ECM 167416 v1 Course-Description-Form · CRICOS Provider No. 00103D Page 3 of 1 It is emphasised that this course requires a significant commitment outside of formal class contact.

CRICOS Provider No. 00103D Warning: uncontrolled when prin ted. Authorised by: Academic Board Original Issue: Document owner: Chair, Curriculum Committee Current Version:

Version: 1, Version Date: 10/02/2017 Document Set ID: 167416

School: Federation Business School

Course Title: Leadership

Course Code: BUMGT5970

Teaching Location: IIBIT Adelaide

Credit Points: 15

Semester, Year: Semester 1, 2019

Prerequisite(s): Nil

Corequisite(s): Nil

Exclusions(s): Nil

ASCED Code:

Description of the course for handbook entry: This course involves a

comprehensive examination of leadership in Australia and internationally. Students study

individual, group and organisational issues, specifically in terms of current and traditional

leadership models and paradigms; gender, ethical, and strategic issues; and the relationships

between leadership and performance, group dynamics, and organisational culture.

Page 1 of 9

00/00/0000 07/07/2016

Program Level:

Level of course in Program AQF Level(s) of Program

5 6 7 8 9 10

Introductory

Intermediate X

Advanced

Course Description

( Higher Education )

Course Description (Higher Education)

CRICOS Provider No. 00103D Page 2 of 13

Organisation:

Staff

Prescribed Text This course will be conducted on the presumption that students have a copy of:

DuBrin, AJ, Dalglish, C and Miller, P (2012). Leadership; (2nd Ed.). Sydney: Cengage Learning Australia

OR

Daft, R.L. (2018). The Leadership Experience (7th Ed.). Sydney: Cengage Learning Australia. Please note this

book is publishes only as an eBook

(https://cengage.com.au/product/division/university/title/the-leadership-experience/isbn/9781337102278 )

The following textbook is also useful as it is written by an Australian, is a recent publication (2017)

and challenges mnay of the old ideas about how leadership is framed that circulate in the

contemporary debate on this topic.

Salicru, S (2017) Leadership Results: how to create adaptive leaders and high performing organisations for an uncertain world, John Wiley & Sons, Australia

A general textbook helps you to get an overview of many of the topics. It can also provide a useful

summary of the history of approaches to the topic of leadership.

Student Responsibility It is the responsibility of every student to be aware of the requirements for this course, and understand the specific details included in this document. For full details of programs and school procedures, please refer to the Federation Business School Programs Handbook available at http://federation.edu.au/faculties-and-schools/federation-business-school/student-resources/continuing-students/timetables Students should be aware of the content of the handbook, particularly:

Special Consideration process and forms

Assignment Coversheet

Submission of tasks and assignments

Grading codes

Appeal process

Unsatisfactory progress - Early Intervention

Lecturer Details

Tutor Details (if relevant)

Name Christine Edwards - 0457 828 556

Email Contact [email protected]

Office Location & Campus

Adelaide

Phone Contact

Consultation Hours By appointment

Course Description (Higher Education)

CRICOS Provider No. 00103D Page 3 of 13

It is emphasised that this course requires a significant commitment outside of formal class contact. The learning tasks in this course may include classes (lectures, tutorials or seminars), required reading, the preparation of answers to set questions, exercises and problems, and self-study. In addition, students may be required to complete an assignment, test or examination.

Attendance and Participation It is in students’ interest to make every effort to “attend” by keeping in touch with the lecturer, access Moodle regualy and read about leadership in the populkar press. You also need to complete all preparatory and assessment tasks. It is our experience that those students who do not engage with the lecturer or carry out the associated activities are more likely to do poorly or to fail the course completely.

Late Submission Assessment tasks submitted after the due date, without prior approval/arrangement, will be penalised at 10% of the available marks per day. Please call me if you have any issues with due dates. Requests for extension of time must be made with the lecturer concerned and based on Special Consideration guidelines http://policy.federation.edu.au/student_services_and_administration/enrolment/special_consideration/ch01.php

Course Evaluation We welcome feedback as one way to keep improving this course. Students are encouraged to provide course feedback through eVALUate, the University’s online student feedback system. eVALUate will be available to students during Weeks 10 and 11 by the Student Survey dashboard system using FedUni student user names and passwords.

Learning Outcomes:

Knowledge K1 Define the purpose and scope of leadership theories using evidence-based research K2 Evaluate management principles and practices with respect to leadership theories K3 Interpret influences on leadership styles through variables including culture and gender K4 Appraise leadership approaches contextualised by the different organisational situations and

settings Skills S1 Assess the multifaceted nature of leadership in Australia and internationally S2 Evaluate, by formal research-based literature review, the trends in and implications of leadership

and management in organisations and the ensuing impacts on work environments S3 Critically analyse and report on theoretical developments in leadership understanding with

regard to current research and practical applications S4 Communicate leadership learning through a variety of formal and informal channels S5 Reflect on one’s own leadership skills in the workplace or comparable settings Application of knowledge and skills A1 Apply management principles and practices supported by suitable leadership approaches to

achieve organisational goals. A2 Use initiative to identify suitable applications of leadership theories to real-life situations

Course Content:

Course Description (Higher Education)

CRICOS Provider No. 00103D Page 4 of 13

• Introduction: prepare a personal definition of leadership • Leadership: Definitions, models and classical schools of thought • Nature or nurture; are leaders born or made? • Values and ethics • Leadership and gender • Leadership and organisational culture • International approaches to leadership • Leadership development • Public and not-for-profit leadership • Dysfunctional leadership • Leadership trends

Values: Students completing this course will value:

The importance of different perspectives of leading and leadership.

The significance of leadership within the organisational context.

The magnitude and role of the international importance of leadership.

The benefits of socially responsible leadership.

Graduate attributes:

FedUni graduate attributes statement. To have graduates with knowledge, skills and competence

that enable them to stand out as critical, creative and enquiring learners who are capable, flexible

and work ready, and responsible, ethical and engaged citizens.

Describe how this course develops these:

Graduate Attribute

Brief Description Low Focus

Medium Focus

High Focus

Knowledge, skills and competence

Understanding one’s own leadership style in context of leadership research and theory.

X

– Critical, creative and enquiring learners

Gaining of knowledge and confidence in one’s own leadership capabilities.

X

Capable, flexible and work ready

Becoming cognisant of one’s own leaderships roles in the work place and attendant responsibilities.

X

Responsible, ethical and engaged citizens

Becoming aware of the international and cultural dimensions associated with leadership.

X

Learning Task and Assessment:

At the University a PASS is usually achieved at 50%.

Students are strongly advised to attempt ALL assessment tasks. Students who do not submit a task(s) or fail a task(s) in the semester will be identified as a ‘student at risk’ of unsatisfactory academic progress (outlined in the School Handbooks) and will be directed to the School’s Intervention Program. Students who encounter difficulties or who are otherwise concerned regarding their progress should consult their lecturer.

Assessment criteria set out the details by which performance in each task will be judged. This information will give a clear and explicit understanding of the expected standards to be achieved relative to the marks awarded.

Course Description (Higher Education)

CRICOS Provider No. 00103D Page 5 of 13

Learning outcomes assessed

Assessment Task Assessment Type Weighting

1. K1, K3,K4 S1, S2, S3, S4

Students will be asked to analyse an aspect of leadership.

Essay

20% Due Sunday Week 3 7th April 2019 By 11:30pm on Moodle Via Turnitin

2 K1, K2, K3, K4 S1,S3, S4

Student write an essay that discussed the challenges of leading today and how we might improve our approaches to leadership development

Essay 40% Due Sunday Week 7 5th May 2019 By 11:30pm on Moodle Via Turnitin

3 K4 S3, S4, S5 A1, A2

Students keep a reflective journal that contributes to a report that outlines how the unit has shaped ideas and developed skills useful for learning and leading in the future

Report based on reflective journal

40% Due Sunday Week 12 By 11:30pm on Moodle Via Turnitin

Assessment criteria set out the details by which your performance in each task will be judged. This information will give you a clear and explicit understanding of the standards you are expected to achieve relative to the marks awarded.

High Distinction (HD) An excellent piece of work. You have fulfilled the criteria of a

distinction and beyond. Your work introduces new concepts, makes extensive and useful

applications. Your answer has moved beyond the information given, extended the topic and

challenged the reader.

Distinction (D) Your work fulfils the criteria of a credit but to a higher standard - argues

well, articulate, convincing, and well supported with research. Your answer shows

comprehension of the whole situation and implications in an organisation.

Credit (C) You have moved beyond a pass standard by showing evidence of wider reading

and a higher level of understanding and analysis. Your answer focuses on several relevant

issues.

Pass (P) A reasonable attempt to cover the reading. Demonstrates some level of

understanding, but poor analysis. A "pass" grade means you have adequately covered the

topic.

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Fail (MN) There is little or no evidence of research. You have not addressed the topic

adequately, you have used irrelevant information and you clearly have not understood the

issues relevant to the topic.

Course Description (Higher Education)

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Assessment Task 1: The Leadership Context essay

DUE DATE Sunday Week 3 via Moodle WEIGHT 20%

LENGTH 1500 WORDS

Details of task

Consider the roles and situations, and the leadership behaviours that might be required, in the table below. Choose two of these and write up to 750 words (per topic) on how leadership might be exercised and what are the contextual factors that are relevant.

The topic

By the CEO of a multinational firm

Leading an inner city street gang

Conducting a symphony orchestra

By a sports coach

In an emergency rescue squad

In a Hollywood film cast and crew

In a hospital emergency room

By a Prime Minister/President

On a battlefield

By a social worker in an aged care home

By a diplomat

By a prison guard

By a supervisor on a construction site

In a sales presentation

After an earthquake

During a meeting where a person is informed he/she has been fired.

In a heart-to-heart talk among close friends.

In a rock group

By a maitre d’ in a restaurant

In a fundraising campaign

Assessment Task 2: Essay: The challenge of leadership today?

DUE DATE Sunday Week 7 via Moodle WEIGHT 40%

LENGTH 3000 WORDS

“The life of a modern-day leader clearly is not easy. Inside their organizations, they need to lead and

motivate a diversified group of people, work across organizational boundaries, improve efficiency,

and achieve growth. Externally, they face a complex and globalized environment; they have to

manage the requirements of government, keep up with competitors, and meet the expectations of

other stakeholders. And within this global environment, there are many cultural considerations leaders

must face to be effective. They must work across cultural boundaries and alongside others who, at

times, are very different from them and have different ways of getting work completed”

Gentry W.A, Eckert, R.H, Stawiski SA, and Zhao S (2016) Center For Creative Leadership, “The

Challenges Leaders Face Around the World More Similar than Different” p3

Accessed on June 24 2018:

http://insights.ccl.org/wp-content/uploads/2015/04/ChallengesLeadersFace.pdf

There is a copy of this white paper on Moodle.

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You are to write an essay where you discuss what you consider to be the major challenges of leadership in today’s world.

Your essay needs to show evidence of reading widely on this topic. You must consider the following questions:

1. What are the challenges of leading an organisation in today’s world? 2. What needs to change in the way we frame and understand leadership if we are to meet the

challenges of leading in such complex and uncertain times? 3. What would be your main recommendations for improving the quality of leadership

development programs? Comment on how your recommendations would help to address some of the limitations of approaches used to date to develop both leaders and leadership.

LENGTH 2500 -3000 WORDS

Assessment Task 3: Reflective Journal and Report

DUE DATE Due Sunday Week 12 via Moodle WEIGHT 40%

LENGTH 3000 WORDS

Effective leadership is central to leading and managing an organisation at all levels. Reflection is

increasingly being recognised as an important tool to “cultivate on-the-job learning conditions”

(Seibert 1999, p.201).

Reflection is a critical aspect of an authentic learning environment (Herrington, 2012; Herrington,

Reeves, & Oliver, 2010; Lombardi, 2007).

You are required to keep a journal over the course of the semester that outlines how your

understanding of the topic of leaders and leadership has been shaped by your participation in the

course.

Your task is to produce a report that describes your growth, or journey, showing how your reading,

participation in on-line work and reflection have shaped your view of what leadership is and isn’t. It

can incorporate any reflections you may have noted during, or following, a class.

You will need to:

1. Demonstrate an understanding of the ways in which reflection is defined and understood

academically

2. Describe how the various class activities have shaped your understanding of yourself and

others and the effect this is having on your capacity to lead, as well as to follow.

3. You must in some way connect or relate your reflection to the readings assigned throughout

the course. You must reference at least 10 academic articles as well as making use of the

textbooks on the topic of leadership. These references must be cited correctly.

4. Describe other experiences that you consider relevant to describing how your thoughts, ideas

and views of leading and leadership have emerged, or remained constant, for example, any

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work place experience such as a restructure, change of manager, or significant change that

affected your employer, or your employment, or your life circumstances generally.

Assistance with Online Submission

Students are often asked to submit assessments online. Here are a few useful links that introduce

students to the Turnitin software:

• About Turnitin

• Student Guidance on Turnitin

• Student Turnitin Access 2013 (Moodle Support Shell)

Closing the loop: In order to facilitate student reflection and learning, Assignment 3 requires the students to keep a

journal and track their ‘journey’ over the period of the course. This Assignment has proven to be an

excellent vehicle for enhancing students’ knowledge and understanding and developing their

practical skills. The extracts below are from the journals produced by students in Semester 1, 2018:

The fact that I will be attending an interview for a senior management role, on the day this essay task is due, has proven an invaluable foundation for this reflective journal and act of reflexivity (as applied to the preparation for a job interview).

We have chaged the text book after student feedback that the set text was expensive and was not very useful.

The comments in the students’ journal also allow the Lecturing staff to reflect upon what has

worked and what has not and provide valuable feedback for continuous improvement.

Special Consideration:

If students are adversely affected by life circumstances a discretionary assessment extension of up to five

University working days for one assessment task may be granted at the discretion of the tutor, lecturer, or

course coordinator (dependent on faculty process) upon a direct request by the student via the Discretionary

Assessment Extension form.

However if a student has experienced or encountered some form of disadvantage or impediment (medical

reasons; hardship/trauma; compassionate grounds; other significant cause) in more than one course and

requires more than five working days’ extension, then they may apply for Special Consideration.

For further information on Discretionary Assessment Extensions and Special Consideration, including access

to the policy, procedures or associated forms, see http://federation.edu.au/current-students/essential-

info/administration/specialconsideration

Plagiarism:

Plagiarism is the presentation of the expressed thought or work of another person as though it is one's own

without properly acknowledging that person.

Students must not allow other students to copy their work and must take care to safeguard against this

happening. In cases of copying, normally all students involved will be penalised equally; an exception will be if

the student can demonstrate the work is their own and they took reasonable care to safeguard against copying.

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Plagiarism is a serious offence. Please refer to the following documents:

• Statute 6.1: Student Discipline • Regulation 6.1: Student Discipline • Regulation 6.1.1: Plagiarism

Sequence:

As semesters and contact hours vary between teaching locations, delivery is usually scheduled across three hours a week for 12 weeks. As the University offers many programs in a variety of formats please contact local lecturers for further information about the schedule.

Please note that the sequence and content of lectures and tutorials may need to be changed and the following

information should be used as a guide only.

Week Topics Reading

1 Definitions and significance of leadership See Topics 1 on Moodle

2 Leadership characteristics and behaviours

See Topics 2 on Moodle

3 Theories of leadership Assessment Task 1: The Leadership Context essay

DUE Sunday Week 3 via Moodle

See Topic 3 on Moodle

4 Contemporary models of leadership See Topic 4 on Moodle

5 Organisational Culture and Leadership

See Topic 5 on Moodle

6 Leading teams See Topic 6 on Moodle

7 Leading change

Assessment Task 2:

Essay: The challenge of leadership today?

DUE Sunday Week 7 via Moodle

See Topics 7 on Moodle

8 Leadership and Ethical Considerations

See topics 8 on Moodle

9 Leadership trends – Gender issues, international leadership etc

See Topic 9 on Moodle

10 Power and Leadership

See Topic 10 on Moodle

11 Leadership Development

See Topic 11 on Moodle

12 Reflection:

Assessment Task 3: Reflective Journal and Report

Due Sunday Week 12 via Moodle

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Adopted Reference Style:

Australian Psychological Association (APA) 6th ed. (2010) Other (please specify)

Additional Resources: The link to the library website for more information is: FedUni Library - Referencing

Readings:

Leadership: Nature or Nurture?

Bryman, A. (1996) Leadership in organizations, in Handbook of Organization Studies, London: Sage, pp.276-292.

Cawthon, D.L. (1996). Leadership: The great man theory revisited. Business Horizons, 39(3), 1-4. Conger, J.A. (1991). Inspiring others: The language of leadership. Academy of Management

Executive, 5(1), 31-45. Goleman, D. (1998). What makes a leader? Harvard Business Review, 76(6), November-

December, 92-102. Kirkpatrick, S.A. and Locke, E.A. (1991). Leadership: do traits matter? Academy of Management

Executive, 5(2), 48-60. Leadership: Values and Ethics Bagozzi, R.P., Sekerka L.E., Hill V., Sguera. F. (2013) The Role of Moral Values in Instigating

Morally Responsible Decisions, The Journal of Applied Behavioral Science 49(1) 69–94 Brown, M.E. and Trevino, L.K. (2006) Ethical leadership: A review and future directions. Leadership

Quarterly, 17, 596-616. Nesbitt, P. (2012) The Role of Self-Reflection, Emotional Management

of Feedback, and Self- Regulation Processes in Self-Directed Leadership Development, Human Resource Development Review 11(2) 203–226 DOI: 10.1177/1534484312439196 DOI: 10.1177/1523422316645883 adhr.sagepub.com

Ralston, D.A., Holt, D.H., Terpstra, R.H. and Yu, K.C. (1997). The impact of national culture and economic ideology on managerial work values: A study of the United States, Russia, Japan, and China. Journal of International Business Studies, First Quarter, 177-207.

Resick, C.J., Martin, G.S., Keating, M.A., Dickson, M.W., Kwan, H.K. & Peng. C. (2011). What Ethical Leadership Means to me: Asian, American and European Perspectives. Journal of

Business Ethics. 101: 435-457. Sarros, J.C. and Santora, J.C. (2001). Leaders and values: A cross-cultural study. Leadership and

Organization Development Journal, 22(5), 243-248. Trevino, L.K., Hartman, L.P. and Brown, M. (2000). Moral person and moral manager: how

executives develop a reputation for ethical leadership. California Management Review, 42(4), 128-142.

Leadership and Gender Ayman, R. and Korabik,K. (2010). Leadership: Why Gender and Culture Matter. American

Psychologist, 65(3), 157-170. Bierema, L. (2016) Women’s Leadership: Troubling Notions of the “Ideal” (Male) Leader Advances

in Developing Human Resources, Vol. 18(2) 119–136

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Burke, S., and Collins, K.M. (2001). Gender differences in leadership styles and management skills.

Women in Management Review, 16(5), 244-256. Eagly, A (2007) Female Leadership Advantage and Disadvantage: Resolving the Contradictions,

Psychology of Women Quarterly 31, 1 -12 Genat, A. Wood, R. Sojo, V. (2012) Gender Equality Project, Evaluation Bias and Backlash: Dimensions, Predictors and Implications for Organisations, Centre for Ethical Leadership, Melbourne Business School, retrieved May 3 2016, www.globalwomen.org.nz/assets/Uploads/resources/People-and-culture-resources-Gender-Equality-Project-Melbourne-Business-School.pdf Lyness, K.S. and Schrader, C.A. (2006). Moving ahead or just moving?: An examination of gender

differences in senior corporate management appointments. Group and Organization Management, 31(6), 641-676.

Ragins, B.R., Townsend, B. and Mattis, M. (1998). Gender gap in the executive suite: CEOs and female executives report on breaking the glass ceiling. Academy of Management Executive, 12(1), 28-42.

Sczesny, S. Bosak, J. Neff, D, and Schyns B. (2004) Gender Stereotypes and the Attribution of Leadership Traits: A cross-cultural comparison. Sex Roles, 51(11/12), 631-645.

Still, L.V. (2006). Where are the women in leadership in Australia? Women in Management Review,20(3), 180-194.

Leadership and Organizational Culture Baumgartner, R.J. (2009) Organizational culture and leadership: Preconditions for the development

of a sustainable corporation. Sustainable Development,17(2), 102-113. Gilberson, T., Resick, C., Dickson, M., Mitchelson, I., Randall, K. and Clark, M. (2009) Leadership

and organisational culture. Journal of Business and Psychology,24(2) 123-137. Prati, L.M., McMillan-Capehart, A. and Karriker, Joy.H. (2009) Affecting organizational identity: A

manager's influence. Journal of Leadership and Organizational Studies. 15, 404-415. Australian and international approaches to leadership Ashkanasy, N.M., Trevor-Roberts, E., and Earnshaw, L. (2002). The Anglo cluster: Legacy of the

British Empire. Journal of World Business, 37, 28-39. Dorfman, P.W., Howell, J.P., Shozo, H., Lee, J.K., Tate, U., and Bautista, A. (1997). Leadership in

Western and Asian countries: Commonalities and differences in effective leadership processes across cultures. Leadership Quarterly, 8(3), 233-274.

Gahan, P., Adamovic, M., Bevitt, A., Harley, B., Healy, J., Olsen, J.E., Theilacker, M. (2016) Leadership at Work: Do Australian leaders have what it takes? Melbourne: Centre for Workplace Leadership, University of Melbourne. Available at: workplaceleadership.com.au/sal

House, R., Javidan, M., Hanges, P. and Dorfman, P. (2002). Understanding cultures and implicit leadership theories around the globe: an introduction to project GLOBE. Journal of World Business, 37, 3-10.

Javidan, M., House, R.J., Dorfman, P.W., Hanges, P.J., and Sully de Luque, M. (2006) Conceptualizing and measuring cultures and their consequences: a comparative review of GLOBE's and Hofstede's approaches. Journal of International Business Studies. 37(6) 897-917.

Vogelgesang G, Clapp Smith R, Osland J, (2014) The Relationship Between Positive Psychological and Global Mindset in the Context of Global Leadership, Journal of Organisational Studies, Vol 21 (2) p166

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Wang L, Turnbull Jones J, Denyer D, Bailey C, (2014), Western Views and Chinese Whispers: Rethinking global leadership competency in multinational corporations, Leadership Vol 10 (4) pp 471 - 495

Wood, E., Whiteley, A. and Zhang, S. (2002). The cross model of guanxi usage in Chinese

leadership. The Journal of Management Development, 21(3/4), 263-284.

Leadership Development Cox, Bachkirova, Clutterbuck (2014) Theoretical Traditions and Coaching Genres: Mapping the

Territory, Advances in Developing Human Resources, Vol 16 (2) 139 –160 Cumberland, D.M. Herd, A. Alagaraja M. Kerrick, S.A. (2016) Assessment and Development of

Global Leadership Competencies in the Workplace: A Review of Literature Advances in Developing Human Resources 2016, Vol. 18(3) 301–317 DOI: 10.1177/1523422316645883 adhr.sagepub.com

Day, D.V. (2000). Leadership development: A review in context. Leadership Quarterly, 11, 581-613.

Gahan, P. Adamovic, M., Bevitt, A., Harley, B., Healy, J., Olsen, J.E., Theilacker, M. (2016) Leadership at Work: Do Australian leaders have what it takes? Melbourne: Centre for Workplace Leadership, University of Melbourne

Gentry, W.A Eckert, R.H. Munusamy, V.P. Stawiski, S.A. Martin, J.L (2014) The Needs of Participants in Leadership Development Programs: A Qualitative and Quantitative Cross-Country Investigation, Journal of Leadership & Organizational Studies Vol. 21(1) 83–101 DOI:

10.1177/1548051813483832

Gentry W.A, Eckert, R.H,. Stawiski SA., and Zhao S (2016) Center For Creative Leadership, “The Challenges Leaders Face Around the World More Similar than Different” Accessed July 13 2016 http://insights.ccl.org/wp content/uploads/2015/04/ChallengesLeadersFace.pdf Goleman, D. (1998). What makes a leader? Harvard Business Review, 76(6), November-

December, 92-102. Lunsford G.A and Brown B.A, (2016) Preparing Leaders While Neglecting Leadership: An Analysis

of U.S. Collegiate Leadership Centers Journal of Leadership &Organizational Studies 1–17 DOI: 10.1177/1548051816662613

McCall, M. (2010). Recasting Leadership Development. Industrial and Organizational Psychology 3,

pp.3-19. Pina e Cunha. M., Pacheco, M., Castanheira F., Rego A. (2015) Reflexive work and the duality of

self-leadership Leadership 0(0) 1–24 Petrie, Nick (2014) Future Trends in Leadership Development, Center For Creative Leadership

White Paper accessed July 14th 2016: http://insights.ccl.org/wp-content/uploads/2015/04/futureTrends.pdf

Quatro, S, A., Waldman, D.A. and Galvin, B.M. (2007). Developing holistic leaders: Four domains for leadership development and practice. Human Resource Management Review.,17, 427-441. Riggio, R. E. and Lee, J. (2007), Emotional and interpersonal competencies and leader

development. Human Resource Management Review. 17, 418-426 Witherspoon, R (2014) Double-Loop Coaching for Leadership Development, The Journal of Applied Behavioral Science Vol. 50 (3) 261 – 283