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dc.contributor.authorLee, Sylvia K.
dc.date.accessioned2016-10-31T23:21:24Z
dc.date.available2016-10-31T23:21:24Z
dc.date.issued2014
dc.identifier.urihttp://hdl.handle.net/20.500.11803/547
dc.description.abstractAs leaders in business, education, health care, social work, agriculture, and many other fields direct their organizations within the context of constant and rapid change, their use of strengths-based leadership approaches can generate constructive organizational cultures and high levels of innovation, performance, and employee engagement. In contrast, continued use of the vastly more common deficit-based leadership tends to generate defensive organizational cultures and a focus on avoiding blame, maintaining the status quo, and minimizing risk, leading to low morale, low engagement, and mediocre performance. Strengths-based leadership approaches such as Appreciative Inquiry and Authentic Leadership provide leaders with practical ways to change beliefs and attitudes of themselves and others from a deficit paradigm to a strengths paradigm. Those who design and deliver leadership development programs have a moral imperative to help program participants build their strengths-based leadership knowledge and abilities, and can do so not only by teaching strengths-based leadership directly, but also by embedding strengths-based approaches into both program design and learning activities.en_US
dc.language.isoenen_US
dc.publisherCreateSpaceen_US
dc.relation.ispartofStrategies for Teaching Leadership
dc.relation.ispartofseriesProven Practices in Higher Education;
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.rightsopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subjectStrengths-based leadershipen_US
dc.subjectLeadership educationen_US
dc.titleEmbedding Strengths-Based Leadership into Leadership Development Programsen_US
dc.typeBook Chapteren_US
cityu.siteSeattleen_US
cityu.site.countryUnited Statesen_US


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Attribution-NonCommercial-NoDerivs 3.0 United States