1. The Leadership Identity
Development Model
Summer Institute on
Leadership Development
University of Toronto June 2009
Valeria Cortes
Ian Simmie
2. Social Construction of Leadership
Industrial /Conventional Paradigm
Great Man Theory
Traits Theory
Behavioural Theory
Situational Theory
Excellence Theory
Post- Industrial Paradigm
Reciprocal (Relational)
Theory
Chaos or Systems Theory
3. Relational Leadership
Leadership is a relational and
ethical process of people
together attempting to
accomplish positive change
Komives, Lucas & McMahon (2007).
Exploring Leadership (2nd
ed.), San Francisco: Jossey-Bass.
4. Developing a Leadership Identity:
A Grounded Theory
Leadership identity is the cumulative confidence in
one’s ability to intentionally engage with others to
accomplish group objectives and be perceived
congruently by others in that context.
A sense of self as one who believes that groups are
comprised of interdependent members who do
leadership together.
6. Leadership Identity Development Model
Awareness
1
Exploration/
Engagement
2
Leader
Identified
3
Key
Transition
Developing
Self
Aware of national
figures, authority
figures
Membership in
groups, self-
awareness, self-
confidence
Positional roles or
member roles,
focused interests,
leader=in charge
Awareness of the
value of others,
complex tasks
LeaderSHIP
Differentiated
4
Generativity
5
Integration/Systems
6
Developing
Self
Let go of control,
comfortable
leading as a
member,
leadership is a
process
Concern for
sustainability,
development of
others
Leadership as a life-long developmental
process, want to make a difference,
understands organizational complexity,
know how to engage in different
contexts
Stage
Category
Stage
Category
7. Implications for practice
• Work with individual students to facilitate
movement across the LID stages;
• Design appropriate learning experiences
for groups, which may have stage-based
needs;
• Create environmental conditions that
facilitate learning and support.
10. References
Allen, K. E., & Cherrey, C. (2000). Systemic leadership: Enriching the meaning of our work.
Washington, DC: National Association of Campus Activities and the American College Personnel
Association.
Astin, A. W., & Astin, H. S. & Associates (2001). Leadership reconsidered: Engaging higher
education in social change. Battle Creek, MI: W. K. Kellogg Foundation.
Astin, H.S. (1996). Leadership for social change. About Campus, 1, 4-10.
Baxter Magolda, M. B. (1998). Developing selfauthorship in young adult life. Journal of College
Student Development, 39, 143-156.
Burns, J. M. (1978). Leadership. New York: Harper & Row.
Cress, C., Astin, H., Zimmerman-Oster, K., & Burkhardt, J. (2001). Developmental outcomes of
college students’ involvement in leadership activities. Journal of College Student Development,
42(1), 15-26.
11. References
Kolb, D. A. (1981). Learning styles and disciplinary differences. In A. W. Chickering &
Associates, The modern American college. (pp. 232-255). San Francisco: Jossey Bass.
Komives, S. R., Casper, J. O., Longerbeam, S., Mainella, F. C., & Osteen, L. (2004) Leadership
identity development. Concepts & Connections, 12 (3). 1, 3-6.
Komives, S. R., Lucas, N., & McMahon, T. R. (1998). Exploring leadership: For college students
who want to make a difference. San Francisco: Jossey Bass.
McCormick, M. J. (2001). Self-efficacy and leadership effectiveness: Applying social cognitive
theory to leadership. The Journal of Leadership Studies, 8 (1), 22-33.
Rost, J.C. (1993). Leadership development in the new millennium. The Journal of Leadership
Studies, 1(1), 92-110.
Notes de l'éditeur
Ian Simmie <ian.simmie@utoronto.ca>
Other people are leaders; I am not a leader.
Leader-centric, positional, hierarchical views of leadership, followers, looking for direction by leader; vs. non-positional leaders doing leadership
Recognize process and not only outcome;
Leadership can be learned; lifelong learning. Engaging in learning opportunities; over time building one’s capacity of efficacy to engage in leadership.
Relational -- values collaboration, trusting relationships; emphasis on relationships -- what skills and knowledge required to build healthy collaborative relationships; link to specific learning and development outcomes, such as listening, mentoring, coaching, facilitating, resolving conflicts, raising concerns, …. Plus understanding how to influence change (systemic understanding) -- cause and effect, bigger picture - holistic view, what impact do my actions and decisions have others, community, society.
Integrating student development with leadership development perspective (2 theories: psychosocial and cognitive)
Chickering (psychosocial theory: vectors moving through autonomy towards interdependence; developing mature interpersonal relationships;
= relationships are the foundation of identity)
King, Baxter Magolda (cognitive; thought process involved in identity development; students able to be reflective in their thinking; develop a stronger
Sense that knowledge is constructed in social contexts; it’s their responsibility to make sense of the world)
Interdependence: “self authorship”, realizing one’s autonomy and recognizing one’s interdependence with others
Connect leadership identity development to student experiences
What’s our role in developing specialized learning interventions?
Ability to measure or assess -- or at least understand
Astin Involvement Theory: (I)nput + (E)nvironment) + (O)utput; Multi Instutional Study of Leadership.
Advisors/Mentors: “meaning makers”, process of leadership development
Role of the Group: continuity/transition; act as mentors and role models “Who is coming after me?”
Reflection: (critical -- reflective practitioner “Schon”; how to respond differently next time.
Commit to lifelong learning and development; transferability to any context; confidence/self-efficacy
Related to text” Talent is overrated”… Leaders are not born; they are made”. Leadership can be learned; how do we people learn leadership. Using Adult Education theories, e.g. David Kolb “Experiential Learning”, Leadership requires deliberate practice -- purposeful and deliberate approach to learning. For example, “Reflection” how do students make meaning of their experiences? What’s our role in facilitating or helping them sense of their experiences?
