What's Wrong with Leadership? : Improving Leadership Research and Practice.

Intentions and Type of Intentions

ReferencesChapter 7: Are Leadership Theories Western-centric? Transcending Cognitive Differences between the East and the West; Cognitive Differences between East Asian and Western Cultures; The Focus of Leadership Studies is Historically on an Individual "Leader"; How Should Paternalistic Leadership Be Understood?; Future Avenues for Research; References; Chapter 8: Leadership and the Medium of Time; Issue 1: Leadership, Dynamic Systems, and Time; Issue 2: The Present as Happenstance and the Nonlinear Effects of Time; Issue 3: Time Travel, Exploration of Time, and Pragmatic Prospecting

<P>1. Introduction: What's Wrong with LeadershipImproving Leadership Theory, Research, and Practice<I> Ronald E. Riggio</P></I><P></P><B><P>Part I: Improving Leadership Methodology, Assessment, and Selection</P></B><P></P><P>2. Leadership Research Methods: Progressing Back to Process <I>Maureen E. McCusker, Roseanne J. Foti, and Elsheba K. Abraham</P></I><P></P><P>3. Leadership and Levels of Analysis: Clarifications and Fixes for What's Wrong <I>Francis J. Yammarino and Shelley D. Dionne</P></I><P></P><P>4. Leadership Assessment Can Be Better: Directions for Selection and Performance Management <I>Manuel London</P></I><P></P><P>5. The Self-Selection Bias in Leadership: Understanding Reluctant Leaders <I>Olga Epitropaki</P></I><P></P><B><P>Part II: Increasing the Scope of Leadership Research</P></B><P></P><P>6. Leadership and Ethics: You Can Run but You Cannot Hide from the Humanities <I>Joanne B. Ciulla</P></I><P></P><P>7. Leadership is Male-Centric: Gender Issues in the Study of Leadership <I>Stefanie K. Johnson and Christina N. Lacerenza</P></I><P></P><P>8. Are Leadership Theories Western-CentricTranscending Cognitive Differences Between the East and the West <I>Kenta Hino</P></I><P></P><P>9. Leadership and the Medium of Time <I>Robert G. Lord</P></I><P></P><P>10. Leaders are Complex: Expanding Our Understanding of Leader Identity <I>Stefanie P. Shaughnessy and Meredith R. Coats</P></I><P></P><P>11. Turning the Blind Eye to Destructive Leadership: The Forgotten Destructive Leaders <I>Birgit Schyns, Pedro Neves, Barbara Wisse, and Michael Knoll</P></I><P></P><B><P>Part III: Improving Leadership Practice and Expanding Our Thinking About Leadership</P></B><P></P><P>12. Leadership Development Starts Earlier than We Think: Capturing the Capacity of New Leaders to Address the Leader Talent Shortage <I>Susan Elaine Murphy</P></I><P></P><P>13. What is Wrong with Leadership Development and What Might Be Done with It<I>David V. Day and Zhengguang Liu</P></I><P></P><P>14. Solving the Problem with Leadership Training: Aligning Contemporary Behavior-Based Training with Mindset Conditioning <I>Alex Leung and Thomas Sy</P></I><P> </P><P>15. Critical Leadership Studies: Exploring the Dialectics of Leadership <I>David L. Collinson</P></I><P></P><P>16. Leadership for What<I>Eric Guthey, Steve Kempster, and Robyn Remke</I> </P>

What's wrong with leadership?- Front Cover; What's wrong with leadership?; Title Page; Copyright Page; Contents; About the Contributors; Acknowledgements; Foreword; Introduction: What's Wrong with Leadership? Improving Leadership Theory, Research, and Practice; What's Wrong with Leadership?; Who Is This Book for?; References; PART I: Improving Leadership Methodology, Assessment, and Selection; Chapter 1: Leadership Research Methods: Progressing back to Process; Key Elements of the Leadership Process; Recommendations for Process-oriented Methods

Moving beyond Quantitative Approaches to Leadership Research MethodsConclusion; References; Chapter 2: Leadership and Levels of Analysis: Clarifications and Fixes for What's Wrong; What's Wrong?; Clarifications and Understandings; Fixes and Guidelines; Conclusion; References; Chapter 3: Leadership Assessment Can Be Better: Directions for Selection and Performance Management; What to Assess; Assessment Methods; Assessment and Leader Development; Assessment in Managing Leader's Performance; Conclusion; References; Chapter 4: Self-selection Bias in Leadership: Understanding Reluctant Leaders

Claiming LeadershipUnderstanding Reluctant Leaders: Refusing Leadership; Conclusion; References; PART II: Increasing the Scope of Leadership Research; Chapter 5: Leadership and Ethics: You Can Run, but You Cannot Hide from the Humanities; The Ascent of the Sciences; On Method; The Three Cultures; Conclusion; References; Chapter 6: Leadership Is Male-centric: Gender Issues in the Study of Leadership; Myth 1: Women and Men Lead Very Differently; Myth 2: Women Are Not Motivated to Lead; Myth 3: Biases against Women Are Extinct; Moving Forward: Solutions and Future Research; Conclusion

Issue 4: Uncertainty, Emotions, and the Distant FutureIssue 5: Depth of Time and Leadership; Implications: Temporal Medium for Research and Practice; References; Chapter 9: Leaders Are Complex: Expanding Our Understanding of Leader Identity; Leader Identity; Developing a Leader Identity; Refining a Leader Identity; Future Research; Conclusion; References; Chapter 10: Turning a Blind Eye to Destructive Leadership: The Forgotten Destructive Leaders; The Issue with Destructive Leadership; Destructive Leadership: A Brief Overview of Concepts and Results; Perception versus Behavior

Leadership practitioners and those who seek to develop leadership are concerned with whether they are using evidence-based best practices to develop leadership capacity in themselves and others. Are we indeed using best practices in the study, practice, and development of leadership? This book seeks to draw attention to the limitations of extant work on leadership, and to provide suggestions for a way forward. Presenting chapters on topics ranging from research methodology, gender and cross-cultural issues in leadership studies, and the role of the humanities in our understanding of leadership, the book represents a rigorous multidisciplinary collaboration. This is a must-read for graduate students studying leadership, leadership consultants and trainers, leadership scholars, and anyone who practices, teaches, or seeks to develop leadership. It will help expand the horizons of how we think about and practice leadership.