PubMed · 5900479
The source did not provide an abstract. Follow the original record for more information.
Explore connections, maps & timelines
H B Carlson. 1966. Identity and character formation.. https://doi.org/10.1176/ajp.122.7.821
Cite the original work for its findings. Save a collection to share your selection of sources.
KEEP EXPLORING
The agenda for theory and research in the field of leadership studies has evolved over the last 100 years from focuses on the internal dispositions associated with effective leaders to broader inquiries that include emphases on the cognitions, attributes, behaviors, and contexts in which leaders and followers are dynamically embedded and interact over time. Leadership theory and research has reached a point in its development at which it needs to move to the next level of integration--considering the dynamic interplay between leaders and followers, taking into account the prior, current, and emerging context--for continued progress to be made in advancing both the science and practice of leadership.
This article reviews a systems model of leadership. According to the model, effective leadership is a synthesis of wisdom, creativity, and intelligence (WICS). It is in large part a decision about how to marshal and deploy these resources. One needs creativity to generate ideas, academic (analytical) intelligence to evaluate whether the ideas are good, practical intelligence to implement the ideas and persuade others of their worth, and wisdom to balance the interests of all stakeholders and to ensure that the actions of the leader seek a common good. The article relates the current model to other extant models of leadership.
The Nursing and Midwifery Council sets good character as a condition not only of entry to the UK register of nurses but also for entry to and continuation on pre-registration nursing programmes in the UK. This requires education providers to assess the character of potential and actual nursing students yet the guidance offered by the NMC for making such assessments is insufficiently developed and serves to provide criteria by which determination can be made of good character only in a narrow sense. Assessment of character requires making value judgements about others and lends support to the idea that nurse education has an explicit moral component. This paper outlines some of the difficulties in assessing character, explores the idea that good character can be assessed in both a thin and a thick sense, and considers some of the consequent implications for nurse educationalists.