Teaching implicit leadership theories to develop leaders and leadership – how and why it can make a difference

B. Schyns; R. Kerschreiter; T. Kiefer; Alex Tymon

doi:10.5465/amle.2010.0015

Teaching implicit leadership theories to develop leaders and leadership – how and why it can make a difference

B. Schyns, R. Kerschreiter, T. Kiefer, Alex Tymon

Research output: Contribution to journal › Article › peer-review

Abstract

Implicit leadership theories (ILTs) are lay images of leadership, which are individually and socially determined. We discuss how teaching implicit leadership theories contributes to developing leaders and leaderships by raising self- and social awareness for the contexts in which leadership takes place. We present and discuss a drawing exercise to illustrate different implicit leadership theories and discuss the implications for leaders and leadership, with a particular focus on how leaders claim, and are granted, leader identities in groups.

Original language	English
Pages (from-to)	397-408
Number of pages	12
Journal	Academy of Management Learning and Education (AMLE)
Volume	10
Issue number	3
DOIs	https://doi.org/10.5465/amle.2010.0015
Publication status	Published - Sept 2011

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title = "Teaching implicit leadership theories to develop leaders and leadership – how and why it can make a difference",

abstract = "Implicit leadership theories (ILTs) are lay images of leadership, which are individually and socially determined. We discuss how teaching implicit leadership theories contributes to developing leaders and leaderships by raising self- and social awareness for the contexts in which leadership takes place. We present and discuss a drawing exercise to illustrate different implicit leadership theories and discuss the implications for leaders and leadership, with a particular focus on how leaders claim, and are granted, leader identities in groups.",

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DO - 10.5465/amle.2010.0015

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Teaching implicit leadership theories to develop leaders and leadership – how and why it can make a difference

Abstract

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