Too many school leader development products currently doing the rounds in East Asia are grounded in a set of cultural assumptions about what leadership means according to Anglo-American English speaking ideals. When such perspectives and programs are used presumptuously with leaders from other cultures, whose values may be quite different, their…

Little attention has been given to preparing people to become leaders of adult education. These leaders are people whose influence in adult education goes beyond his/her own program and immediate areas of operation. They include program administrators, builders of adult education programs, politicians, authors, and researchers. Two main categories…

Facts can be objectively gathered, but they are devoid of significance until they are related, contemplated, and unified in the mind of a creative person. Facts lead to ideas, and ideas combine with tacit knowledge and skill lead to knowledge which is a steppingstone to wisdom. An academic's task is to find, define, and refine ideas. Books provide…

This discussion of the selection of future business leaders focuses on the Theory W leadership system, and presents a four-step approach to leadership development: (1) selection, (2) one-to-one advising, (3) multi-skilled approach, and (4) evaluation. Various historical perceptions of leadership are described as well as problems with leadership…

Discusses clinical placement for a leadership/management course at the University of North Dakota College of Nursing. The program used nontraditional settings such as the YMCA, nursing homes, rehabilitation hospitals, and senior citizens' centers as alternate sites for nursing practice and work. (JOW)

The author explores some ideas and biases he has about leadership, discusses the need for leadership, and finally, makes a brief comment about some responsibilities that go with leadership. (CT)

The structure for teaching children and adolescents how to practice leadership is examined. The nearest thing to conscious leadership training are educational programs for the "gifted" in secondary and elementary schools. Leadership is seen as a learned talent. (MLW)

During the past decade, leadership-style training has become part and parcel of management development programs in many organizations. Understanding the specific patterns of communication associated with leadership styles can make significant and lasting improvements in performance. (SSH)

Evidence suggests that effective teachers are also effective leaders. Because leaders and teachers perform similar duties, clues for preparing better teachers can be obtained by analyzing the characteristics of effective leadership. (SK)

Leadership is conceived of as a sequence of five levels of activity. The levels are analyzed to determine tasks associated with each level and the technologies available to help leaders acquire the necessary proficiencies. (Author/MLF)

The 1979 American Society of Training and Development (ASTD) President, Jan Margolis, discusses the organization's challenges and role. Identifies 1979-80 ASTD goals which cluster in four areas: representation and leadership in the human resource field, professionalism, member and leadership development, and maintaining a healthy organization.…

This framework for research on values-driven leadership is drawn from emotional intelligence, spirituality, and management behavior. It identifies skills for the exercise of values through leadership. The model presents competencies of spiritual, emotional, and relational intelligence and correlates leadership responsibilities and values.…

Examines state superintendent licensing requirements and problems and issues related to university-based superintendent preparation programs. Discusses five major concerns that need to be addressed in superintendent preparation programs: synchronizing preparation with superintendents' career, reconnecting academic and professional preparation,…

A first-half/second-half view of adult life affects the human resource development profession. In the first half, young adults measure worth in terms of competence and acquisition. The mature adult emphasizes integrity and values. Management of human resources must take these differences into account. (JOW)

The skills needed to become a team leader include not being afraid to admit ignorance; knowing when to intervene; learning to share power; being concerned about what one takes on; and getting used to learning on the job. Examples of men and women who have become team leaders demonstrate how these skills can be developed. (JOW)