Holmes Institute HC3031: Contemporary Leadership Challenges Report

This report delves into contemporary leadership challenges, particularly in the context of a global business environment. It examines The Leadership Challenge Program Curriculum (LCPC) and the Leadership Practice Inventory (LPI) as tools for developing effective leadership. The report analyzes various studies and research findings to demonstrate the LCPC's applicability across different organizational levels and the LPI's usefulness in measuring leadership traits and behaviors. It highlights the importance of leadership development, the role of LPI in assessing leadership effectiveness, and the need for creating environments that foster collaboration and innovation. The report concludes by emphasizing the significance of LCPC and LPI in addressing leadership challenges and promoting organizational success. The report uses the findings of various studies, including those by Posner, Welch, Berry, Joko, Walker and Gray, and Rob and Rachael, to support its arguments. It highlights the importance of LCPC and LPI in creating a leadership environment that supports and encourages the growth of potential leaders.

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CONTEMPORARY LEADERSHIP CHALLENGES
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Abstract
The paper shows that LCPC is infinitely accessible to any corporation whether public, large,
non-profits, small, and it can be executed at any business level. Due to its integrated nature, it
can be designed in many formats to realise an organisation’s specific leadership requirement.
The report also analysis how Leadership Practice Inventory (LPI) can be used to measure: team
performance, greater leader credibility, proper workforce engagement, and constituent loyalty.
However, the statistical response is ordinarily hard to share, because most users need
confidentially concerning the particular results. Therefore, HR management should establish the
prospect duration to take the business vision of sustaining and nurturing and welcoming
environment that shows collaboration, creativity, involvement and launch an initiative that would
make leadership everyone’s affair.
Table of contents

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Abstract............................................................................................................................................2
Table of contents..............................................................................................................................3
Introduction......................................................................................................................................3
Findings...........................................................................................................................................4
Discussion........................................................................................................................................7
Conclusion.......................................................................................................................................8
References........................................................................................................................................8

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Introduction
The contemporary organisation changes occur faster than ever witnessed before which is
attributed to the globalisation, technology changes and dynamism of the workforces in the
company. Currently, very few employees stay in the one corporation for long. The above
reasons put a lot of pressure on the leaders which may demand them to have advanced
competencies and skills. This paper will review how The Leadership Challenge Program
Curriculum (LCPC) can assist anyone to become an active manager irrespective of age, rank,
tenure or present capability. Also, the report will review various LPI studies to show how the
tool can be used to measure leadership traits.
Findings
According to Posner (2016), an international leader requires universally certified leadership
concepts and principles that surpass culture. According to Posner (2016), the LPI has an active
psychometric element, and the five routines of classic leadership model both make practical and
conceptual logic.
Another study by Posner (2015) reveal how numerous researches of management have been
done in business and community areas, and there are little recognised about either how they
guide or in what way their leadership routines are same to or dissimilar from those leading in
other areas. Absolute variances in leadership behaviours were established based on respondent
education, genders, employment status, and education level. According to Posner (2015),
volunteer leaders are involved more regularly in management behaviours than waged
frontrunners. Leadership behaviours were systematically connected to the excellence of
contenders’ volunteer leadership encounters.

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The Posner (2014) discussing the work of Carli & Eagly (2012) suggests that ethnicity, gender,
school structure and knowledge impacted on scholars’ management routines. Noteworthy,
variances were established in what manner scholar leaders acted based on the above aspects. But,
an additional evaluation proposed that differences did not considerably impact the student
leader’s effectiveness. That, there were more active student frontrunners involved in the five
management routines than the less active leaders, irrespective of a school setting, ethnicity and
sexual characteristics (Posner 2014).
According to Welch (2014), motivated by the pledge of the brand itself, Vera Bradley takes pride
in generating a distinctive workstation that inspires everyone to influence, grow as individual and
express their independence. Working with FlashPoint, the Vera Bradley Leadership
Development Program started to design as 12-month, full education encounter. Beginning with
the LPI 360-degree response model, three comprehensive-day teaching session followed and
spread out at one-month breaks (Welch 2014). Central to the curriculum’s model is an enterprise
example that results to each day realities, opportunism and challenges, and directly into the
learning routine (Welch 2014).
Posner (2010) states that it is apparent in the ever-growing number of programs offered in the
management linking attention on leadership with the learners and an increasing number of
researches being done by management scholar and educators. Posner (2010) alleges that The
LPI was established to improve the leader’s growth through the response of their present
behaviour and routines, as witnessed by themselves and others. The activeness of feedback
particularly the 360-degree feedback in a business scenario from the customers, superiors, peers,
and subordinates perspective has been documented (Posner 2010). Evaluation of demographic
traits shows that years in school makes a difference in the reported frequency to which scholar

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leaders involve in the five leadership routines. With more years of study, deliberated in
opportunities and age, candidates made a massive application of the five leadership activities.
The outcomes by gender did not show any specific consistency (Posner 2010).
Berry (2012) investigates the link between the leadership performs and the influence of position
and gender on local education boards of non-profit institutions. The author uses associates of 63
local education foundations boards positioned in Indiana (Bowers 2012). No considerable
variances were established on any of the management activities on sex grounds (Berry 2012).
Joko (2009) investigate how the black belt martial artists have advanced their leadership
competencies. The author uses black belts practitioners from the 144 taekwondo and karate
organisations in Los Angeles (Joko 2009). Assisting others to perform was the leadership
behaviour recorded as most regular engaged in, trailed by encouraging, model, challenge and
inspire (Joko 2009). No difference was established on any of the five leadership procedure on the
ground of respondent gender. Age did differentiate on the five routines with the older contestant
having a typically great scoring frequency. The sequence was typically correct as the candidates’
years of drill and number of black belt grew particularly for the inspiration and model. However,
no leadership differences were noted on the type of martial art among the candidates (Joko
2009).
On other study, Walker and Gray (2010) pursued to assess if the leadership development
platforms effectiveness upon the management competencies of public frontrunners in rural
societies could be gauged. According to the finding, subjects that looked carefully lined up with
the routines and behaviours of frontrunners were the mutual vision and inspiring, supporting
others to performance, encouraging the heart and modelling the path (Walker and Gray 2010).

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The managers were less likely to communicate meaning they confronted the action. However,
for all five routines, communal leaders offered sound evident that they involved in these
behaviours as they worked in their respective societies.
Finally, Rob and Rachael (2017) assess the effects of serving at a summer camp on college-aged
associates. Statistically, considerable pre and post-trial outcomes established spiritual
development, leadership, and emotional intelligence. Correlation was reported between the
number of training days, progress in management, the feedback frequency received from the
managers, and the number of a meeting of a small organisation with the staff.
Discussion
From the above studies, it can be seen that leadership growth is a core portion of the education
program for many university learners, with courses and practices extending from the curricular
lessons provided by several educational disciplines to co-curricular platforms accessible by many
scholar affair offices. I can note that management is everybody’s business, meaning that it is
crucial to develop both young woman and men during their school time to become potential
leaders.
It is also evident that the above literature reviews support the important of LCPC and also show
the significance of LPI. It is also apparent that the LPI finding is comparatively consistent across
ethnicity, social background, people, and gender as well as across diverse organisational
characteristics (Posner 2016). The statement reflects those of Raul Enrique while discussing the
effectiveness of the LCPC and LPI which is a central theme of this paper.
Other important point which can be noted is student leaders and leadership educators themselves
ought to have self-assurance that the system is a robust evaluation of their leadership behaviours

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and the ultimate test of their management effectiveness (Posner 2010). The use of the LPI
platform also could offer leaders a vast knowledge to add value to their abilities and thus
increase organisational productivity (Berry 2012, pp. 112-113). Additionally, LPI can be useful
tool for public organisation leaders in the evaluation process (Walker and Gray 2010). Such a
device would concentrate on the behaviour or activities in the communal background and would
assist program organisers in gauging the influence of their leaders as they work (Walker and
Gray 2010, pp. 55-56).
Conclusion
It is apparent that for leaders to solve the leadership challenge, the LCPC is important to any
corporation whether public, large, non-profits, small, and it can be executed at any business
level. The paper has demonstrated how the LPI is useful to measure outcomes such as: team
performance, greater leader credibility, proper workforce engagement, and constituent loyalty.
Over the review, it have revealed LPI to be active in evaluating unique management abilities and
illustrating five routines of exemplary leadership to create a variance at the interpersonal,
individual, organisational, and small team level. However, the statistical response is ordinarily
hard to share, because most users need confidentially concerning the particular results. Thus, HR
management should establish the probable duration to take the business vision of sustaining and
nurturing and welcoming environment that shows collaboration, creativity, involvement and
launch an initiative that would make leadership everyone’s affair.

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References
Berry, M.L., 2012. Nonprofit governance: Exploring leadership practices and demographics of
local education foundation boards. Indiana Wesleyan University. Retrieved on 28 April, 2019
from: http://www.leadershipchallenge.com/UserFiles/abstracts/Berry2012NP.pdf
Bowers, K.M., 2012. An exploration of the leadership behaviors of volunteer leaders.
Unpublished doctoral dissertation. Indiana Wesleyan University.
Carli, L. L., & Eagly, A. H., 2012. Leadership and gender. In J. Antonakis, & D. Day (Eds.). The
nature of leadership (2nd ed., pp. 417-476). Thousand Oaks, CA: Sage.
Joko, M., 2009. The leaders of bushido: a study of the leadership practices of black belt martial
artists. Pepperdine University. Retrieved on 28 April, 2019
from:http://www.leadershipchallenge.com/UserFiles/ResearchAbstracts/abstract_m_joko.pdf
Kouzes, J., & Posner, B., 2012. The leadership challenge: How to make extraordinary things
happen (5th Ed.). San Francisco: Jossey-Bass.
Posner, B.Z., 2010. Psychometric properties of the student leadership practices inventory.
Retrieved May, 3, p.2011. Retrieved on 28 April, 2019 from:
http://www.leadershipchallenge.com/UserFiles/StudentLPIPsychometricProperties_2010.pdf
Posner, B.Z., 2014. The impact of gender, ethnicity, school setting, and experience on student
leadership: does it really matter. Management and Organizational Studies. Vol. 1, Retrieved on
28 April, 2019 from:http://www.leadershipchallenge.com/UserFiles/Gender%203989-12740-1-
PB.pdf

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Posner, B.Z., 2015. An investigation into the leadership practices of volunteer leaders.
Leadership & Organization Development Journal, 36(7), pp.885-898. Retrieved on 28 April,
2019 from: https://www.emeraldinsight.com/doi/abs/10.1108/LODJ-03-2014-0061
Posner, B.Z., 2016. Bringing the rigor of research to the art of leadership. Evidence behind the
five practices of exemplary leadership and the LPI: Leadership. Retrieved on 28 April, 2019
from:http://www.leadershipchallenge.com/UserFiles/Bringing%20the%20Rigor%20of
%20Research%20to%20the%20Art%20of%20Leadership.pdf
Rob, R. & Rachael, C., 2017. AN EXPLORATION OF THE IMPACT OF LEADERSHIP ON
SUMMER CAMP STAFF. Christian Camping and Conference Association. pp. 42-49.
Retrieved on 28 April, 2019 from:
http://www.leadershipchallenge.com/UserFiles/abstracts/Ribbe_and_Cyrus_An%20Exploration
%20of%20the%20Impact%20of%20Leadership%20on%20Summer%20Camp%20Staff.pdf
Walker, J. and Gray, B., 2010. Exploring the leadership behaviors of community leaders in
northeastern North Carolina. Journal of International Agricultural and Extension Education,
17(1), pp.45-57. Retrieved on 28 April, 2019 from:
http://media.wiley.com/assets/3008/40/Walker_and_Gray_abstract.pdf
Welch, T.A., 2014. Leadership Is Everyone’s Business. Wiley, pp. 70-71. Retrieved on 28 April,
2019 from: http://www.leadershipchallenge.com/UserFiles/TD_Vera%20Bradley
%20Nov2014_published.pdf

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