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Promoting Virtue Development in Young People and the Workplace: An Academic Review of Theories, Practices, and Outcomes

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Introduction

Virtue, traditionally understood as moral excellence, is increasingly acknowledged as a cornerstone of personal development and organisational success. In both youth and workplace contexts, cultivating virtues such as honesty, integrity, empathy, and perseverance is linked to positive behavioural, academic, and professional outcomes (Peterson & Seligman, 2004; Wright & Goodstein, 2007). This paper aims to address the following research questions:How is virtue defined and conceptualised across disciplines? Which methods and strategies effectively promote virtue among young people and within workplace settings? What are the primary challenges to virtue development, and how might these be overcome? The scope encompasses educational and organisational contexts, as well as a comparative analysis of similarities and differences in approaches for youth and adults.

Theoretical Framework

Definitions of Virtue

Virtue is generally defined as a habitual disposition to act in ways that are morally commendable (Aristotle, trans. 2009). Contemporary definitions expand this to include character strengths and prosocial behaviours (Peterson & Seligman, 2004). Virtues are often categorised as cardinal virtues (e.g., courage, temperance, justice, prudence) or as context-specific traits relevant to modern life, such as teamwork or fairness (Dahlsgaard, Peterson, & Seligman, 2005).

Historical and Contemporary Theories

Aristotelian virtue ethics posits that virtues are acquired through habituation and practical wisdom (phronesis), emphasising the development of moral character over time (Aristotle, trans. 2009). In contrast, Kohlberg’s stages of moral development focus on cognitive aspects of moral reasoning, suggesting that virtue is linked to the progression through universal stages of moral judgement (Kohlberg, 1984). Recent frameworks, such as positive psychologyconceptualise virtue as a set of measurable character strengths and advocate for interventions that foster these traits in educational and organisationalal settings (Peterson & Seligman, 2004; Park & Peterson, 2009).

Virtue Development in Young People

Educational Approaches

Schools play a central role in virtue development, with character education programmes designed to promote values such as respect, responsibility, and empathy. Evidence suggests that sucprograms, when implemented systematically, can enhance social and emotional skills, reduce behaviouralal problems, and improve academic performance (Berkowitz & Bier, 2005; Lickona, 1991). Approaches range from explicit instruction in moral reasoning to experiential learning through service projects and restorative practices (Nucci, Narvaez, & Krettenauer, 2014).

Family and Community Roles

Families arthe primary agents of virtue socialisation, modelling ethical behaviourur and reinforcing moral norms (Grusec & Goodnow, 1994). Communitorganisations, such as youth clubs and religious institutions, provide additional opportunities for young people to practice virtuees in real-world settings (King & Boyatzis, 2004). Empirical studies point out the importance of supportive, value-orientated environments in fostering resilient and virtuous youth (Scales et al., 2000).

Empirical Studies

Longitudinal research indicates that early experiences with supportive adults and structured opportunities for moral action predict later prosocial behaviour and reduced engagement in risky activities (Eisenberg, Spinrad, & Morris, 2014). School-based interventions, such as the PATHS (Promoting Alternative Thinking Strategies) curriculum, have demonstrated significant improvements in self-control, empathy, and conflict resolution among participants (Domitrovich et al., 2007).

Promoting Virtue in the Workplace

Organisational Culture

Workplaces that prioritise ethical values and psychological safety create conditions conducive to virtue development among employees (Schein, 2010). Organisational culture influences the extent to which virtues such as honesty, accountability, and fairness are enacted and rewarded (Kaptein, 2008). Mechanisms include codes of conduct, recognition programmes, and open communication channels.

Leadership

Leaders play a pivotal role imodelling and reinforcing virtuous behavioursur. Transformational leadership, which emphasises integrity, vision, and consideration for others, is positively associated with employee engagement and ethical conduct (Bass & Steidlmeier, 1999)Research has linked ethical leadership to reduced workplace deviance and increased organisational citizenship behaviours (Brown, Trevio, & Harrison, 2005).).

Training Programmes and Case Studies

Organisations increasingly invest in ethical training, mindfulness programs, and value-based workshops to cultivate virtues among their staff. For example, Google’s “Search Inside Yourself” programme integrates mindfulness and emotional intelligence training, reportedly leading to higher job satisfaction and team cohesion (Gelles, 2012). Case studies from the healthcare and finance sectors highlight the impact of robust ethical frameworks on reducing misconduct and enhancing trust (Paine, 1994; Treviño, Weaver, & Reynolds, 2006).

Comparative Analysis: Youth and Workplace Approaches

Both youth and workplace contextemphasise the importance of modelling, practicing, and reinforcingin virtue development. However, approaches differ in their focus: youth interventions often prioritise foundational moral reasoning and social-emotional learning, while workplace strategies centre on professional ethics, organisational values, and leadership. Adults may require unlearninmaladaptive behavioursrs, whereas interventions with young people are more preventive and formative (Narvaez & Lapsley, 2008).

Challenges and Barriers

Societal challenges include cultural relativism, media influences, and competing value systems that may undermine virtue development (Nucci et al., 2014)In organisations, barriers include misaligned incentives, a lack of leadership commitment, and pressures to prioritise performance over integrity (Kaptein, 2008).)At an individual level, cognitive biases and moral disengagement can impede the internalisation of virtues (Bandura, 1999).). Addressing these obstacles requires a multi-level approach, integrating policy, education, and organisational change.

Recommendations

For educators, embedding character education into the curriculum, fostering supportive school climates, and engaging families are key strategies (Berkowitz & Bier, 2005)For employers, it is recommended to cultivate ethical cultures, invest in leadership development, and provide ongoing ethics training (Brown et al., 2005; Schein, 2010).). Cross-sector collaboration and evidence-based evaluation of interventions can further enhance the effectiveness of virtue development initiatives.

Conclusion

Promoting virtue development in botyouth and the workplace is a complex, context-dependent endeavourur with significant implications for individual and societal well-being. Theoretical and empirical evidence supports the efficacy of intentional, holistic approaches that engage multiple stakeholders. Future research should examine the long-term impact of virtue-based interventions and explore innovative strategies to overcome persistent challenges.

References

  1. Aristotle (2009). Nicomachean Ethics (W.D. Ross, Trans.). Oxford: Oxford University Press.
  2. Bandura, A. (1999). Moral disengagement in the perpetration of inhumanities. Personality and Social Psychology Review, 3(3), 193–209.
  3. Bass, B. M., & Steidlmeier, P. (1999). Ethics, character, and authentic transformational leadership behaviour. The Leadership Quarterly, 10(2), 181–217.
  4. Berkowitz, M. W., & Bier, M. C. (2005). What works in character education: A research-driven guide for educators. Character Education Partnership.
  5. Brown, M. E., Treviño, L. K., & Harrison, D. A. (2005). Ethical leadership: A social learning perspective for construct development and testing. Organisational Behaviour and Human Decision Processes, 97(2), 117–134.
  6. Dahlsgaard, K., Peterson, C., & Seligman, M. E. P. (2005). Shared virtue: The convergence of valued human strengths across culture and history. Review of General Psychology, 9(3), 203–213.
  7. Domitrovich, C. E., Cortes, R. C., & Greenberg, M. T. (2007). Improving young children’s social and emotional competence: A randomised trial of the Preschool PATHS curriculum. The Journal of Primary Prevention, 28(2), 67–91.
  8. Eisenberg, N., Spinrad, T. L., & Morris, A. S. (2014). Empathy-related responding in children. In M. Killen & J. Smetana (Eds.), Handbook of Moral Development (pp. 184–207). New York: Psychology Press.
  9. Gelles, D. (2012). The mindful revolution. Financial Times Magazine.
  10. Grusec, J. E., & Goodnow, J. J. (1994). Impact of parental discipline methods on the child’s internalisation of values: a reconceptualisation of current points of view. Developmental Psychology, 30(1), 4–19.
  11. Kaptein, M. (2008). Developing and testing a measure for the ethical culture oorganizations—thehe corporate ethical virtues model. Journal of Organisational Behaviour, 29(7), 923–947.
  12. King, P. E.and Boyatzis, C. J. published their work in 20044). Exploring adolescent spiritual and religious development: Current and future theoretical and empirical perspectives. Applied Developmental Science, 8(1), 2–6.
  13. Kohlberg, L. (1984). The Psychology of Moral Development: The Nature and Validity of Moral Stages. San Francisco: Harper & Row.
  14. Lickona, T. (1991). Educating for Character: How Our Schools Can Teach Respect and Responsibility. New York: Bantam Books.
  15. Narvaez, D., & Lapsley, D. K. (2008). Teaching moral character: Two strategies for teacher education. Teacher Educator, 43(2), 156–172.
  16. Nucci, L., Narvaez, D., & Krettenauer, T. (Eds.). (2014). Handbook of Moral and Character Education (2nd ed.). New York: Routledge.
  17. Paine, L. S. (1994). Managing foOrganisationalal integrity. Harvard Business Review, 72(2), 106–117.
  18. Park, N., & Peterson, C. (2009). Character strengths: Research and practice. Journal of College and Character, 10(4).
  19. Peterson, C., & Seligman, M. E. P. (2004). Character Strengths and Virtues: A Handbook and Classification. Oxford: Oxford University Press.
  20. Scales, P. C., Benson, P. L., Leffert, N., & Blyth, D. A. (2000). Contribution of developmental assets to the prediction of thriving among adolescents. Applied Developmental Science, 4(1), 27–46.
  21. Schein, E. H. (2010). Organisational Culture and Leadership (4th ed.). San Francisco: Jossey-Bass.
  22. Treviño, L. K., Weaver, G. R., & Reynolds, S. J. (2006)Behavioural ethics in organisations: a review.w. Journal of Management, 32(6), 951–990.
  23. Wright, T. A., & Goodstein, J. (2007). Character is not “dead” in management research: A review of individual character and organisational-level virtue. Journal of Management, 33(6), 928–958.

What are the five classical principles of appreciative inquiry? A Mini-Lecture

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Appreciative Inquiry: A brief introduction

There are numerous ways to describe appreciative inquiry. Here is a practitioner-orientated definition:

Appreciative inquiry is a cooperative co-evolutionary search for the best in people, their organisations, and the world around them. It involves the discovery of what gives “life” to a living system when it is most effective, alive, and constructively capable in economic, ecological, and human terms. Appreciative inquiry involves the art and practice of asking questions that strengthen a system’s capacity to apprehend, anticipate, and heighten positive potential. The crafting of the “unconditional positive question,” often involving hundreds or thousands of people, mobilises the inquiry. Appreciative inquiry interventions focus on the speed of imagination and innovation instead of the negative, critical, and spiralling diagnoses commonly used in organisations. The discovery, dream, design, and destiny model links the energy of the positive core to changes never thought possible (Cooperrider, Whitney, & Stavros, 2008).

Appreciative inquiry is among the most effective change methodologies currently available. Numerous organisations globally have employed AI to implement transformative efforts. The premise is straightforward: Every organisation has something that works right—things that give it life when it is vital, effective, and successful. Inviting people to participate in dialogues and share stories about their past and present achievements, assets, unexplored potentials, innovations, strengths, elevated thoughts, opportunities, benchmarks, high-point moments, lived values, traditions, core and distinctive competences, expressions of wisdom, insights into the deeper corporate spirit and soul, and visions of valued and possible futures can identify a “positive core.” Appreciative inquiry links the energy of the positive core directly to any change agenda. This link creates energy and excitement and a desire to move toward a shared dream.

AI pertains to the generative rather than the affirmative (Cooperrider & Srivastva, 1987). Perhaps we ought to refer to it as Generative Inquiry. Generativity transpires when individuals collaboratively uncover or invent novel concepts that can beneficially transform their shared future. AI exhibits generativity in several ways. The pursuit of novel ideas, images, theories, and models emancipates our collective desires, transforms the social construction of reality, and consequently reveals options and behaviours that were previously unconsidered or inaccessible. When effective, AI produces spontaneous, unsupervised actions at the individual, group, and organisational levels, aimed at fostering a better future.

In the next session, we will examine the five fundamental principles of appreciative inquiry: the constructionist principle, the principle of simultaneity, the poetic principle, the anticipatory principle, and the positive principle. To effectively use AI, it is essential to understand these foundational principles of appreciative inquiry.

The Five Classical Principles of AI

The constructionist principle asserts the interconnection between social knowledge and the fate of an organisation, and it contends that the foundations of organisational transformation are inherent in the initial questions asked. The questions asked serve as the foundation upon which the future is envisioned and developed. As a result, the approach to understanding has significant implications (Gergen, 1994). To be effective as CEOs, leaders, and change agents, one must be proficient in reading, code reading, comprehending, and analysing organisations as dynamics. Understanding organisations is fundamental to virtually all organisational activities. Because different people think in various ways and the environment is becoming more complex, it’s important to keep exploring new and better ways of understanding things.

The essential resource for fostering effective organisational transformation is collaboration between imaginative and rational cognitive processes, which enable creativity and intellect in groups. Appreciative inquiry serves as a method for restoring imaginative proficiency. Regrettably, individuals’ customary metaphorical styles and analytical frameworks serve to characterise organizations manners. These techniques have frequently restricted management creativity and cognition.

Simultaneity principle: The principle of simultaneity posits that inquiry and change are not distinct phases; rather, they should occur concurrently. Inquiry constitutes a form of intervention. Change is initiated by the thoughts and discussions of individuals, the discoveries and knowledge they acquire, and the elements that shape dialogue and evoke visions of the future. Their presence is inherent in the questions posed. The questions establish the distinction between what is “found” and what is “discovered” (the data). The data serve as the foundation for the conception, discussion, and construction of future narratives.

Poetic principle: The idea that human organisations are like an “open book” is a good way to think about this poetic concept. The story of an organisation is always being written by many people. Also, the past, present, and future can all teach us something, inspire us, or help us understand something else. For instance, one can interpret a well-crafted poem or the Bible in numerous ways. The main point is that you can learn about almost any subject that has to do with people in any human system or organisation. The choice of question can focus on what makes individuals feel either alone or happy within any group or organisation. When people are creative or stressed from too much paperwork, they can be studied. There is a choice.

Anticipatory principle: talking about and picturing the future together is the most powerful way to make positive changes or improvements in an organisation. One of the main ideas behind the anticipatory view of organisational life is that the way a body or organisation acts now is based on its vision of the future. Like a movie projected on a screen, human systems are always projecting an expectation horizon ahead of themselves. This brings the future into the present in a strong way as a motivator. Groups exist because their leaders and caretakers have some kind of conversation or expectation about what the group is, how it will work, what it will accomplish, and what it will probably turn into.

Positive principle: This last principle is more concrete. It grows out of years of experience with AI. In simple terms, momentum for change necessitates significant levels of positive impact, social bonding, and attitudes like hope, inspiration, and the joy of collaborative creation. Organisations, as human constructions, are largely affirmative systems and thus are responsive to positive thought and positive knowledge. The more positive the questions used to guide a group in building an organisational development initiative, the more long-lasting and effective the change (Bushe & Coetzer, 1994). In important respects, people and organisations move in the direction of their queries. Thousands of interviews into “empowerment” or “being the easiest business in the industry to work with” will have a completely different long-term impact in terms of sustaining positive action than a study of “low morale” or “process breakdowns.”

Table: Summary of the 5 Traditional Principles of Appreciative Inquiry

PrincipleSummaryDetails
Constructionist PrincipleWords create worldsReality, as we know it, is a subjective vs. objective state and is socially created through language and conversations.
Simultaneity PrincipleInquiry creates changeThe moment we ask a question, we begin to create a change. “The questions we ask are fateful.”
Poetic PrincipleWe can choose what we studyTeams and organizations, like open books, are endless sources of study and learning. What we choose to study makes a difference. It describes – even creates – the world as we know it.
Anticipatory PrincipleImages inspire actionHuman systems move in the direction of their images of the future. The more positive and hopeful the image of the future, the more positive the present-day action.
Positive PrinciplePositive questions lead to positive changeMomentum for [small or] large-scale change requires large amounts of positive affect and social bonding. This momentum is best generated through positive questions that amplify the positive core

Source: Cooperrider, D.L., & Whitney, D. A Positive Revolution in Change: Appreciative Inquiry. Taos, NM: Corporation for Positive Change, 1999.

Conclusion

These five principles are central to the theoretical framework of AI theorists for organising evolutionary change. These principles clarify that it is the positive image that results in positive action. The organisation must make the affirmative decision to focus on the positives and lead the inquiry.

References

  1. Barrett, F., & Fry, R. (2005). Appreciative Inquiry: A Positive Approach to Cooperative Capacity Building. Chagrin Falls, OH: Taos Institute Publishing.
  2. Bushe, G., & Coetzer, G. (March 1994). Appreciative inquiry as a team-development intervention: A controlled experiment. Journal of Applied Behavioural Science, 31, 13.
  3. Cooperrider, D. L., & Srivastva, S. (1987). Appreciative inquiry in organizational life. In W. A. Pasmore & R. W. Woodman (eds.), Research in Organizational Change and Development, Vol. 1 (129-169). Greenwich, CT: JAI Press.
  4. Cooperrider, D.L., Whitney, D., & Stavros, J.M. (2008). Appreciative inquiry handbook for leaders of change (2nd edn). Crown Custom Publishing, Inc.
  5. Gergen, K. (1994). Realities and relationships. Cambridge, MA: Harvard University Press and Social Construction: Entering the dialogue (2004). Chagrin Falls, OH: Taos Institute Publishing.
  6. Stanton, Nigel (2025). Appreciative inquiry, understand these 5 principles and understand how something really changes in your team or organization. Retrieved from https://www.croeso.nu/blog/appreciative-inquiry-begrijp-deze-5-principes-en-begrijp-hoe-er-echt-iets-verandert-in-je-team-of-organisatie/ (Accessed 24 June 2025).

Micromanagement: A Complex Leadership Style

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Abstract

Leadership is a crucial component for the efficient and successful functioning of any organisation. Various leadership styles exist inside organisations, one of which is Micromanagement, defined by managers closely monitoring and directing their subordinates. Micromanagement is a harmful leadership approach marked by excessive oversight, positioned within a spectrum of toxic leadership, and its consequences are substantial. This research confirms the necessity for businesses and organisations to address harmful leadership traits, such as micromanagement, using a systematic and strategic approach as outlined in the paper. This study provides a basis for the often-neglected topic of micromanagement and its related effects on followership. Micromanagement is a significant workplace concern that is anticipated to intensify existing challenges; therefore, this research is both relevant and important. Research demonstrates that employees or subordinates, as critical stakeholders in any organisation, display significant resistance to this leadership approach. This study has outlined the negative impacts of micromanagers hindering followers’ participation in decision-making processes.

Introduction

This reflection is not elevated academic discourse; it applies across several settings, including local McDonald’s franchises, hardware stores, as well as General Motors, “Big Blue”, and Abu Dhabi Media. It may also function within the statehouse; however, bureaucrats, clerks, and politicians often undermine objectives, primarily for self-protection and self-preservation, and infrequently for advancement. Few factors exert a bigger influence on an organization’s success and efficiency than management’s readiness to trust and delegate authority. The absence of delegation diminishes the vitality and morale of individuals who serve clients, rendering them indispensable. Lack of trust.

Micromanagement like constructing a sandcastle at high tide – intricately detailed but ultimately unsustainable. Leaders who micromanage concentrate on minutiae while neglecting the escalating issues of disengagement, lower trust, and less innovation. Rather than constructing sandcastles, erect lighthouses—edifices of empowerment, trust, and leadership that endure adversities and motivate teams to navigate their path, even under the most tumultuous storms. Empowerment and trust constitute the foundational elements of enduring success.

Definition of micromanagement

Micromanagement is a leadership approach that elicits diverse perspectives among scholars. Micromanagement is generally characterised as a domineering and excessive control exerted by leaders over their staff (Gardanova et al., 2019; Wendler, 2013; White, 2010) and is consequently regarded as a detrimental managing style (Cho et al., 2017). Pastel (2008) perceives micromanagement as a centralised decision-making strategy and an effective method for risk mitigation, a perspective that Delgado et al. (2015) consider to be illusory. Regardless of views on its efficacy, this leadership style seems to be prevalent in the workplace. Chambers (2009) indicated that 79% of individuals encountered micromanagement, while a further 85% acknowledged that these detrimental behaviours adversely affected employees. Micromanagers, however, appear oblivious to the detrimental effects of this leadership style.

Organizational leaders who “needlessly over-manage, over-scrutinize, and over-frustrate employees”, such meddlesome bosses are now called micromanagers (White, 2010). Hovering around your team (“helicopter approach”) does not mean you are leading. It means you are insecure. You do not trust them to deliver. You do not trust yourself to let go.

Origins and development

Micromanagement has been practiced and recognised long before we began to refer to it as an organisational disorder. Peter Drucker proposed the idea of a “democracy of management” in 1946, which would require organisations to decentralise and give people more authority to make decisions. Douglas McGregor identified a Theory X manager in 1960 as someone who has many of the same qualities as a micromanager today. This person is not good at distributing tasks, but they believe they are good at it. Micromanagement has been a disruptive force in organisational life for a long time, but it has only recently become a part of the working language. The term was first used in an article published in the Economist in 1975. Since that time, there has been a growing concern about the effects of petty employers. This study examines the roots and symptoms of this issue, as well as ways to develop a more empowering leadership style.

Most leaders do not realize the damage they are doing:

  • Hovering instead of empowering.
  • Controlling instead of trusting.
  • Questioning instead of listening.

You want a team that thrives? Let them breathe.

When you micromanage, your team stops trying. They do not grow. They do not care. And neither does your culture.

What happens when you do not stop?

  • Top talent leaves (Chambers, 2009). Nobody wants to stick around when they feel undervalued and over-controlled. High turnover disrupts team dynamics and can cost organisations significantly in terms of recruitment and training.
  • Productivity plummets (Chambers, 2009).
  • Trust becomes impossible to rebuild.

If micro-management can occur without the leader noticing, or even out of good intentions, how can a secure leader find a firm balance between passivity and hyper-control with their follower? In other words, how do you fix it?

  • Delegate with trust. Assign the task, not your doubts.
  • Focus on outcomes. Care about results, not the process.
  • Ask, do not dictate. Collaboration beats control every time.
  • Invest in growth. Empower your team to make decisions – and learn from them.
  • Model trust. If you do not trust, why should your team?

Micromanagement destroys what leadership should build:

  • Trust
  • Confidence
  • Growth.

You cannot build loyalty by holding people back. You build it by letting them thrive.

The best leaders do not hover. They trust. They empower. They inspire.

Great teams are not built by watching over shoulders. They are built by lifting people up.

If you want results, let your team thrive. If you want loyalty, let them lead.

Conclusion

This study concludes that micromanagement leads to negative followership patterns. The word “unfavourable followership” encompasses employee stress and worry, dissatisfaction, demotivation, and disengagement. As a result, these challenges foster a detrimental work environment characterised by diminished managerial support, decreased productivity, restricted upward feedback, interpersonal friction within team dynamics, and a deficiency in innovation. The fundamental premise of this research is that leaders have the capacity to effectuate transformation inside an organisation, either favourably or negatively. Consequently, when confronted with a detrimental leader, it is essential to first recognise such destructive characteristics and subsequently mitigated to safeguard the integrity of the organisation.

References

  1. Chambers, H.E. (2009). My Way or the Highway: The Micromanagement Survival Guide, Berrett Koehler Publishers.
  2. Cho, I., Diaz, I.D. & Chiaburu, D.S. (2017). Blindsided by linearity? Curvilinear effect of leader behaviors. Leadership and Organization Development Journal, 38(2),146-163. Doi: 10.1108/LODJ04-2015-0075.
  3. Delgado, O., Strauss, E.M. & Ortega, M.A. (2015). Micromanagement: when to avoid it and how to use it effectively. American Journal of Health-System Pharmacy, 72(10), 772-776.
  4. Erickson, A., Shaw, B., Murray, J. & Branch, S. (2015). Destructive leadership. Organizational Dynamics, 4(44), 266-272.
  5. Gardanova, Z., Nikitina, N. & Strielkowski, W. (2019). Critical leadership and set-up-to-fail syndrome. 4th International Conference on Social, Business, and Academic Leadership, Atlantis Press.
  6. Manzoni, J.F. (2011). Stop being micromanaged. Harvard Business Review Blog Network.
  7. Pastel, T.A. (2008). Marine Corps Leadership: Empowering or Limiting the Strategic Corporal? Marine Corps Command and Staff Coll Quantico.
  8. Ryan, S., & Cross, C. (2024). Micromanagement and its impact on millennial followership styles. Leadership & Organization Development Journal, 45(1), 140-152. DOI 10.1108/LODJ-07-2022-0329.
  9. Tavanti, M. (2011). Managing toxic leaders: dysfunctional patterns in organizational leadership and how to deal with them. Human Resource Management, 6(83), 127-136.
  10. Wendler, W.V. (2013). Micromanagement, Southern Illinois University Carbondale, School of Architecture. Higher Education Policy Commentary.
  11. White, R. (2010). The micromanagement disease: symptoms, diagnosis, and cure. Public Personnel Management, 39(1), 71-76. Doi: 10.1177/009102601003900105

Current Research Interest

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The focus of my research is to investigate strategies that leaders might employ to foster unity among individuals, even in the presence of various divisive variables such as intergroup conflict, physical separation, and hierarchical structures. In addition, I also research the correlation between leadership and emotions in the workplace. Specifically, I focus on how leaders may cultivate a favourable emotional environment among their staff. In order to investigate these research inquiries, I utilize a range of methodologies, such as field studies, laboratory and field experiments, archival studies, and content analyses.

How leaders bring people together around a common goal

My initial research focuses on examining how leaders can effectively convey a shared overarching aim or vision, and how they may successfully bring people together around this objective, even in the presence of various divisive issues. The degree to which leaders effectively communicate a shared objective is crucial for comprehending not only how leaders motivate others to accomplish the objectives, but also lies at the heart of leadership itself, as leadership is defined as the act of influencing others to attain a collective purpose. Through my personal research, I aim to comprehend the strategies that leaders can employ to express a compelling vision that fosters unity among individuals and drives them towards its realization. Additionally, I explore many factors that either aid or hinder leaders in their ability to bring people together under a shared goal. The reason for this is because mobilizing individuals around a common goal is not simply a matter of conveying the vision, but also requires considering various human and organizational factors.

A look at the ways in which leaders form an emotional culture in the workplace.

“Emotions are not a form of noise.” “They are data” – Sigal Barsade

Emotions not only provide insight into an individual’s psychology, but also serve as a complex tool for understanding the culture of teams and organizations. The focus of my second study stream is to comprehend the methods via which leaders establish an emotional culture inside their teams, departments, and organizations. My primary research focuses on how leaders can establish a sense of shared purpose within an organization regarding its future goals. Additionally, my secondary research examines how leaders can cultivate a common understanding among members of a social group regarding which emotions should be expressed or suppressed during collaborative work.

The current approach to leadership development is proving to be ineffective, indicating the need for a new strategy.

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An insightful and intellectually stimulating essay in the Winter 2024 MIT Sloan Review (accessible through a paywall with different pricing tiers) resonates with the ideas I have presented on this blog regarding the shortcomings of organizations in their selection of leadership development programs. The article titled “Leadership Development is Failing Us – Here’s How to Fix It” by Hannes Leroy, Moran Anisman-Razin, and Jim Detert presents evidence-based results and insightful recommendations.

The essay highlights that leadership development programs often fail to effectively enhance organizational capacities for many firms.

The selection and assessment of leadership development programs primarily rely on subjective preferences rather than objective measures of enhancing participants’ talents, fostering significant performance improvement, and facilitating robust career advancement.

One of my preferred lines is: “According to an executive’s observation, decisions regarding leadership development appear to resemble the online dating industry, where the act of swiping left, or right is primarily influenced by appearance rather than substance.”

The authors propose that in order to address the prevalent and ineffective approach to selecting leadership development programs, attention should be directed towards three key factors: vision, method, and impact.

  • Vision: Will participants enhance their leadership skills and be inspired to apply their acquired knowledge?
  • Method: Does the program present a level of difficulty that is intellectually demanding, and will the participants acquire knowledge and skills even if they experience discomfort due to the intricacy?
  • Impact: Can we expect alterations in behaviors?

You should feel discontented and exhausted by the unsatisfactory outcomes of your endeavours in developing leadership skills.

I appreciate the article’s recommendations for enhancing the process of selecting leadership development programs. This article should be periodically studied and cited as a valuable resource for discussing the topic of learning disabilities (L.D.). Executives, it is important for you to take responsibility for this mindset and ensure that your supporting functions (such as H.R., Learning and Development, and sponsoring managers) are also held accountable.

Additional pragmatic suggestions to enhance the leadership development ideas in the article include implementing sustained efforts in conjunction with coaching.

First: Leadership development initiatives must be consistently maintained. Cease the practice of providing single, isolated training sessions for leadership development without any follow-up or continuation. Do not presume that individuals will acquire leadership skills solely via an online course. Guidance, feedback, and time are crucial. If the experience does not provide this combination, it is a one-time occurrence.

Second: The sponsoring manager must possess a role that extends beyond simply granting approval for the bill.

The sponsoring manager must actively fulfil the role of a sponsor, rather than merely being responsible for approving the bill for payment. The sponsoring manager must possess a comprehensive understanding of the Vision, Method, and anticipated Impact as outlined by the authors above. Subsequently, it is vital for them to actively engage by providing guidance, offering prompt criticism on behavior, and fostering a cooperative environment to discover fresh prospects alongside the individual.

Third: Seek a comprehensive development opportunity. Evaluate whether the program provides specialized, evidence-based guidance, sufficient practical application time, constructive feedback and mentoring, and a collaborative learning environment for exchanging ideas and cultivating strategies to overcome challenges. If not, press the stop button and make a more diligent effort to choose the appropriate option. Alternatively, you can create the appropriate service on your own.

Fourth: Assess the long-term effects, for goodness’ sake. Enhance and refine initiatives to quantify the extent of influence. Direct your attention to the performance, cultural, and growth-oriented measures that are significant. Below are a few options to begin with: Key performance indicator (KPI) performance, successful achievement of goals, level of engagement, ability to retain employees, capacity to handle additional tasks, increase in critical thinking skills, impact on leadership, demonstration of effective leadership on a large scale, and other relevant factors. Ensure that measures are also established for the sponsoring managers. They play a crucial role in the success of these projects. Observe these measures. Adjust them as necessary. Incorporate them within the organization’s operational framework.

Summary for the Present Moment

This subject heightens my level of energy. There is nothing more revered in our profession than discovering methods to develop the abilities that drive our organizations towards achieving our vision and purpose. For many years, managers and executives have been delegating tasks to other departments and relying on training businesses that provide one-time services. Adhere to the instructions provided in the aforementioned article and use my ideas to introduce a practical and realistic perspective. Although it is sometimes claimed that we are all technological organizations in the present century, the truth is that our success and survival as organizations depend on having the most exceptional individuals. Begin exhibiting the qualities of a leader when it comes to the development of leadership skills.