Hostname: page-component-cd9895bd7-gvvz8 Total loading time: 0 Render date: 2024-12-26T07:31:50.028Z Has data issue: false hasContentIssue false
  • English
  • Français

Power to the People: Where Has Personal Agency Gone in Leadership Development?

Published online by Cambridge University Press:  07 January 2015

D. Scott DeRue  and
Susan J. Ashford
D. Scott DeRue*
Affiliation:
University of Michigan
Susan J. Ashford
Affiliation:
University of Michigan
*
E-mail: dsderue@umich.edu, Address: Stephen M. Ross School of Business, University of Michigan, 701 Tappan Street, Ann Arbor, MI 48109
Get access Rights & Permissions [Opens in a new window]

Abstract

An abstract is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Commentaries
Information
Industrial and Organizational Psychology , Volume 3 , Issue 1 , March 2010 , pp. 24 - 27
Copyright
Copyright © Society for Industrial and Organizational Psychology 2010 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

Footnotes

*

Stephen M. Ross School of Business, University of Michigan.

References

Alinsky, S. D. (1971). Rules for radicals. New York: Random House.Google Scholar
Ames, C., & Archer, J. (1988). Achievement goals in the classroom–Students learning-strategies and motivation processes. Journal of Educational Psychology, 80, 260–267.Google Scholar
Anseel, F., Lievens, F., & Schollaert, E. (in press). Reflection as a strategy to enhance task performance after feedback. Organizational Behavior and Human Decision Processes. Google Scholar
Ashford, S. J. (1986). Feedback-seeking in individual adaptation–a resource perspective. Academy of Management Journal, 29, 465–487.Google Scholar
Ashford, S. J., & Cummings, L. L. (1983). Feedback as an individual resource–personal strategies of creating information. Organizational Behavior and Human Performance, 32, 370–398.Google Scholar
Ashford, S. J., & Tsui, A. S. (1991). Self-regulation for managerial effectiveness–The role of active feedback seeking. Academy of Management Journal, 34, 251–280.Google Scholar
Ashford, S. J., Blatt, R., & VandeWalle, D. (2003). Reflections on the looking glass: A review of research on feedback-seeking behavior in organizations. Journal of Management, 29, 773–799.Google Scholar
Baird, L., Holland, P., & Deacon, S. (1999). Learning from action: Imbedding more learning into the performance fast enough to make a difference. Organizational Dynamics, 27, 19–32.Google Scholar
DeRue, D. S., & Wellman, N. (2009). Developing leaders via experience: The role of developmental challenge, learning orientation, and feedback availability. Journal of Applied Psychology, 94, 859–875.Google Scholar
DeRue, D. S., Ashford, S. J., & Cotton, N. (2009). Assuming the mantle: Unpacking the process by which individuals internalize a leader identity. In Roberts, L. M. & Dutton, J. E. (Eds.), Exploring positive identities and organizations: Building a theoretical and research foundation (pp. 213–232). New York: Taylor & Francis.Google Scholar
Dweck, C. S. (1986). Motivational processes affecting learning. American Psychologist, 41, 1040–1048.Google Scholar
Ellis, S., & Davidi, I. (2005). After-event reviews: Drawing lessons from successful and failed experience. Journal of Applied Psychology, 90, 857–871.Google Scholar
Forgas, J. P., & George, J. M. (2001). Affective influences on judgments and behavior in organizations: An information processing perspective. Organizational Behavior and Human Decision Processes, 86, 3–34.Google Scholar
Goleman, D., Boyatzis, R., & McKee, A. (2001). Primal leadership–the hidden driver of great performance. Harvard Business Review, 79, 42–51.Google Scholar
Gosling, J., & Mintzberg, H. (2003). The five minds of a manager. Harvard Business Review, 81, 54–62.Google Scholar
Heifetz, R. A. (1994). Leadership without easy answers. Cambridge, MA: Harvard University Press.Google Scholar
Jackson, S. E., & Dutton, J. E. (1988). Discerning threats and opportunities. Administrative Science Quarterly, 33, 370–387.Google Scholar
Kahneman, D., & Tversky, A. (1984). Choices, values, and frames. American Psychologist, 39, 341–350.Google Scholar
Kanfer, R., & Ackerman, P. L. (1989). Motivation and cognitive abilities–An integrative aptitude treatment interaction approach to skill acquisition. Journal of Applied Psychology, 74, 657–690.Google Scholar
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
Locke, E. A., & Latham, G. P. (1990). A theory of goal setting & task performance. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
McCall, M. W. (2010). Recasting leadership development. Industrial and Organizational Psychology, 3, 3–19.Google Scholar
Pintrich, P. R. (2000). Multiple goals, multiple pathways: The role of goal orientation in learning and achievement. Journal of Educational Psychology, 92, 544–555.10.1037/0022-0663.92.3.544Google Scholar
Richards, J. M., & Gross, J. J. (2000). Emotion regulation and memory: The cognitive costs of keeping one's cool. Journal of Personality and Social Psychology, 79, 410–424.Google Scholar
Schön, D. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.Google Scholar
Schunk, D. H. (1991). Self-efficacy and academic motivation. Educational Psychologist, 26, 207–231.Google Scholar
Sitkin, S. B. (1992). Learning through failure–The strategy of small losses. Research in Organizational Behavior, 14, 231–266.Google Scholar