Our Leadership Standards

All of our Leadership Development packages are designed around the following Leadership Standards. These have been researched and developed by us here at LAMDA Solutions and they underpin everything which we do.

Strand 1 – Self-Leadership

This group of standards focuses on developing the leader’s own personal qualities, such as self-awareness, emotional intelligence, and ethical behaviour. By prioritising self-care and personal growth, leaders can model the qualities they want to see in others and build a strong foundation for effective leadership.

Learnt TheoryApplication
Standard 1: Self-Awareness and Reflection
1.1 Demonstrates self-awareness and actively seeks to develop their personal skills and knowledge.

1.2. Consistently evaluates personal strengths and limitations to identify areas for personal and professional growth.

1.3 Seeks out feedback from others and solicits different perspectives to improve self-awareness.		In order to lead effectively, leaders must.
a. Demonstrate emotional intelligence and self-awareness in decision making and interactions with others.
b. Actively seek feedback from team members to improve self-awareness and identify blind spots in decision-making.

In order to lead effectively, senior leaders must.
c. Engage in regular self-assessment to identify personal and professional strengths and areas for improvement.
d. Develop and maintaining a personal development plan to continuously improve skills, knowledge, and abilities required for effective leadership at the senior level.
Standard 4: Ethical and Moral Leadership
4.1  Maintains high ethical standards and demonstrates integrity in all their interactions.

4.2  Demonstrates transparency and honesty in all communication and interactions, avoiding conflicts of interest.

4.3  Models ethical behaviour and values, and holds self and others accountable for upholding ethical standards.		In order to lead effectively, leaders must.
a. Model ethical behaviour and professional conduct, including integrity, transparency, and accountability, in all interactions with stakeholders.
b. Demonstrate ethical leadership by setting clear expectations for professional conduct and holding team members accountable for their actions.

In order to lead effectively, senior leaders must.
c. Model ethical behaviour and professional conduct, including integrity, transparency, and accountability, in all interactions with stakeholders.
d. Demonstrate ethical leadership by setting clear expectations for professional conduct and holding team members accountable for their actions.
Standard 7: Resilience and Adaptability
7.1 Manages their time effectively and prioritises tasks to achieve goals.

7.2  Develops a clear vision and action plan to achieve goals, breaking them down into manageable tasks.

7.3  Uses time-management techniques such as scheduling, prioritising, and delegating tasks to achieve goals efficiently.

7.4  Demonstrates resilience and adaptability in the face of change and uncertainty.

7.5  Adapts to new situations and is able to bounce back from setbacks and failures.

7.6  Embraces change and uncertainty as opportunities for growth and learning.

7.7  Continuously evaluates their own performance and seeks feedback to improve.		In order to lead effectively, leaders must.
a. Prioritise tasks based on their importance and urgency to achieve goals effectively and efficiently.
b. Seek out opportunities for personal and professional growth and development.
c. Encourage team members to set their own goals and develop action plans to achieve them.
d. Maintain a healthy work-life balance and managing stress effectively.
e. Demonstrate adaptability in responding to unexpected changes or challenges in the work environment.
f. Regularly evaluate progress towards goals and making adjustments to strategies as needed.

In order to lead effectively, senior leaders must.
g. Build a strong and diverse network of professional contacts to gain new perspectives and knowledge.
h. Establish and maintaining a healthy work-life balance to avoid burnout and promote well-being for self and others.
Standard 10: Lifelong Learning and Development
10.1  Demonstrates self-awareness and actively seeks to develop their personal skills and knowledge.

10.2  Continuously evaluates their own performance and seeks feedback to improve.

10.3  Proactively seeks feedback from others and uses it to improve their own performance.		In order to lead effectively, leaders must.
a. Seek out opportunities for personal and professional growth and development.
b. Provide opportunities for team members to develop their skills and abilities through coaching, mentoring, and training programs.

In order to lead effectively, senior leaders must.
c. Engage in regular self-assessment to identify personal and professional strengths and areas for improvement.
d. Develop and maintaining a personal development plan to continuously improve skills, knowledge, and abilities required for effective leadership at the senior level.
Standard 14: Emotional Intelligence
1.1 Demonstrates self-awareness and actively seeks to develop their personal skills and knowledge.

1.3 Seeks out feedback from others and solicits different perspectives to improve self-awareness.

10.1 Continuously evaluates their own performance and seeks feedback to improve.		In order to lead effectively, leaders must.
a. Demonstrate emotional intelligence and self-awareness in decision making and interactions with others.
b. Demonstrate a strong work ethic and commitment to one’s role and responsibilities.
c. Regularly engage in self-reflection and seek feedback from others to assess own performance and identify areas for personal and professional growth.
d. Demonstrate emotional intelligence and resilience in managing stress, setbacks, and conflicts that may arise in the senior leadership role.

In order to lead effectively, senior leaders must.
e. Demonstrate emotional intelligence and resilience in managing stress, setbacks, and conflicts that may arise in the senior leadership role.
f. Provide opportunities for team members to develop their skills and abilities through coaching, mentoring, and training programs.
Strand 1 – Self-Leadership Standards

References From Our Research Bases

Standard 1.1

  • Goleman, D. (1995). Emotional intelligence: Why it can matter more than IQ. Bantam Books.
  • Boyatzis, R. E., Smith, M. L., & Blaize, N. (2006). Developing sustainable leaders through coaching and compassion. Academy of Management Learning & Education, 5(1), 8-24.

Standard 1.2

  • Adams, J. D., & Galanes, G. J. (2019). Communicating in groups: Applications and skills. McGraw-Hill Education.

Standard 1.3

  • Ashford, S. J., & Cummings, L. L. (1983). Feedback as an individual resource: Personal strategies of creating information. Organizational behavior and human performance, 32(3), 370-398.

Standard 4.1

  • Trevino, L. K., & Brown, M. (2004). Managing to be ethical: Debunking five business ethics myths. Academy of management executive, 18(2), 69-81.

Standard 4.2

  • Rothstein, H. R., Sutton, A. J., & Borenstein, M. (2011). Publication bias in meta-analysis: Prevention, assessment and adjustments. John Wiley & Sons.

Standard 4.3

  • Greenleaf, R. K. (1970). The servant as leader. Robert K. Greenleaf Center.

Standard 7.1

  • Covey, S. R. (1989). The seven habits of highly effective people. Simon and Schuster.

Standard 7.2

  • Locke, E. A., & Latham, G. P. (2013). Goal setting theory. In Handbook of principles of organizational behavior (pp. 1-23). John Wiley & Sons.

Standard 7.3

  • Allen, D. (2001). Getting things done: The art of stress-free productivity. Penguin.

Standard 7.4

  • Masten, A. S. (2001). Ordinary magic: Resilience processes in development. American psychologist, 56(3), 227-238.

Standard 7.5

  • Dweck, C. S. (2006). Mindset: The new psychology of success. Random House.

Standard 7.6

  • Argyris, C. (1999). On organizational learning. Blackwell Publishers.

Standard 7.7

  • Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.

Standard 10.1

  • Bandura, A. (1997). Self-efficacy: The exercise of control. Freeman.

Standard 10.2

  • London, M. (2002). Leadership development: Paths to self-insight and professional growth. Lawrence Erlbaum Associates.

Strand 2 – Leading Others

This group of standards focuses on the leader’s ability to inspire, motivate, and guide others towards shared goals. Effective communication, empathy, and delegation are some of the key skills emphasised in this group. By creating a positive and supportive work environment, leaders can bring out the best in their team and help them achieve their full potential.

Learnt TheoryApplication
Standard 2: Inspirational Vision and Strategic Thinking
2.1  Develops and communicates a clear and compelling vision and strategy to align team members towards common goals.

2.2  Adapts communication style to different individuals and situations to ensure messages are understood and well- received.

2.3  Develops and communicates a clear and compelling vision for the organisation or department, and regularly reviews progress towards strategic goals.		In order to lead effectively, leaders must;
a. Communicate effectively and adapting communication style to different audiences and contexts.
b. Encourage open and honest communication among team members to foster a culture of trust and collaboration.
c. Provide feedback and recognition to team members in a timely and constructive manner.
d. Demonstrate flexibility and adaptability in responding to changes, challenges and encouraging team members to do the same.
e. Lead by example and modelling the behaviours and values they expect from their team members.

In order to lead effectively, senior leaders must also;
f. Develop and communicating a clear and compelling vision for the organisation or
department, and regularly reviewing progress towards strategic goals.
g. Foster a culture of trust, respect, and collaboration among team members, and
encourage diversity and inclusion to create a high-performing team.
h. Create a culture of innovation and continuous improvement by encouraging experimentation, risk-taking, and learning from failures.
i. Build strong relationships with external stakeholders, including customers, partners, and industry experts, to drive collaboration and achieve shared objectives.
j. Facilitate effective decision-making processes, using data and insights to inform and justify recommendations and actions, and ensure alignment with organisational goals.
k. Balance short-term and long-term priorities and making strategic decisions that align with the organisation’s values and goals.
Standard 5: Communication and Collaboration
5.1  Provides clear direction and communicates effectively with team members.

5.2  Listens actively and responds thoughtfully to feedback and questions from team members.

5.3  Builds relationships with stakeholders through active listening, open communication, and collaboration to align objectives and achieve mutual goals.

5.4  Encourages open and honest communication among team members to foster a culture of trust and collaboration.

5.5  Building strong relationships with external stakeholders, including customers, partners, and industry experts, to drive collaboration and achieve shared objectives.		In order to lead effectively, leaders must;
a. Adapt communication styles to different individuals and situations to ensure messages are understood and well-received.
b. Listen actively and respond thoughtfully to feedback and questions from team members.
c. Demonstrate a commitment to diversity, equity, and inclusion in all aspects of leadership.

In order to lead effectively, senior leaders must also;
d. Build and maintain positive relationships with team members and other stakeholders.
e. Proactively seek out opportunities for professional development and growth for both themselves and their team members.
f. Advocate for diversity, equity, and inclusion at all levels of the organisation, and holding themselves and others accountable for creating a diverse and inclusive workplace.
Standard 8: Building and Empowering Teams
8.1  Empowers and motivates team members to achieve goals and maximize their potential.

8.2  Delegates responsibilities and provides autonomy to team members to foster creativity and innovation.

8.3  Creates a positive and inclusive work environment where team members feel valued, supported, and motivated to perform at their best.

8.4  Providing feedback and recognition to team members in a timely and constructive manner.

8.5  Foster a culture of trust, respect, and collaboration among team members, and encourage diversity and inclusion to create a high-performing team.

8.6  Provide coaching and mentorship to support the development of team members’ skills and capabilities, and actively seek opportunities for their advancement.		In order to lead effectively, leaders must;
a. Empower and motivate team members to achieve goals and maximise their potential.
b. Delegate responsibilities and provide autonomy to team members to foster creativity and innovation.
c. Create a positive and inclusive work environment where team members feel valued, supported, and motivated to perform at their best.
d. Provide clear direction and communicates effectively with team members.

In order to lead effectively, senior leaders must also;
e. Establish clear expectations and goals for teams, and regularly communicate progress and feedback to support team members in achieving results.
f. Provide coaching and mentorship to support the development of team members’ skills and capabilities, and actively seek opportunities for their advancement.
Standard 11: Performance Management and Accountability
11.1  Develops and implements effective performance management strategies.

11.2  Sets clear and challenging performance goals for team members and regularly assesses progress towards them.

11.3  Provides regular feedback and coaching to help team members improve their skills and performance.

11.4  Recognises and addresses poor performance in a timely and constructive manner to promote accountability and improvement.		In order to lead effectively, leaders must;
a. Develop and implement effective performance management strategies.
b. Set clear and challenging performance goals for team members and regularly assesses progress towards them.
c. Provide regular feedback and coaching to help team members improve their skills and performance.
d. Recognise and address poor performance in a timely and constructive manner to promote accountability and improvement.

In order to lead effectively, senior leaders must also;
e. Develop a deep understanding of team members’ strengths, weaknesses, and motivations to effectively assign tasks and responsibilities that align with their skill
sets and goals.
f. Create equitable and accessible opportunities for all team members to contribute and grow professionally.
g. Take a stance against discrimination and inequality in all forms and promotes respect, dignity, and fairness for all team members.
Standard 17: Conflict Management and Resolution
17.1  Recognises and addresses potential conflicts in relationships to maintain positive and productive working environments.

17.2  Resolving conflicts and addressing performance issues in a fair and respectful manner.

17.3  Effectively manage conflict and difficult conversations with team members, stakeholders, and external partners, and seek win-win solutions.		In order to lead effectively, leaders must;
a. Recognise and addresses potential conflicts in relationships to maintain positive and productive working environments.

In order to lead effectively, senior leaders must also;
b. Resolve conflicts and address performance issues in a fair and respectful manner.
c. Effectively manage conflict and difficult conversations with team members, stakeholders, and external partners, and seek win-win solutions.
Strand 2 – Leading Others Standards

References From Our Research Bases

Standard 2.1

  • Sosik, J. J., & Jung, D. I. (2010). Full range leadership development: Paths for people, profit and planet. Routledge.

Standard 2.2

  • Ceranic, T. L., & Sosik, J. J. (2019). The role of communication adaptability in leader- member exchange quality and follower job satisfaction. Journal of Business and Psychology, 34(4), 531-547.

Standard 2.3

  • Hitt, M. A., Ireland, R. D., & Hoskisson, R. E. (2016). Strategic management: concepts and cases: competitiveness and globalization. Nelson Education.

Standard 5.1

  • Northouse, P. G. (2018). Leadership: Theory and practice. Sage publications.

Standard 5.2

  • Bormann, N. F. (2018). Listening behavior in leadership. Routledge.

Standard 5.3

  • Mitra, S. (2020). Stakeholder theory: concepts and strategies. Routledge.

Standard 5.4

  • Edmondson, A. C. (2018). The fearless organization: Creating psychological safety in the workplace for learning, innovation, and growth. John Wiley & Sons.

Standard 5.5

  • Zhou, K. Z., & Li, C. B. (2012). How strategic orientations influence the building of dynamic capabilities in emerging economies. Journal of Business Research, 65(2), 266- 272.

Standard 8.1

  • Deci, E. L., & Ryan, R. M. (2008). Self-determination theory: A macrotheory of human motivation, development, and health. Canadian Psychology/Psychologie Canadienne, 49(3), 182-185.

Standard 8.2

  • Day, D. V., & Dragoni, L. (2015). Leadership development: An outcome-oriented review based on time and levels of analyses. Annual Review of Organizational Psychology and Organizational Behavior, 2, 133-156.

Standard 8.3

  • Eagly, A. H., & Carli, L. L. (2007). Women and leadership: The labyrinth of gender. Harvard Business Review Press.

Standard 8.4

  • London, M. (2018). Feedback that works: How to build and deliver your message (Vol. 9). Routledge.

Standard 8.5

  • Kulik, C. T., Pepper, M. B., & Roberson, Q. M. (2020). The benefits of diversity in organizations: Implications for organizational leadership. In The Oxford Handbook of Leadership and Organizations (pp. 1-27). Oxford University Press.

Standard 8.6

  • Briscoe, J. P., & Hall, D. T. (2006). The interplay of boundaryless and protean careers: Combinations and implications. Journal of Vocational Behavior, 69(1), 4-18.

Standard 11.1

  • DeNisi, A. S., & Murphy, K. R. (2017). Performance appraisal and performance management: 100 years of progress? Journal of Applied Psychology, 102(3), 421-438.

Standard 11.2

  • Locke, E. A., & Latham, G. P. (2019). Goal setting theory. In The Oxford Handbook of Leadership and Organizations (pp. 169-185). Oxford University Press.

Standard 11.3

  • Ilgen, D. R., Hollenbeck, J. R., Johnson, M., & Jundt, D. (2005). Teams in organizations: From input-process-output models to IMOI models. Annual Review of Psychology, 56(1), 517-543.

Standard 11.4

  • Smither, J. W., London, M., & Reilly, R. R. (2005). Does performance improve following multisource feedback? A theoretical model, meta-analysis, and review. Personnel Psychology, 58(1), 33-66.

Standard 17.1

  • Jehn, K. A., & Bendersky, C. (2003). Intragroup conflict in organizations: A contingency perspective on the conflict-outcome relationship. Research in Organizational Behavior, 25, 187-242.

Standard 17.2

  • Thomas, K. W., & Kilmann, R. H. (2008). Five conflict-handling modes: Assessment at the individual level. The Thomas-Kilmann Conflict Mode Instrument, CPP, Inc.

Standard 17.3

  • Deutsch, M. (2006). Cooperation and competition. In B. M. Staw & R. M. Kramer (Eds.), Research in organizational behavior (Vol. 27, pp. 195-218). Elsevier.

Strand 3 – Leadership Approaches

This group of standards highlights different leadership approaches and styles, such as servant leadership, transformational leadership, and authentic leadership. By understanding and adopting different leadership styles as appropriate to the situation, leaders can adapt their approach to meet the needs of their team and organisation.

Learnt TheoryApplication
Standard 3: Inclusive and Diverse Leadership
3.1  Actively seeks out and values diverse perspectives and experiences to inform decision-making and problem- solving.

3.2  Creates an inclusive work environment where everyone feels welcome, respected, and supported.

3.3  Develops strategies to address and mitigate unconscious bias in recruitment, selection, and performance evaluation processes.		In order to lead effectively, leaders must;
a. Create a culture of inclusivity where diverse perspectives are valued and respected.
b. Adapt leadership style to different situations and individuals.
c. Encourage team members to take risks and experiment in a safe environment, learning from both successes and failures.
d. Provide ongoing coaching and feedback to team members to support their growth and development.

In order to lead effectively, senior leaders must also;
e. Build and maintain strong relationships with key stakeholders, including. customers, partners, and investors.
f. Cultivate a learning organisation culture that promotes knowledge sharing, experimentation, and adaptation to emerging trends and challenges.
g. Demonstrate thought leadership in the field, including staying abreast of current trends and developments, and contributing to the knowledge and practice of leadership through speaking engagements, publications, and other forms of engagement.
Standard 6: Change Management and Innovation
6.1  Identifies and leverages opportunities for innovation to improve products, services, or processes.

6.2  Encourages innovation and creativity within the team.

6.3  Encourages experimentation and risk-taking, creating a safe environment for learning from failure.

6.4  Implements effective change management strategies to successfully lead organisational change initiatives.		In order to lead effectively, leaders must;
a. Encourage innovation and creativity in problem-solving and decision-making.
b. Foster a culture of collaboration and inclusivity.
c. Use data and critical thinking to make informed decisions that align with organisational goals and values.

In order to lead effectively, senior leaders must also;
d. Foster a culture of innovation and continuous improvement by championing new ideas and encouraging experimentation.
e. Develop and execute a strategic vision for the organisation that anticipates and adapts to emerging trends and challenges.
f. Develop and implement effective change management strategies to lead the organisation through transformational change.
Standard 9: Coaching and Mentoring
9.1  Builds strong relationships with team members based on trust and respect, providing ongoing coaching and feedback to support their growth and development.

9.2  Tailors coaching and mentoring approaches to individual needs, strengths, and developmental areas.

9.3  Encourages and supports team members in pursuing professional development opportunities.		In order to lead effectively, leaders must;
a. Encourage team members to take risks and experiment in a safe environment, learning from both successes and failures.
b. Provide ongoing coaching and feedback to team members to support their growth and development.

In order to lead effectively, senior leaders must also;
c. Build and maintain strong relationships with key stakeholders, including customers, partners, and investors.
d. Develop and execute a strategic vision for the organization that anticipates and adapts to emerging trends and challenges.
e. Demonstrate thought leadership in the field, including staying abreast of current trends and developments, and contributing to the knowledge and practice of leadership through speaking engagements, publications, and other forms of engagement.
Standard 12: Decision-Making and Problem-Solving
12.1  Develops a clear vision for the organisation and communicates it effectively.

12.2  Demonstrates strategic thinking and effective decision- making skills.

12.3  Considers multiple perspectives and potential outcomes when making decisions and evaluates the risks and benefits of each option.

12.4  Communicates decisions clearly, effectively and ensures alignment with organisational goals and values.

12.5  Uses a data-driven approach to decision-making and applies critical thinking and analytical skills to identify root causes and develop effective solutions.		In order to lead effectively, leaders must;
a. Adapt leadership style to different situations and individuals.
b. Encourage innovation and creativity in problem-solving and decision-making.
c. Use data and critical thinking to make informed decisions that align with organisational goals and values.

In order to lead effectively, senior leaders must also;
d. Develop and execute a strategic vision for the organization that anticipates and adapts to emerging trends and challenges.
e. Demonstrate thought leadership in the field, including staying abreast of current trends and developments, and contributing to the knowledge and practice of leadership through speaking engagements, publications, and other forms of engagement.
f. Develop and implement effective change management strategies to lead the organisation through transformational change.
Standard 18: Influencing and Negotiation Skills
18.1  Builds strong relationships with stakeholders and effectively communicates the organisation’s vision, mission, and values to gain support and buy-in.

18.2  Adapts communication style to effectively influence different individuals and groups, uses persuasive language and evidence to support recommendations.

18.3  Develops effective negotiation strategies to achieve win- win outcomes and resolve conflicts.		In order to lead effectively, leaders must;
a. Build strategic partnerships and networks, both internally and externally, to leverage resources, expertise, and opportunities for the organisation.
b. Adapt communication style to effectively influence different individuals and groups, using persuasive language and evidence to support recommendations.
c. Develop effective negotiation strategies to achieve win-win outcomes and resolve conflicts.

In order to lead effectively, senior leaders must also;
d. Build and maintain strong relationships with key stakeholders, including customers, partners, and investors.
e. Build strategic partnerships and networks, both internally and externally, to leverage resources, expertise, and opportunities for the organisation.
f. Demonstrate thought leadership in the field, including staying abreast of current trends and developments, and contributing to the knowledge and practice of leadership through speaking engagements, publications, and other forms of engagement.
Strand 3 – Leadership Approaches Standards

References From Our Research Bases

Standard 3.1

  • Cox, T. (1994). Cultural diversity in organizations: Theory, research and practice. Berrett-Koehler Publishers.
  • Cox, T., & Blake, S. (1991). Managing cultural diversity: Implications for organizational competitiveness. Academy of Management Executive, 5(3), 45-56.
  • Thomas, D. A. (2004). Diversity as strategy. Harvard Business Review, 82(9), 98-108.

Standard 3.2

  • Cox, T. (1994). Cultural diversity in organizations: Theory, research and practice. San Francisco: Berrett-Koehler.

Standard 3.3

  • Dobbin, F., Kalev, A., & Kelly, E. (2007). Diversity management in corporate America. Contexts, 6(4), 21-27.
  • Greenwald, A. G., Banaji, M. R., & Nosek, B. A. (2015). Statistically small effects of the Implicit Association Test can have societally large effects. Journal of Personality and Social Psychology, 108(4), 553–561.
  • Kalev, A., Dobbin, F., & Kelly, E. (2006). Best practices or best guesses? Assessing the efficacy of corporate affirmative action and diversity policies. American Sociological Review, 71(4), 589-617.

Standard 6.1

  • Chesbrough, H. W. (2003). Open innovation: The new imperative for creating and profiting from technology. Harvard Business Press.
  • Damanpour, F. (1991). Organizational innovation: A meta-analysis of effects of determinants and moderators. Academy of Management Journal, 34(3), 555-590.
  • Tushman, M. L., & Nadler, D. A. (1996). Organizing for innovation. California Management Review, 38(3), 8-30.

Standard 6.2

  • Amabile, T. M. (1996). Creativity in context: Update to the social psychology of creativity. Westview Press.
  • Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Springer.
  • West, M. A. (1990). The social psychology of innovation in groups. Academic Press.

Standard 6.3

  • Edmondson, A. (2019). The fearless organization: Creating psychological safety in the workplace for learning, innovation, and growth. John Wiley & Sons.

Standard 6.4

  • Beer, M., & Nohria, N. (2000). Cracking the code of change. Harvard Business Review, 78(3), 133-141.
  • Kotter, J. P. (1996). Leading change. Harvard Business Press.
  • Lewin, K. (1951). Field theory in social science: Selected theoretical papers. Harper & Row.

Standard 9.1

  • Yukl, G. (2013). Leadership in organizations (8th ed.). Upper Saddle River, NJ: Prentice Hall.

Standard 9.2

  • Vescio, V., Ross, L., & Adams, S. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80-91.

Standard 9.3

  • Day, D. V. (2011). Leadership development: A review in context. The Leadership Quarterly, 22(3), 487-500.

Standard 12.1

  • Kouzes, J. M., & Posner, B. Z. (2017). The leadership challenge: How to make extraordinary things happen in organizations. John Wiley & Sons.

Standard 12.2

  • Hitt, M. A., Ireland, R. D., & Hoskisson, R. E. (2017). Strategic management: Concepts and cases: Competitiveness and globalization. Cengage Learning.

Standard 12.3

  • Bolman, L. G., & Deal, T. E. (2017). Reframing organizations: Artistry, choice, and leadership. John Wiley & Sons.

Standard 12.4

  • Northouse, P. G. (2018). Leadership: Theory and practice. Sage publications.

Standard 12.5

  • Judge, T. A., & Piccolo, R. F. (2004). Transformational and transactional leadership: A meta-analytic test of their relative validity. Journal of applied psychology, 89(5), 755.

Standard 18.1

  • Mendenhall, M. E., Osland, J. S., Bird, A., Oddou, G. R., Maznevski, M. L., Stevens, M. J., & Stahl, G. K. (2018). Global leadership: Research, practice, and development. Routledge.

Standard 18.2

  • Yukl, G. (2012). Effective leadership behavior: What we know and what questions need more attention. Academy of management perspectives, 26(4), 66-85.

Standard 18.3

  • Lewicki, R. J., Barry, B., & Saunders, D. M. (2015). Negotiation. McGraw Hill Higher Education.

Strand 4 – Leadership Practices

This group of standards emphasises specific leadership practices that have been shown to be effective, such as setting clear goals, providing regular feedback, and fostering a culture of continuous learning. By implementing these practices consistently, leaders can improve team performance and achieve better results.

Learnt TheoryApplication
Standard 13: Continuous Improvement and Quality Assurance
13.1  Develops and implements processes to assess and improve organisational effectiveness and performance.

13.2  Implements quality assurance processes to ensure the delivery of high-quality products and services.

13.3  Modelling and promoting a culture of learning and continuous improvement.		In order to lead effectively, leaders must;
a. Plan and organise work effectively to meet deadlines and achieve goals.
b. Identify and analyse the need for change, developing a clear and compelling vision for the desired future state.
c. Ensure effective communication and collaboration among team members, including resolving conflicts and managing expectations.
d. Develop a comprehensive plan for implementing the change, including timelines, resource requirements, and communication strategies.
e. Continuously monitor and evaluate performance and make necessary adjustments.
f. Responding to changes and challenges in a proactive and constructive manner.
g. Model and promote a culture of learning and continuous improvement.
h. Identify and engage key stakeholders, including subject matter experts, team members, and sponsors.
i. Develop and implement stakeholder engagement strategies, including identifying key stakeholders and their interests, concerns, and expectations.
j. Build trust and credibility with stakeholders, including demonstrating empathy, integrity, and authenticity.
k. Effectively communicate with stakeholders, including providing regular updates and seeking feedback.
l. Manage stakeholder expectations and address any concerns or issues in a timely and effective manner.
m. Engage stakeholders and build support for the change, including addressing any resistance or concerns.
n. Monitor and evaluate the effectiveness of the changes and make necessary adjustments.
o. Monitor and evaluate project progress and performance, making adjustments as necessary to ensure successful project delivery.

In order to lead effectively, senior leaders must also;
p. Establish and adhere to high standards of performance and accountability for the organisation, and actively monitor and evaluate progress towards these standards.
q. Identify key performance indicators (KPIs) and metrics to measure organisational effectiveness and performance.
r. Conduct regular audits and evaluations of organisational processes and systems, making recommendations for improvement.
s. Foster a culture of continuous improvement, including encouraging and rewarding innovation and experimentation.
t. Develop and implement effective systems and processes for managing resources, risks, and opportunities, and regularly review and revise these systems to ensure effectiveness.
Standard 15: Resource Management and Efficiency
15.1  Develops and implements strategies to optimise the use of resources and increase efficiency.

15.2  Monitors and analyses financial data to inform resource allocation decisions.

15.3  Ensures effective resource allocation and management.		In order to lead effectively, leaders must;
a. Manage resources and budgets effectively and efficiently.
b. Understand financial statements and key financial metrics, using this information to inform decision-making.
c. Develop and implement a comprehensive budgeting process, including forecasting, variance analysis, and reporting.
d. Conduct regular financial reviews and analysis, making recommendations for resource allocation based on financial data and trends.

In order to lead effectively, senior leaders must also;
e. Ensure effective resource allocation and management.
f. Ensure compliance with financial regulations and best practices.
g. Develop and implement effective systems and processes for managing resources, risks, and opportunities, and regularly reviewing and revising these systems to ensure effectiveness.
Standard 16: Project and Program Management
16.1 Develops and implements project management processes and methodologies to ensure successful project delivery.

16.2  Leads cross-functional teams to deliver projects on time and within budget.

16.3  Developing risk management processes to identify, assess, and mitigate risks.

16.4  Monitors and evaluates project progress and performance, making adjustments as necessary to ensure successful project delivery.		In order to lead effectively, leaders must;
a. Develop and implement project management processes and methodologies to ensure successful project delivery.
b. Lead cross-functional teams to deliver projects on time and within budget.
c. Develop risk management processes to identify, assess, and mitigate risks.
d. Implement effective risk management strategies.
e. Implement strategies to monitor and manage potential risks and minimise their impact on the organisation.

In order to lead effectively, senior leaders must also;
f. Monitor and evaluate project progress and performance, making adjustments as necessary to ensure successful project delivery.
Standard 19: Risk Assessment and Mitigation
19.1  Develops risk management processes to identify, assess, and mitigate risks.

19.2  Implements effective risk management strategies.

19.3  Implements strategies to monitor and manage potential risks and minimise their impact on the organisation.		In order to lead effectively, leaders must;
a. Develop risk management processes to identify, assess, and mitigate risks.
b. Implement effective risk management strategies.
c. Implement strategies to monitor and manage potential risks and minimise their impact on the organisation.

In order to lead effectively, senior leaders must also;
d. Ensure compliance with financial regulations and best practices.
e. Develop and implement effective systems and processes for managing resources, risks, and opportunities, and regularly reviewing and revising these systems to ensure effectiveness.
Standard 20: Stakeholder Engagement and Relationship Building
20.1  Implements effective communication strategies to ensure organisational alignment.

20.2  Builds and maintains positive relationships with stakeholders to ensure their support for organisational goals and objectives.

20.3  Develops and implements strategies to effectively engage with stakeholders and manage their expectations.		In order to lead effectively, leaders must;
a. Build and maintain positive relationships with stakeholders to ensure their support for organisational goals and objectives.
b. Develop and implement strategies to effectively engage with stakeholders and manage their expectations.

In order to lead effectively, senior leaders must also;
c. Develop and implement effective systems and processes for managing resources, risks, and opportunities, and regularly reviewing and revising these systems to ensure effectiveness.
d. Foster an organisational culture that values and promotes employee well-being, including physical and mental health, work-life balance, and opportunities for personal and professional growth.
e. Foster a culture of innovation and experimentation, while ensuring alignment with organisational goals and values.
Strand 4 – Leadership Practices Standards

References From Our Research Bases

Standard 13.1

  • Bryson, J. M., & Alston, F. K. (2014). Creating and implementing your strategic plan: A workbook for public and nonprofit organizations. John Wiley & Sons.
  • Damanpour, F. (1991). Organizational innovation: A meta-analysis of effects of determinants and moderators. Academy of management journal, 34(3), 555-590.

Standard 13.2

  • Delgado-García, J. B., & de la Fuente-Sabaté, J. M. (2010). Organizational learning, quality management and customer value in hospitals. The Service Industries Journal, 30(12), 2023-2041.
  • Garvin, D. A. (1988). Managing quality: The strategic and competitive edge. Free Press.

Standard 13.3

  • Senge, P. M. (1990). The fifth discipline: The art and practice of the learning organization. Doubleday/Currency.
  • Watkins, K. E., & Marsick, V. J. (1993). Sculpting the learning organization: Lessons in the art and science of systemic change. Jossey-Bass.

Standard 15.1

  • Ginter, P. M., Duncan, W. J., & Swayne, L. E. (2018). The strategic management of health care organizations. John Wiley & Sons.
  • Porter, M. E. (1996). What is strategy?. Harvard business review, 74(6), 61-78.

Standard 15.2

  • Kaplan, R. S., & Norton, D. P. (1996). Using the balanced scorecard as a strategic management system. Harvard business review, 74(1), 75-85.
  • Kettunen, P. (2005). Financial indicators for performance measurement in humanitarian logistics. International Journal of Services and Operations Management, 1(3), 311-329.

Standard 15.3

  • Drucker, P. F. (1977). The practice of management. Harper & Row.
  • Mintzberg, H. (1979). The structuring of organizations: A synthesis of the research. Prentice-Hall.

Standard 16.1

  • Crawford, L., & Pollack, J. (2013). Hard and soft projects: A framework for analysis. International Journal of Project Management, 31(4), 572-583.
  • Kerzner, H. (2001). Project management: A systems approach to planning, scheduling, and controlling. John Wiley & Sons.

Standard 16.2

  • Belbin, R. M. (1981). Management teams: Why they succeed or fail. Routledge.
  • Hackman, J. R. (1987). The design of work teams. Handbook of organizational design, 1(1), 315-342.

Standard 16.3

  • Linnenluecke, M. K., & Griffiths, A. (2010). Corporate sustainability and organizational culture. Journal of world business, 45(4), 357-366.
  • Raheja, G., & Barua, A. (2015). Risk management and internal control disclosures in the annual reports of UK firms. Journal of Applied Accounting Research, 16(2), 191-213.
  • Toma, C., & Marinescu, P. (2016). The risk management process in public institutions. Amfiteatru Economic, 18(42), 236-250.
  • Widjaja, A. E., & Chandra, F. (2018). The role of risk management process in reducing risk in the supply chain. Journal of Engineering and Applied Sciences, 13(10), 3251-3255.

Standard 16.4

  • Turner, J.R. and Müller, R. (2005). The project manager’s leadership style as a success factor on projects: A literature review. Project Management Journal, 36(2), 49-61.

Standard 19.1

  • Hillson, D. and Murray-Webster, R. (2012). Understanding and managing risk attitude. Gower Publishing, Ltd.

Standard 19.2

  • Kutsch, E., Hallbeck, J., and Lienert, J. (2016). Risk Management in Project-Oriented Leadership. Springer.

Standard 19.3

  • Kerzner, H. (2013). Project management: a systems approach to planning, scheduling, and controlling. John Wiley & Sons.

Standard 20.1

  • Bovee, C.L. and Thill, J.V. (2012). Business communication essentials. Pearson Education.

Standard 20.2

  • Freeman, R.E. (2010). Strategic management: A stakeholder approach. Cambridge University Press.

Standard 20.3

  • Mitchell, R.K., Agle, B.R., and Wood, D.J. (1997). Toward a theory of stakeholder identification and salience: Defining the principle of who and what really counts. Academy of management review, 22(4), 853-886.

Strand 5 – Personal Growth and Mastery

This group of standards focuses on the leader’s ongoing personal and professional development, such as developing new skills, seeking feedback, and reflecting on past experiences. By continually growing and improving, leaders can stay relevant and effective in an ever-changing business environment.

Learnt TheoryApplication
Standard 26: Self-Reflection and Self-Development
26.1  Demonstrate self-awareness and the ability to reflect on one’s own values, biases, and assumptions.

26.2  Actively seek feedback from others and use it to improve performance and personal development.

26.3  Regularly assess personal strengths and weaknesses, developing action plans to improve in areas of weakness.

26.4  Reflect on personal experiences and use them to gain new insights and perspectives.		In order to lead effectively, leaders must;
a. Regularly engage in self-reflection exercises and seek feedback from others.
b. Actively identify and challenge one’s own biases and assumptions.
c. Set personal development goals and seek out learning opportunities.
d. Regularly engage in professional development activities, such as attending conferences or workshops.
e. Build strong relationships with team members by practicing active listening and showing empathy.
f. Regularly check-in with team members to assess their well-being and offer support.
g. Take ownership of mistakes and actively seek out feedback for growth opportunities.
h. Look for challenging tasks to expand one’s skillset.
i. Practice active listening and effective communication to foster positive relationships
with team members.

In order to lead effectively, senior leaders must also;
j. Encourage others to engage in self-reflection and provide resources for personal development.
k. Model self-awareness and vulnerability in leadership.
l. Provide opportunities for learning and development.
m. Encourage a culture of continuous learning.
n. Model empathetic leadership behaviour to create a positive workplace culture.
o. Foster an environment where individuals feel safe to express their emotions.
p. Encourage employees to take on challenging tasks and provide resources to support their growth.
q. Foster a growth mindset culture within the organisation.
r. Encourage a culture of feedback and provide opportunities for team members to give and receive feedback.
s. Foster an environment of psychological safety where team members feel comfortable expressing their ideas and concerns.
t. Provide resources and support for employees to develop their emotional intelligence and empathy.
u. Encourage team members to take on leadership roles and provide mentorship opportunities.
Standard 27: Personal Values and Integrity
27.1  Continually develop skills and knowledge through formal and informal learning opportunities.

27.2  Act with honesty, transparency, and ethical principles in all personal and professional interactions.

27.3  Align personal values with the values of the organisation and act in accordance with them.

27.4  Develop emotional intelligence and empathy towards others.

27.5  Consistently demonstrate integrity and ethical behaviour, even in difficult situations.		In order to lead effectively, leaders must;
a. Take ownership of mistakes and actively seek out feedback for growth opportunities.
b. Look for challenging tasks to expand one’s skillset.
c. Practice active listening and effective communication to foster positive relationships with team members.
d. Demonstrate ethical leadership by holding oneself and team members accountable for actions.
e. Set an example for the team by prioritising self-care and work-life balance.

In order to lead effectively, senior leaders must also;
f. Encourage a culture of continuous learning.
g. Model empathetic leadership behaviour to create a positive workplace culture.
h. Foster an environment where individuals feel safe to express their emotions.
i. Foster a growth mindset culture within the organisation.
j. Encourage a healthy work-life balance culture within the organisation.
k. Develop and implement organisational policies and practices that support personal growth and development.
l. Encourage a culture of feedback and provide opportunities for team members to give and receive feedback.
m. Foster an environment of psychological safety where team members feel comfortable expressing their ideas and concerns.
n. Provide resources and support for employees to develop their emotional intelligence and empathy.
Standard 28: Time Management and Work-Life Balance

28.1  Prioritise tasks and manage time effectively to achieve personal and organisational goals.

28.2  Maintain work-life balance and prioritise self-care to prevent burnout.

28.3  Establish boundaries between work and personal life and maintain a healthy work-life balance.

28.4  Regularly evaluate time management strategies and make adjustments as needed.

28.5  Use stress management techniques, such as exercise, meditation, and mindfulness, to maintain emotional and mental well-being.		In order to lead effectively, leaders must;
a. Set priorities and manage their time effectively to achieve personal and organisational goals.
b. Model healthy work-life balance by taking time off and prioritising self-care.
c. Establish clear boundaries between work and personal life and communicate them to team members.
d. Continually assess and adjust time management strategies to optimize performance and minimise stress.
e. Encourage team members to prioritise work-life balance and provide resources for stress management.

In order to lead effectively, senior leaders must also;
f. Encourage a culture of healthy work-life balance and stress management within the organisation.
g. Model effective time management strategies and prioritise self-care.
h. Advocate for and implement policies and practices that support work-life balance and stress management.
i. Provide resources and support for employees to manage their time effectively and maintain a healthy work-life balance.
Standard 29: Goal Setting and Achievement
29.1  Take responsibility for personal growth and seek out challenges to promote self-growth.

29.2  Set SMART (Specific, Measurable, Achievable, Relevant, Time-bound) goals to achieve personal and organisational objectives.

29.3  Develop action plans and track progress towards achieving goals.

29.4  Celebrate accomplishments and use failures as learning opportunities for future goal setting.		In order to lead effectively, leaders must;
a. Set challenging and achievable goals for themselves and their team.
b. Develop action plans and regularly assess progress towards achieving goals.
c. Celebrate accomplishments and use failures as opportunities for growth and learning.
d. Encourage team members to take ownership of their personal and professional growth and development.

In order to lead effectively, senior leaders must also;
e. Foster a culture of goal setting and achievement within the organisation.
f. Encourage employees to set challenging and achievable goals and provide resources and support for goal attainment.
g. Recognise and celebrate team members’ accomplishments and use failures as opportunities for learning and growth.
h. Mentor and provide guidance for team members in setting and achieving goals.
Standard 30: Resilience and Stress Management
30.1  Develop resilience and adaptability to navigate through challenging situations and bounce back from setbacks.

30.2  Use stress management techniques, such as exercise, meditation, and mindfulness, to maintain emotional and mental well-being.

30.3 Seek support from others when needed and maintain positive relationships.		In order to lead effectively, leaders must;
a. Develop resilience and adaptability to navigate through challenging situations and setbacks.
b. Use stress management techniques to maintain emotional and mental well-being.
c. Foster positive relationships with team members and seek support from others when needed.

In order to lead effectively, senior leaders must also;
d. Foster a culture of resilience and stress management within the organisation.
e. Model effective stress management techniques and resilience in the face of challenges.
f. Provide resources and support for employees to develop resilience and stress management skills.
g. Encourage team members to seek support from others and foster positive relationships within the team.
Strand 5 – Personal Growth and Mastery Standards

References From Our Research Bases

Standard 26.1

  • Brown, K. W., & Ryan, R. M. (2003). The benefits of being present: Mindfulness and its role in psychological well-being. Journal of Personality and Social Psychology, 84(4), 822–848.

Standard 26.2

  • Ashford, S. J., & Cummings, L. L. (1983). Feedback as an individual resource: Personal strategies of creating information. Organizational Behavior and Human Performance, 32(3), 370–398.

Standard 26.3

  • Buckingham, M., & Clifton, D. O. (2001). Now, discover your strengths. Free Press.

Standard 26.4

  • Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice-Hall.

Standard 27.1

  • Marsick, V. J., & Watkins, K. E. (2003). Demonstrating the value of an organization’s learning culture: The dimensions of the learning organization questionnaire. Advances in Developing Human Resources, 5(2), 132–151.

Standard 27.2

  • Treviño, L. K., Hartman, L. P., & Brown, M. (2000). Moral person and moral manager: How executives develop a reputation for ethical leadership. California Management Review, 42(4), 128–142.

Standard 27.3

  • Cameron, K. S., & Quinn, R. E. (2011). Diagnosing and changing organizational culture: Based on the competing values framework. John Wiley & Sons.

Standard 27.4

  • Goleman, D. (2001). Emotional intelligence. Bantam Books.

Standard 27.5

  • Rest, J. R. (1986). Moral development: Advances in research and theory. Praeger.

Standard 28.1

  • Covey, S. R. (1994). The 7 habits of highly effective people: Powerful lessons in personal change. Free Press.

Standard 28.2

  • Mache, S., Vitzthum, K., Klapp, B. F., & Danzer, G. (2014). Surgeons’ work engagement: influencing factors and relations to job and life satisfaction. International journal of surgery (London, England), 12(5), 475-482.

Standard 28.3

  • Rofcanin, Y., Las Heras, M., & Bakker, A. B. (2019). Family-supportive work environment and work–family balance: A review and agenda for future research. Journal of vocational behavior, 110, 329-346.

Standard 28.4

  • Khan, A. N., & Quratulain, S. (2017). A review of time management literature. Journal of Business and Management, 19(1), 48-60.

Standard 28.5

  • Ouweneel, E., Le Blanc, P. M., & Schaufeli, W. B. (2013). Do-it-yourself: An online positive psychology intervention to promote positive emotions, self-efficacy, and engagement at work. Career Development International, 18(2), 173-195.

Standard 29.1

  • Hmieleski, K. M., & Baron, R. A. (2008). Entrepreneurs’ optimism and new venture performance: A social cognitive perspective. Academy of Management Journal, 51(3), 262-276.

Standard 29.2

  • Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57(9), 705-717.

Standard 29.3

  • Gollwitzer, P. M., & Sheeran, P. (2006). Implementation intentions and goal achievement: A meta-analysis of effects and processes. Advances in Experimental Social Psychology, 38, 69-119.

Standard 29.4

  • Sweetman, D., Luthans, F., Avey, J. B., & Luthans, B. C. (2011). Relationship between positive psychological capital and creative performance. Canadian Journal of Administrative Sciences/Revue canadienne des sciences de l’administration, 28(1), 4-13.

Standard 30.1

  • Tugade, M. M., & Fredrickson, B. L. (2004). Resilient individuals use positive emotions to bounce back from negative emotional experiences. Journal of Personality and Social Psychology, 86(2), 320-333.

Standard 30.2

  • Lazarus, R. S., & Folkman, S. (1984). Stress, appraisal, and coping. Springer Publishing Company.

Standard 30.3

  • Hakanen, J. J., Bakker, A. B., & Schaufeli, W. B. (2006). Burnout and work engagement among teachers. Journal of School Psychology, 43(6), 495-513.

Strand 6 – The Impact of our Leadership on the Wider World

This group of standards emphasises the importance of considering the broader impact of our leadership on society and the environment. By prioritising sustainability, social responsibility, and ethical behaviour, leaders can contribute to a better world and create a positive legacy for future generations.

Learnt TheoryApplication
Standard 21: Environmental Responsibility and Sustainability
21.1  Developing and implementing sustainable practices that support the long-term health and wellbeing of the environment, community, and economy.

21.2  Developing and implementing sustainable practices to reduce waste and carbon footprint.

21.3  Identifying and addressing potential environmental impacts of business operations.		In order to lead effectively, leaders must;
a. Implement sustainable business practices, such as reducing waste and carbon footprint, using renewable energy, and supporting local communities.
b. Integrate social and environmental concerns into business operations by conducting regular assessments to identify potential environmental impacts, adopting eco-friendly practices, and involving stakeholders in decision-making.
c. Encourage team members to embrace sustainable practices and providing opportunities for them to develop their skills and knowledge in this area.
Standard 22: Corporate Social Responsibility
22.1  Understanding and practicing ethical and socially responsible behaviour in all aspects of leadership, including decision-making, communication, and actions.

22.2  Ensuring that business practices align with ethical and socially responsible behaviour.

22.3  Integrating social and environmental concerns into business operations and contributing to the greater good of society.

22.4  Engaging with stakeholders to identify their needs and values and incorporating them in decision-making.		In order to lead effectively, leaders must;
a. Develop and implement a code of ethics that aligns with the organisation’s values and mission. Ensuring that all decisions and actions reflect ethical and socially responsible behaviour.
b. Integrate social and environmental concerns into business operations by conducting regular assessments to identify potential environmental impacts, adopting eco-friendly practices, and involving stakeholders in decision-making.
c. Engage in philanthropic activities, contributing to community service projects, and partnering with organisations that share similar values and goals.
d. Engage in open and honest communication with stakeholders and community members to understand their needs and values and incorporating their feedback into decision-making processes.
Standard 23: Global Awareness and Cultural Sensitivity
23.1  Demonstrating an awareness and understanding of cultural, economic, and political differences in a global context and adapting leadership style accordingly.

23.2  Developing cultural intelligence and adaptability to work effectively with people from diverse cultural backgrounds.

23.3  Understanding and respecting cultural differences and adapting leadership style accordingly.

23.4  Engaging in cross-cultural communication and building relationships with stakeholders from different cultural backgrounds.		In order to lead effectively, leaders must;
a. Build relationships with international partners, developing a deep understanding of different cultures, and adapting leadership style to work effectively in diverse settings.
b. Create a culture of inclusivity by hiring and promoting diverse talent, providing training on cultural competency, and fostering an environment of respect and understanding.
Standard 24: Social Impact and Community Engagement
24.1  Creating a culture of inclusivity and respect for diverse backgrounds, perspectives, and experiences.

24.2  Building relationships with community stakeholders and engaging in dialogue to understand their needs and values.

24.3  Incorporating community feedback in decision-making processes.

24.4  Contributing to community development and philanthropic initiatives.		In order to lead effectively, leaders must;
a. Create a culture of inclusivity by hiring and promoting diverse talent, providing training on cultural competency, and fostering an environment of respect and understanding.
b. Engage in philanthropic activities, contributing to community service projects, and partnering with organisations that share similar values and goals.
c. Engage in open and honest communication with stakeholders and community members to understand their needs and values and incorporating their feedback into decision-making processes.
Standard 25: Advocacy and Social Justice
25.1  Advocating for policies and practices that promote social justice and equality.

25.2  Identifying and addressing social inequalities within the organisation and society.

25.3  Building alliances with organisations and individuals that share similar values and goals.		In order to lead effectively, leaders must;
a. Advocate for policies and practices that promote social justice and equality by addressing issues of diversity, equity, and inclusion within the organisation, supporting social justice initiatives, and collaborating with community leaders and organisations.
b. Build alliances with organisations and individuals that share similar values and goals by participating in industry associations, attending conferences and events, and establishing partnerships with other organisations.
Strand 6 – The Impact of our Leadership on the Wider World Standards

References From Our Research Bases

Standard 21.1

  • Schaltegger, S., & Wagner, M. (2011). Sustainable entrepreneurship and sustainability innovation: categories and interactions. Business strategy and the environment, 20(4), 222-237.
  • Elkington, J. (1997). Cannibals with forks: The triple bottom line of 21st century business. Oxford, UK: Capstone.

Standard 21.2

  • Welford, R. (1995). Environmental strategy and sustainable development: the corporate challenge for the twenty-first century. Routledge.
  • Kolk, A., & Pinkse, J. (2010). The integration of corporate responsibility principles into EU and US investment policies. Journal of Business Ethics, 92(1), 81-96.

Standard 21.3

  • Bansal, P., & Roth, K. (2000). Why companies go green: A model of ecological responsiveness. Academy of management journal, 43(4), 717-736.
  • Vermeulen, W. J., & Seuring, S. (2009). Sustainable supply chain management: a structured literature review. International Journal of Physical Distribution & Logistics Management, 39(3), 194-211.

Standard 22.1

  • Treviño, L. K., & Nelson, K. A. (2011). Managing business ethics: Straight talk about how to do it right. John Wiley & Sons.
  • Carroll, A. B. (1991). The pyramid of corporate social responsibility: Toward the moral management of organizational stakeholders. Business horizons, 34(4), 39-48.

Standard 22.2

  • Crane, A., Matten, D., & Moon, J. (2019). Corporate social responsibility: Readings and cases in a global context. Routledge.
  • Schwartz, M. S. (2011). The nature of the relationship between corporate codes of ethics and behaviour. Journal of Business Ethics, 104(1), 41-54.

Standard 22.3

  • Elkington, J. (1997). Cannibals with forks: The triple bottom line of 21st century business. Oxford, UK: Capstone.
  • Porter, M. E., & Kramer, M. R. (2011). Creating shared value. Harvard business review, 89(1/2), 62-77.

Standard 22.4

  • Freeman, R. E. (2010). Strategic management: A stakeholder approach. Cambridge University Press.
  • Mitchell, R. K., Agle, B. R., & Wood, D. J. (1997). Toward a theory of stakeholder identification and salience: Defining the principle of who and what really counts. Academy of management review, 22(4), 853-886.

Standard 23.1

  • Hofstede, G. (2001). Culture’s Consequences: Comparing Values, Behaviors, Institutions and Organizations Across Nations. Thousand Oaks, CA: Sage Publications.

Standard 23.2

  • Earley, P. C., & Mosakowski, E. (2004). Cultural Intelligence. Harvard Business Review, 82(10), 139-146.

Standard 23.3

  • Northouse, P. G. (2021). Leadership: Theory and Practice. Sage Publications.

Standard 23.4

  • Gudykunst, W. B., & Kim, Y. Y. (2002). Communicating with Strangers: An Approach to Intercultural Communication. New York, NY: McGraw-Hill.

Standard 24.1

  • Cox, T. (1993). Cultural diversity in organizations: Theory, research, and practice. San Francisco, CA: Berrett-Koehler.

Standard 24.2

  • Bryson, J. M., Crosby, B. C., & Stone, M. M. (2015). Designing and implementing cross- sector collaborations: Needed and challenging. Public Administration Review, 75(5), 647-663.

Standard 24.3

  • Bryson, J. M., Crosby, B. C., & Stone, M. M. (2015). Designing and implementing cross- sector collaborations: Needed and challenging. Public Administration Review, 75(5), 647-663.

Standard 24.4

  • Maignan, I., & Ferrell, O. C. (2001). Corporate citizenship as a marketing instrument: Concepts, evidence, and research directions. European Journal of Marketing, 35(3/4), 457-484.

Standard 25.1

  • Waddock, S. (2004). Parallel universes: Companies, academics, and the progress of corporate citizenship. Business and Society Review, 109(1), 5-42.

Standard 25.2

  • Ely, R. J., & Thomas, D. A. (2001). Cultural diversity at work: The effects of diversity perspectives on work group processes and outcomes. Administrative Science Quarterly, 46(2), 229-273.

Standard 25.3

  • van der Kolk, B. A. (2017). The body keeps the score: Brain, mind, and body in the healing of trauma. Penguin Books.