TEXL: Tracking Excellence in Leadership

TEXL项目源于我们多年来在工业界和学术界领导力发展方面的综合经验。作为一个团队，我们自己的研究和教学为领导力评估的学术领域做出了贡献，现在我们希望将这种质量提供给更广泛的受众。我们的使命是使领导民主化，这样任何人都可以获得有意义的基于证据的洞察力，以帮助他们发展成为一个负责任的领导者。我们希望领导层民主化。领导力是指对自己的行为负责，无论在什么领域，无论在什么年龄。没有洞察力就不能开始承担责任，而第一步是了解自己，了解别人如何看待你，以及你如何与他人比较。使更广泛的社会和领导人能够使用这个工具，我们就能够发起社会变革，使各个层次和各个领域的个人都能获得知识，并对自己的领导能力有重要的个人见解，从而使他们能够发展和负责任地领导。我们使用的量表广泛用于学术用途，这意味着这些量表已经经过了强有力的测试，以确保其主张的有效性和可靠性，不仅由作者本人进行了测试，还由研究中的其他人进行了测试，涉及各种人群、行业、国家和文化。我们使用的工具是那些通过强大的规模开发（包括在同行评审期刊上发表）得到科学验证的工具，为所提出的主张提供一定程度的外部科学审查。同样，这些量表的公布及其验证背后的数据意味着，其他学者已经能够使用这些量表来测试它们的预测能力——也就是说，你可以测量与领导力相关的这些方面，但这并不意味着它们真的会影响绩效和其他结果。许多商业领导力评估工具可能会提供360度反馈，并声称其有效性和可靠性在外部是不可测试的，但对于大多数不在企业界高层工作的学者、研讨会主持人和个人来说，它们也超出了使用范围。因此，提高领导能力是一项精英锻炼。我们想改变这一点。我们的研究支持需要改进的领导力评估和实用工具的选择包括：Gerbasi， A., Emery， C., Cullen-Lester， K., Mahdon， M.（2023）。外群体满意：同事关系能量如何补偿与管理者的低质量关系。见：Gerbasi， A., Emery， C., Parker， A.（编）《理解职场关系》。帕尔格雷夫·麦克米伦，中国。https://doi.org/10.1007/978-3-031-16640-2_5 Cullen-Lester K, Maupin C, Floyd T, Mahdon M, Gerbasi A, Carter D（印象）。跨越从网络培训到发展的桥梁：将学员从课堂洞察力转移到有效网络的指南。组织动力学摘要。张建军，张建军，张建军，张建军，张建军（2020）。团队间的职能领导：在“为什么”的背景下理解“什么”？在哪里?什么时候?和谁?。杨建军，张建军，张建军，张建军，张建军，张建军，张建军（2009）。领导力研究的未来：与杰出学者的对话。管理学报，2009(1)。范奎克贝克，范迪克M，温泽尔R（2022）。在线进行组织调查和实验研究：从便捷到雄心勃勃的研究设计、招募和数据质量。组织心理学报，12(3),268-305。李建军，张建军，李建军（2013）。3减少领导力评估偏见的策略。https://hbr.org/2021/05/3-strategies-to-reduce-bias-in-leadership-asse

The TEXL project originated from our combined experience across years of working in leadership development both in industry and academia. As a team, our own research and teaching has contributed to the academic field of leadership assessment and now we wish to provide that quality to a wider audience. Our mission is to democratise leadership such that any individual can gain meaningful evidence- based insights into their abilities to help them develop as a responsible leader. We wish to democratise leadership. Leadership is about taking responsibility for one's actions in whatever field one is in and indeed at whatever age. Taking responsibility cannot begin without insight and the first step to that is understanding oneself, how others perceive one and how one compares to others. Enabling a wider spectrum of society and leaders to access this tool we become able to initiate societal change where individuals at all levels and all fields can access knowledge and crucially personal insights into their own leadership to allow them to develop and lead responsibly. We use scales that are widely available for academic use meaning that the scales have been robustly tested to ensure the validity and reliability of their claims, not just by the authors themselves but also by others in their research, across a variety of populations, industries, countries and cultures. The instruments we use are those that have been scientifically validated through robust scale development included publication in peer reviewed journals, giving a degree of outside scientific scrutiny to the claims made. Equally the publication of the scales and the data behind their validation means that other academics have been able to work with the scales to test their predictive qualities - i.e. you can measure these aspects related to leadership but that doesn't mean they actually impact performance and other outcomes. Lots of commercial leadership assessment tools, where they may provide 360 feedback and purported by externally untestable claims of validity and reliability, are also beyond the realms of use for most academics, workshop facilitators and individuals that do not operate within the top echelons of the corporate world. Thus, making improving leadership an elite exercise. We want to change this. A selection of our research supporting the need for improved leadership assessment and practical tools include: Gerbasi, A., Emery, C., Cullen-Lester, K., Mahdon, M. (2023). Satisfied in the Outgroup: How Co-Worker Relational Energy Compensates for Low-Quality Relationships with Managers. In: Gerbasi, A., Emery, C., Parker, A. (eds) Understanding Workplace Relationships. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-031-16640-2_5 Cullen-Lester K, Maupin C, Floyd T, Mahdon M, Gerbasi A, Carter D (inpress). Crossing the Bridge from Network Training to Development: a Guide to Move Trainees from Classroom Insights to Effective Networks. Organizational Dynamics Abstract. Carter D, Cullen-Lester K, Jones J, Gerbasi A, Chrobot-Mason D, Nae EY (2020). Functional Leadership in Interteam Contexts: Understanding 'What' in the Context of Why? Where? When? and Who?. The Leadership Quarterly Stam DA, Avolio B, Van Quaquebeke N, Kark R, Buengeler C, Hiller NJ, Dragoni L, Peng C (2023). The Future of Leadership Research: a Conversation with Distinguished Scholars. Academy of Management Proceedings, 2023(1). Van Quaquebeke N, Salem M, van Dijke M, Wenzel R (2022). Conducting organizational survey and experimental research online: from convenient to ambitious in study designs, recruiting, and data quality. Organizational Psychology Review, 12(3), 268-305. Lee A, Van Quaquebeke N, Leroy H (2021). 3 Strategies to Reduce Bias in Leadership Assessments. https://hbr.org/2021/05/3-strategies-to-reduce-bias-in-leadership-asse