Future Proofing Leadership through Individual and Collective Thinking: A Case Study in Building Foresight

Hdl Handle:
http://hdl.handle.net/10149/621074
Title:
Future Proofing Leadership through Individual and Collective Thinking: A Case Study in Building Foresight
Authors:
McCauley-Smith, C. (Catherine); Williams, S. J. (Sharon); Braganza, A. (Ashley); Gillon, A. C. (Anne Clare)
Affiliation:
Teesside University. Social Futures Institute
Citation:
McCauley-Smith, C., Williams, S. J., Braganza, A., Gillon, A. C. (2014) 'Future Proofing Leadership through Individual and Collective Thinking: A Case Study in Building Foresight' Strategic Change; 23 (3-4):253
Publisher:
Wiley
Journal:
Strategic Change
Issue Date:
19-May-2014
URI:
http://hdl.handle.net/10149/621074
DOI:
10.1002/jsc.1974
Additional Links:
http://doi.wiley.com/10.1002/jsc.1974
Abstract:
Main conclusion: Leadership development can be fostered through learning where individuals recognize and acknowledge themselves as an individual (self) leader and shared, collaborative group (us) of leaders and, as a result of which, foresight and reflective practice plays an integral role in helping to understand what is needed to foster such learning. Key Points: Collaborative learning and the forming of internal networks are key attributes to support the development of future leaders. Individual and multiple perspectives of leadership development opportunities are valuable to provide a broader understanding of experiences and future actions. Employers need to recognise the importance of collaborative reflection and foresight for the development of leaders.
Type:
Article
Language:
en
ISSN:
10861718
Rights:
Subject to 24 month embargo author can archive post-print (ie final draft post-refereeing). For full details see http://www.sherpa.ac.uk/romeo/issn/1086-1718/ [Accessed: 03/05/2017]

Full metadata record

DC FieldValue Language
dc.contributor.authorMcCauley-Smith, C. (Catherine)en
dc.contributor.authorWilliams, S. J. (Sharon)en
dc.contributor.authorBraganza, A. (Ashley)en
dc.contributor.authorGillon, A. C. (Anne Clare)en
dc.date.accessioned2017-05-03T11:53:00Z-
dc.date.available2017-05-03T11:53:00Z-
dc.date.issued2014-05-19-
dc.identifier.citationStrategic Change; 23 (3-4):253en
dc.identifier.issn10861718-
dc.identifier.doi10.1002/jsc.1974-
dc.identifier.urihttp://hdl.handle.net/10149/621074-
dc.description.abstractMain conclusion: Leadership development can be fostered through learning where individuals recognize and acknowledge themselves as an individual (self) leader and shared, collaborative group (us) of leaders and, as a result of which, foresight and reflective practice plays an integral role in helping to understand what is needed to foster such learning. Key Points: Collaborative learning and the forming of internal networks are key attributes to support the development of future leaders. Individual and multiple perspectives of leadership development opportunities are valuable to provide a broader understanding of experiences and future actions. Employers need to recognise the importance of collaborative reflection and foresight for the development of leaders.en
dc.language.isoenen
dc.publisherWileyen
dc.relation.urlhttp://doi.wiley.com/10.1002/jsc.1974en
dc.rightsSubject to 24 month embargo author can archive post-print (ie final draft post-refereeing). For full details see http://www.sherpa.ac.uk/romeo/issn/1086-1718/ [Accessed: 03/05/2017]en
dc.titleFuture Proofing Leadership through Individual and Collective Thinking: A Case Study in Building Foresighten
dc.typeArticleen
dc.contributor.departmentTeesside University. Social Futures Instituteen
dc.identifier.journalStrategic Changeen
or.citation.harvardMcCauley-Smith, C., Williams, S. J., Braganza, A., Gillon, A. C. (2014) 'Future Proofing Leadership through Individual and Collective Thinking: A Case Study in Building Foresight' Strategic Change; 23 (3-4):253en
dc.eprint.versionPost-printen
dc.contributor.institutionTeesside University Business School; Teesside University; UK-
dc.contributor.institutionCardiff Business School; Cardiff University; UK-
dc.contributor.institutionBrunel Business School; Brunel University; UK-
dc.contributor.institutionFaculty of Business and Creative Industries; University of the West of Scotland; UK-
dc.embargo24 monthsen
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