social justice issues and civic engagement. Moreover, the results of this study encourage collaboration between artists and educators, as artists’ approaches diversify pedagogy and, conversely, educators play a critical role in enhancing the learning experience of participants.

"The Council," Artist Adelita Husni‐Bey and Young Adults Envision the Future Museum

Article

May 2023

Eunji J. Lee

Artmaking, when used as a form of pedagogy and approached in a socially‐conscious manner, has the potential to promote agency and create a democratic learning environment for students. This study examines one such project, " The Council ," created by artist Adelita Husni‐Bey in collaboration with former Teen Program attendees of the Museum of Modern Art. The Council is a collection of large‐scale photographs created from a series of workshops in which 13 young adults imagined themselves reshaping the museum's societal role after a major global crisis. The final photographs were exhibited in the museum's main galleries, representing a participatory, socially‐engaged artwork produced from a pedagogical process. While there is a prevalence of these types of pedagogy‐based artworks, contemporary art literature tends to focus mainly on the artist, disregarding the participants. Therefore, from the stance of an art educator, I examined the learning experiences of the participants as well as the pedagogical framework of the artist. The reviews from the participants were overwhelmingly positive, with many noting a significant increase in their confidence and a greater sense of agency. A liberating experience of collaboration was also stated as a common experience. These outcomes were attributed to the artist's innovative use of multimodal learning and effective facilitation grounded in Francesc Ferrer's philosophy of anarcho‐collectivism and integral education, as well as critical pedagogy. This study suggests that creative methodologies can significantly enhance intrinsically motivated learning and emphasises the importance of nurturing the next generation as they envision a more equitable and just society.

Student Suicide Aftermath: A Phenomenological Study of Residential Life-Student Staff

Article

Apr 2023

College student suicide is increasing but little research addresses it. We examine student-housing-staff responses to student suicide using meaning making, trauma theory, and trauma-informed counseling. The phenomenological study included 11 participants who experienced student suicide on campus. Student staff experienced trauma, guilt, and responsibility. Counseling was recommended, but whether student staff received counseling remained unclear. Some indications of meaning making followed the suicide. Implications for practice, policy, and research are provided.

A menedzsment szerepe az innovatív vállalatok sikerében

Article

Full-text available

Oct 2022

Nemzetközi összehasonlításban a magyarországi vállalatok innovációs teljesítménye gyenge. Bár a szerzők magyarországi feldolgozóipari vállalatok körében végzett kérdőíves felmérésének eredménye alapján kimutatható az ellátási láncban elfoglalt pozíció innovációs teljesítményre gyakorolt hatása, az innovációhoz való viszonyulást nem elsősorban ez határozza meg. Az ellátási lánc alján is találtak olyan vállalatokat, melyek az innovációt a vállalat sikerének tekintették, csak alacsonyabb arányban, mint a többi vállalat. A vállalatvezetők innovációra való nyitottsága és a sikeres vállalati innováció között szignifikáns kapcsolatot tártak fel. A vezető attitűdje meghatározó az olyan stratégiai kérdésekkel kapcsolatban, mint az innováció. Ha a vezető számára az innováció nem releváns, nem értékes, nem fogja támogatni azokat a kezdeményezéseket, amelyek innovációt eredményeznének. Ezzel magyarázható, hogy ahol a vezető innovációs attitűdje alacsony, azok a vállalatok kevés innovációs eredményt tudtak felmutatni. A vezetők innovációra való nyitottsága egyrészt függ a személyiségjellemzőktől, másrészt fejleszthető tudatosan és célirányosan. A fejlesztésben fontos szerepet tölthetnek be a vezetőképzések, vezetői coachingfolyamatok.

Foundations of Learning Theory for HRD Practice

Chapter

Jan 2022

The Professor’s Predicament: How Can I Have My Expertise Without It Having Me?

Article

Sep 2021

Thomas E. Will

Adult Development and Positive Psychology Coaching

Chapter

Nov 2021

Be Pannell

Vertical adult developmental models demonstrate that adults move through stages of increasing complexity and maturity characterised by the ability to take wider and wider perspectives on lived experiences. Although not all development is vertical, this theory presupposes that coaching interventions support the stabilisation of a client at one level, or the transformation to the next. In contrast, positive psychology coaching aims to utilise interventions to support individuals to develop their strengths, cultivate resilience and flourish, but to date, does not map this growth on constructive adult developmental theory. This chapter explores the coaching interventions that support client transitions at each of the developmental stages and considers how specific positive psychology interventions (PPIs) can be leveraged at each stage. This bottom-up approach in applying PPIs to developmental coaching is compared and contrasted with a top-down positive psychology approach, which maps various positive psychology elements such as strengths, subjective wellbeing and flow to adult developmental stages. By combining these bi-directional interventions, it is argued that positive psychology coaching and constructive developmental coaching have much to offer each other.

Abrasive leaders who changed: learning from their experience

Article

Jun 2021
PERS REV

Purpose The purpose of this paper is to understand the experience of three formerly abrasive leaders who improved their conduct and management strategies following a workplace intervention. Design/methodology/approach Narrative inquiry, a personal and collaborative research method, revealed the experience of three leaders in their shift from destructive behaviors. Concepts from adult development, specifically Kegan's constructive-development theory (CDT) and Mezirow's transformative learning theory (TL), provided a lens to better understand the leaders' personal development. Findings This study culminated with three co-composed narrative accounts and an analysis of narrative threads. The focus of this paper is the interpretive narrative thread analysis. The developmental experience of these three leaders included disruption, awakening and equipping. Research limitations/implications This study included three leaders. The experience of these leaders may not be representative of other formerly abrasive leaders. Practical implications This initial exploratory study contributes to CDT and TL by suggesting leader interpersonal development is an intensely emotional experience that transcends the mechanics of developmental stages. In practice, this study indicates abrasive leaders may improve their conduct and management strategies with organizational support, including supervisor intervention and specialized professionals. Originality/value This paper offers insight for scholars and human resource (HR) professionals on the emotionally intense experiential journey of leaders who improved their interpersonal conduct. This study introduces concepts from CDT and TL into the study of workplace psychological aggression (WPA), and it expands the limited knowledge of how HR can support positive perpetrator change.

Proposing religiously informed, relationally skillful chaplaincy theory

Article

Dec 2020

Research on the multiple uses of religion/spirituality (R/S) in healthcare and on the practices of healthcare chaplaincy support creation of a middle-range, prescriptive theory for chaplaincy for patients who use R/S in their healthcare experiences. Religiously Informed, Relationally Skillful Chaplaincy Theory (RIRSCT) seeks to integrate research into practice in order to improve spiritual care and allow for testing RIRSCT. The components of RIRSCT are: patients whose religion is a significant part of their worldview often use R/S in healthcare to make meaning, to cope, and to make medical decisions; chaplains should be the members of the healthcare team to assess and address R/S; healthcare teams could provide more personalized treatment by integrating patients’ R/S into the treatment plan, which could improve patient experience. This article describes the components of RIRSCT and provides examples of chaplaincy guided by RIRSCT. Selected research articles supporting theory components are reviewed.

Embracing Developmental Diversity: Developmentally Aware Teaching, Mentoring, and Sustainability Education

Thesis

Full-text available

May 2014

Abigail Lynam

This research examined the personal, professional, and developmental impact of introducing a constructive developmental perspective to faculty and students in a post-secondary program in sustainability education and leadership development. It also explored the relationship between adult development and sustainability education, teaching, and mentorship. There is increasing emphasis on integrating human interiors (values, beliefs, worldviews) in sustainability work. However, little research has examined the relationship between adult development and sustainability education. The purpose of this research was to explore deepening the transformative nature of learning and leadership development in graduate education through the use of a developmental framework and assessment, and to contribute to advancing the application of adult developmental research to adult learning and sustainability education. The site of study was Prescott College, and the sample of 11 included four Ph.D. faculty and seven students. This mixed-methods study included semi-structured interviews, a five-month action inquiry process, and a pre and post developmental assessment. The findings demonstrate that sustainability is significantly different for individuals assessed at different developmental stages; learning about adult development is transformative developmentally, personally, and professionally; a developmental awareness may deepen the transformative impact of graduate sustainability education and leadership development; and teaching about adult development is more effective when it is developmentally responsive. Integrating a developmental awareness into graduate and sustainability education is recommended to support learning and growth at all stages of development, support the development of the educators themselves, and support skill development for working well with diverse groups.

The Impact of Competition-Based Learning on Enhancing Students’ Motivation, Engagement and Professionalism: A Case Study of Fashion Design Undergraduates in Hong Kong

Chapter

May 2020

In today’s competitive environment, an organization’s ability to design innovative solutions and products has become a critical driver for product differentiation and thereby organizational competitiveness. Design is a process of solving real-life problems often in collaboration with professionals in relevant fields. Design is conceived as a process of solving an ill-structured problem, which possesses multiple solutions, multiple solution paths, fewer parameters and uncertainty about what it takes to reach a solution.

On matryoshkas and meaning-making: Understanding the plasticity of climate change

Article

Full-text available

Jul 2019
GLOBAL ENVIRON CHANG

Gail Hochachka

Climate change is a complex issue and means different things to different people. Numerous scholars in history, philosophy, and psychology have explored these multiple meanings, referred to as the plasticity of climate change. Building on psychological research that seeks to explain why meanings differ, I present an analytical framework that draws on adult developmental psychology to explore how meaning is constructed, and how it may become increasingly more complex across a lifespan in a nested manner, much like Russian dolls (or matryoshkas). I then use the framework to analyze photo voice data from a case study about local perspectives on climate change in El Salvador. The main finding from this analysis is that a developmental approach can help to make sense of why there is such plasticity of meanings about climate change. Using photos and their interpretations to illustrate these findings, I examine how perspective-taking capacities arrive at different meanings about climate change, based on the object of awareness, complexity of thought, and scope of time. I then discuss implications of this preliminary work on how developmental psychology could help climate change scholar-practitioners to understand and align with different climate change meanings and support local actors to translate their own meanings about climate change into locally-owned actions.

In Their Own Words: A Phenomenological Exploration of Student Mental Health and Success in College

Article

Apr 2019

Megan Callahan Sherman

National statistics suggest that an increasing number of students are exhibiting mental health symptoms while in college. Despite this alarming trend, limited research has been conducted for the purpose of better understanding the complex dynamics at play for individuals navigating these challenges. This phenomenological research study provides a descriptive analysis of the lived experience shared by successful college students dealing with a mental health condition. In adopting a strengths perspective that acknowledges achievement, this exploratory research serves as a platform for future studies and introduces several common elements of the phenomena. Five emerging essential themes are defined and discussed: meaning making, goal setting and purpose, spirituality, reciprocal relationships, and altruism. This investigation provides insight into the common factors that promote success for college students living with mental health issues. Study findings should be considered when developing intervention initiatives on college campuses for these historically marginalized students.

Personality Traits and Personal Values of Servant Leaders

Article

Full-text available

Feb 2019
Leader Organ Dev J

Purpose Servant leaders focus on their direct reports to enable them to grow to be independent and autonomous leaders. The purpose of this paper is to understand the way personal values and personality traits collectively influence this other-centered behavior. This will go a long way to unravel this unique style of leadership. Design/methodology/approach The study surveys managers and their direct reports. Leaders rated their personality trait and personal values, while their direct reports rated the leader’s servant leadership behaviors. Age, educational level, conscientiousness, extraversion and neuroticism of leaders were used as controls. The study also checked for endogeneity threats. Findings Using a sample of 81 leaders and 279 of their direct reports, the study finds that the personal value of benevolent dependability relates negatively to servant leadership behaviors. In addition, the personality traits of agreeableness and openness/intellect moderate the relationship between benevolent dependability and servant leadership behaviors. Research limitations/implications The findings shed important insights into what motivates servant leaders to engage in other-directed behaviors, thereby enabling future research into individual characteristics that define servant leaders. Originality/value Although studies have examined how values and personality traits influence leadership behaviors, no research has examined both types of individual differences in a single study. Studies examining the individual differences of servant leaders are few, and this study answers the call by Liden et al. (2014) to examine individual characteristics that are both personality based (traits) and malleable (values).

The Motivation to Serve as a Corner Stone of Servant Leadership

Chapter

Jun 2018

Peter YT Sun

What motivates a leader to serve? What motivates them to seek the growth and development of others? Graham (Bus Ethics Q 5:43–54, 1995) suggests that servant leaders are at the post-conventional moral stage, and therefore exhibit moral behaviors that incorporate consideration of others. Sun (Leadersh Q 24:544–557, 2013) extends this perspective by suggesting that servant leaders incorporate a well-defined servant identity. This chapter seeks to examine the motivational foundation for servant behaviors by incorporating these ego, moral, identity, and cognitive perspectives. The chapter also challenges our assumption of self-sacrificing altruism, and examines the possibility that leaders can exhibit servant behaviors from a self-serving angle, and such paradoxical co-existence is in fact beneficial for both leaders and their followers.

A Neo-Piagetian Approach to Object Relations

Chapter

Jan 1983

Robert Kegan

Terry is fifteen years old. She is admitted to the psychiatric ward of a general hospital by her mother, who can no longer deal with her. She is a chronic truant, will obey none of her mother’s rules, steals money. According to Terry her mother is “stern”, “stubborn”, “nagging”, “unwilling to compromise”, and “headstrong”. Terry experiences her mother, and a lot of other people, as “trying to invade my life”. Terry worries that she is “going to have to submerge my personality”. She feels that she is “no longer whole”. “I feel like others are being woven into me.”

In a different voice: Women's conception of self and morality

Article

Dec 1977

Carol Gilligan

As theories of developmental psychology continue to define educational goals and practice, it has become imperative for educators and researchers to scrutinize not only the underlying assumptions of such theories but also the model of adulthood toward which they point. Carol Gilligan examines the limitations of several theories, most notably Kohlberg's stage theory of moral development, and concludes that developmental theory has not given adequate expression to the concerns and experience of women. Through a review of psychological and literary sources, she illustrates the feminine construction of reality. From her own research data, interviews with women contemplating abortion, she then derives an alternative sequence for the development of women's moral judgments. Finally, she argues for an expanded conception of adulthood that would result from the integration of the "feminine voice" into developmental theory.

The Child's Construction of Reality

Book

Jan 1954

Jean Piaget

Developmental and child psychology remains a vital area in modern psychology. This comprehensive set covers a broad spectrum of developmenal issues, from the psychology of the infant, the family, abilities and disabilities, children's art, imagination, play, speech, mental development, perception, intelligence, mental health and education. In looking at areas which continue to be very important today, these volumes provide a fascinating look at how approaches and attitudes to children have changed over the years. The set includes nine volumes by key development psychologist Jean Piaget, as well as titles by Charlotte Buhler and Susan Isaacs.

Toward a developmental perspechve on faith

Article

Mar 1974

James W. Fowler III

This is a report on work in progress. The author requests that readers treat the stage‐descriptions as provisional and as subject to revision based on the results of an extensive cross‐sectional and inter‐generational study he is undertaking in 1974‐75. To date the author and his students have conducted approximately seventy‐five interviews with children, adolescents and adults. The stages described here are based on analysis of those interviews

The Evolving Self: A Process Conception for Ego Psychology

Article

Jun 1979
COUNS PSYCHOL

Robert Kegan

Considers a neo-Piagetian address to the processes of personality and its implications for counseling and psychotherapy. It is suggested that what may lie at the heart of Piagetian attention is neither "stages" nor "cognition" nor "child psychology" but the process of evolution as a meaning-constitutive activity. Four speculative elaborations on Piaget's basic discoveries are advanced: (a) the consideration of the subject–object differentiation as the "deep structure" of Piagetian and neo-Piagetian theories, (b) the suggestion of a scaffolding for stages of ego development rigorously tied to the Piagetian framework, (c) the recovery of a process- or activity-conception of development, and (d) a framework for considering the goals and processes of counseling and psychotherapy. (66 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)

The Origins of Intelligence In Children

Book

Jan 1952

Jean Piaget

• This work, a second edition of which has very kindly been requested, was followed by La Construction du réel chez l'enfant and was to have been completed by a study of the genesis of imitation in the child. The latter piece of research, whose publication we have postponed because it is so closely connected with the analysis of play and representational symbolism, appeared in 1945, inserted in a third work, La formation du symbole chez l'enfant. Together these three works form one entity dedicated to the beginnings of intelligence, that is to say, to the various manifestations of sensorimotor intelligence and to the most elementary forms of expression. The theses developed in this volume, which concern in particular the formation of the sensorimotor schemata and the mechanism of mental assimilation, have given rise to much discussion which pleases us and prompts us to thank both our opponents and our sympathizers for their kind interest in our work. (PsycINFO Database Record (c) 2012 APA, all rights reserved)

The Development of Natural Epistemology in Adolescence and Early Adulthood

Article

Jan 1975

John Broughton

Thesis (Ph. D.)--Harvard University, 1975. Includes bibliography. Typescript (Microfilm copy) xiv, 547 leaves : ill.

Unpublished doctoral disserta-tion The development of natural epistemology in adoles-cence and early adulthood The social world of the child FINGARETTE, H. The self in transformation

Jan 1963
207-219

M Basseches
. Dialectical
J M Broughton
W Damon

BASSECHES, M. Dialectical operations. Unpublished doctoral disserta-tion, Harvard University, 1978. BROUGHTON, J. M. The development of natural epistemology in adoles-cence and early adulthood. Unpublished doctoral dissertation, Harvard University, 1975. DAMON, W. The social world of the child. San Francisco: Jossey-Bass, 1977. FINGARETTE, H. The self in transformation. New York: Harper & Row, 1963. FOWLER, J. W. Toward a developmental perspective on faith. Reli-gious Education, 1974, 69, 207-219.

Developmental psychology Boston: Little, Brown, 1978. GILLIGAN, C. In a different voice: Women's conceptions of the self and of morality

Jan 1978
481-517

H Gardner

GARDNER, H. Developmental psychology. Boston: Little, Brown, 1978. GILLIGAN, C. In a different voice: Women's conceptions of the self and of morality. Harvard Educational Review, 1978, 47, 481-517.

Ego and truth: Personality and the Piaget paradigm. Unpub-lished doctoral dissertation

Jan 1977

R Kegan

KEGAN, R. Ego and truth: Personality and the Piaget paradigm. Unpub-lished doctoral dissertation, Harvard University, 1977.

The development of conceptions of interpersonal relation-ships (Vols. I and II)

R Selman

SELMAN, R. The development of conceptions of interpersonal relation-ships (Vols. I and II). Publication of the Harvard–Judge Baker

Freeman-Moir The foundations of cognitive developmental psychology

M Parsons
Baldwin
J M Development
D J Broughton

The evolution of meaning

R Kegan

Making Meaning: The Constructive-Developmental Approach to Persons and Practice

Abstract

No full-text available

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