Previous research has established leader development as an ongoing process across the entire lifespan. Experience, especially on-the-job experience, has been increasingly acknowledged as a needed condition for leader development. From a life span developmental perspective, however, individuals are exposed to a variety of critical experiences across their life course—from preschool, childhood, through adolescence, emerging adulthood, adulthood and well into late adulthood. These time periods, characterized by specific developmental experiences, serve as potential windows of opportunity for one's leader development. However, the extant research primarily focuses on the development of leadership through on-the-job experiences in adulthood; there is little integration of leader developmental experiences that occur before and after adulthood, as well as those that occur beyond the workplace. Additionally, the influencing mechanism of experiences during the leader development process has been understudied. Using an interdisciplinary perspective, we present a framework that explores the critical developmental experiences at each stage in the lifespan. These experiences influence one's expertise in leadership through the mediating role and dynamic interaction of the leader experience processing system and the leader self-view system that are introduced in the model of this framework. This theoretical study systematically explores experiential opportunities across the course of life and within multiple contexts, as well as the underlying mechanisms that foster leader development. There are important implications for enhancing process-oriented leadership research and leadership pedagogical practices.

/pdf/leader-development-across-the-lifespan-a-dynamic-experiences-w6t91kixcc.pdf

Leader development across the lifespan: A dynamic experiences-grounded approach

This study examined the influences of birth order on behavior occurring in the initial, unstructured interactions of 40 mixed-sex dyads composed of a man and a woman who each had a sibling of the opposite sex. The design contrasted four different dyad types: (a) a firstborn man paired with a firstborn woman, (b) a firstborn man paired with a last born woman, (c) a last born man paired with a firstborn woman and (d) a last born man paired with a last born woman. Results indicated that individuals with an older, opposite-sex sibling were particularly likely to have rewarding interactions with strangers of the opposite sex. Relative to firstborn men, last born men talked nearly twice as long, asked more questions, and evoked more gazes, verbal reinforcers, and self-reported liking from their female partners. Relative to firstborn women, last bora women were more likely to initiate the interaction and to exceed the rate at which their male partners smiled. These findings are inconsistent with Toman's (1961, 1976) "family constellation" theory but are consistent with the results of various empirical studies that have also documented the greater social skills of later borns.

On the Social Advantages of Having an Older, Opposite-Sex Sibling: Birth Order Influences in Mixed-Sex Dyads

Regular skewness of birth order distribution.

In the present study the relationship between leadership behavior and sociometric status among preschool children was examined. Leadership behaviors of 24 6-year-old Japanese children were observed during free play and scored on the basis of a 2-dimensional leadership scale (facilitation of play and consideration-evaluation of playmates; Fukada, Fukada, & Hicks, 1994). Participants were categorized into three sociometric-status groups. Children who had high sociometric status showed higher scores on both leadership dimensions than those with low sociometric status.

The Relationship Between Leadership and Sociometric Status Among Preschool Children

Cultivating leadership identity early in a child’s development is crucial. This article examines the development of an intentional leadership identity development program for young girls. Using par...

Identifying and Living Leadership in the Lives of Prekindergarten through 4th-Grade Girls: The Story of One Intentional Leadership Identity Development Program.

36 nursery school children were given a revised form of Fiedler's (1967) least preferred co-worker scale designated as the least preferred playmate scale. The purpose was to investigate the relationship between least preferred playmate scores and the birth order of young children. A 2 X 2 contingency table was constructed between birth order (first and later born) and leadership style (high and low). The resulting chi squares were insignificant for the total population and for males. However, for females the results were significant with a higher percentage of firstborns being task-oriented (low score) and a higher percentage of later borns being relation-oriented (high score).

https://journals.sagepub.com/doi/pdf/10.2466/pms.1978.46.1.184

Relationship between birth order and leadership style for nursery school children.

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Relationship between birth order and leadership style for nursery school children.