Advertisement

Leadership Development and the Study of Expertise

  • Gary Ivory
  • Rhonda McClellan
Chapter

Abstract

As this book has shown, navigating quandaries is no easy task. In fact, its authors have prompted you to weigh platforms, theories, and leadership skillsets when attempting to do so. You have explored how quandaries require more than a “by-the-book” response and an exercise of current knowledge—they require you to learn beyond your current leadership knowledge. Quandaries hold the promise of developing leaders. If quandaries have this potential, how do you unlock it? In this chapter, we call attention to three levels of leadership expertise. We also maintain that there are four psychological processes that can support your pursuit of leader expertise: identity, self-efficacy, self-regulation, and goal orientation.

Keywords

Leader development Expertise Leader identity Self-regulatory processes 

References

  1. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215.CrossRefGoogle Scholar
  2. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Upper Saddle River: Prentice-Hall.Google Scholar
  3. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman and Company.Google Scholar
  4. Bereiter, C., & Scardamalia, M. (1993). Surpassing ourselves: An inquiry into the nature and implications of expertise. Chicago: Open Court.Google Scholar
  5. Birney, D. P., Beckmann, J. F., & Wood, R. E. (2012). Precursors to the development of flexible expertise: Metacognitive self-evaluations as antecedences and consequences in adult learning. Learning and Individual Differences, 22, 563–574.CrossRefGoogle Scholar
  6. Cron, W. I., Slocum Jr., J. W., VandeWalle, D., & Fu, F. Q. (2005). The role of goal orientation on negative emotions and goal setting when initial performance falls short of one’s performance goal. Human Performance, 18(1), 55–80.CrossRefGoogle Scholar
  7. Day, D. V., Harrison, M. M., & Halpin, S. M. (2009). An integrative approach to leader development: Connecting adult development, identity, and expertise. New York: Psychology Press.Google Scholar
  8. Day, D. V., Fleenor, J. W., Atwater, L. E., Sturm, R. E., & McKee, R. A. (2014). Advances in leaders and leadership development: A review of 25years of research and theory. The Leadership Quarterly, 25, 63–82.CrossRefGoogle Scholar
  9. Dragoni, L., Oh, I., VanKatwyk, P., & Tesluk, P. E. (2011). Developing executive leaders: The relative contribution of cognitive ability, personality, and the accumulation of work experience in predicting strategic thinking competency. Personnel Psychology, 64, 829–864.CrossRefGoogle Scholar
  10. Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Random House.Google Scholar
  11. Eden, D., & Aviram, A. (1993). Self-efficacy training to speed reemployment: Helping people to help themselves. Journal of Applied Psychology, 78(3), 352–360.CrossRefGoogle Scholar
  12. Epitropaki, O., Kark, R., Mainemelis, C., & Lord, R. G. (2017). Leadership and followership identity processes: A multilevel review. The Leadership Quarterly, 28(1), 104–129.CrossRefGoogle Scholar
  13. Ibarra, H. (1999). Provisional selves: Experimenting with image and identity in professional adaptation. Administrative Science Quarterly, 44, 764–791.CrossRefGoogle Scholar
  14. Lord, R. G., & Hall, R. J. (2005). Identity, deep structure and the development of leadership skill. The Leadership Quarterly, 16, 591–615.CrossRefGoogle Scholar
  15. McClellan, R., Ivory, G., & Hyle, A. E. (2015). The self and leader expertise. In G. Ivory, A. Hyle, R. McClellan, & M. Acker-Hocevar (Eds.), Quandaries of the small-district superintendency (pp. 179–195). New York: Palgrave Macmillan.CrossRefGoogle Scholar
  16. National Policy Board for Educational Administration. (2015). Professional standards for educational leaders 2015. Reston: Author. Retrieved from http://www.ccsso.org/Documents/2015/ProfessionalStandardsforEducationalLeaders2015forNPBEAFINAL.pdf
  17. Radosevich, D. J., Vaidyanathan, V. T., Yeo, S., & Radosevich, D. M. (2004). Relating goal orientation to self-regulatory processes: A longitudinal field test. Contemporary Educational Psychology, 29(3), 207–229.CrossRefGoogle Scholar
  18. VandeWalle, D. (2003). A goal orientation model of feedback-seeking behavior. Human Resource Management Review, 13, 581–604.CrossRefGoogle Scholar

Copyright information

© The Author(s) 2018

Authors and Affiliations

  • Gary Ivory
    • 1
  • Rhonda McClellan
    • 2
  1. 1.New Mexico State UniversityLas CrucesUSA
  2. 2.University of Central ArkansasConwayUSA

Personalised recommendations