leadership competencies

Globally, higher education institutions (HEIs) are facing significant change (da Motta & Bola 2008) as well as a greater need for accountability. As such managerial leadership (ML) within HEIs has become a focus of growing interest (Barth, Godemann, Riekmann & Stollenberg 2007; da Motta & Bola 2008; Kallenberg 2007; Temple & Ylitalo 2009). Increased accountability has fuelled the adoption of managerial leadership competencies (MLCs) in a number of HEIs for both academic and non-academic managers (Erwee, Willcoxson, Smith & Pedersen 2002; Mok 1999). A review of the literature indicates that Burgoyne’s (1993) assertion that use of competencies has a strong relationship to Anglo- Saxon culture, still stands true as the majority of countries that use a competency approach are western (Horton 2000) It is thus important to consider the relevance of a competency approach in non-western cultures, (Denison, Haaland & Goelzer 2004) including India and in particular to understand what MLCs are needed within the higher education context (Barth et al. 2007). This has taken on a more important focus as large scale studies such as the GLOBE project (Chhokar, Brodbeck & House 2007; House, Hanges, Javidan, Dorfman & Gupta 2004) have identified 21 global leadership characteristics. This current study provides additional insight into an understanding of managerial leadership behaviours within one state of India and in one industry – the higher education sector.

To complicate matters further, major demographic and social shifts associated with the global workforce, the rise in dual income couples, the aging of the Baby Boomers and the convergence of four generations in today’s workplace have introduced additional complexities and challenges into how organizations manage their people. While organizations have benefited from this period of change by way of increased productivity and profitability, there have also been negative impacts on the psyche of the workforce. Job loss, questions about job security, increased anxiety and continued exposure to ambiguity are only some of the many effects that comprise the shadow of this era. These dynamics, complexities and diversities that are now the characteristic of operational environment, are diffusing into the organization thereby making increasing demands on management and leadership competencies at all organizational levels. Mayer, Salovey, and Caruso, (2002), defined emotional intelligence as “the ability to monitor one’s own and others’ feelings and emotions, to discriminate among them, and to use this information to guide one’s thinking and actions.” In short, it is theorized that individuals have varying abilities to recognize, process, and extrapolate emotional information, thus leading to variations in how different individuals react to the same type of emotional stimuli. Emotional intelligence (EI) has emerged as a construct that is of interest to both academics and practitioners and has become one of the most topical areas in psychological research. Afolabi (2004) contend that emotional intelligence is not a single trait or ability rather, a composite of distinct emotion reasoning abilities. Perceiving emotions consist of recognising and interpreting the meaning of various emotional states, as well as their relations to other sensory experiences. Understanding emotions involve comprehension of how basic emotions are blended to form complex emotions. Regulating emotions encompasses the control of emotions in oneself and in others. An individual’s emotional intelligence is an indicator of how he or she perceives, understands and regulates emotions.

A critical question for any organisation is how to develop and monitor leadership competencies, so that the organisation’s competencies inventory remains relevant to its operating environment and so that the behaviours and achievements of its leaders serve as examples for others to follow. The human resource management literature argues for the utility of performance management as a tool for developing competencies while dealing with staff work performance in a predictable and fair way (Fandray, 2001; Greengard, 2001; Tovey, 2001). Managers themselves, however, have tended to associate performance management with monitoring, counselling and formal review processes and ‘to see performance management as an HR-driven process, a bureaucratic requirement with the expressed purpose of adjusting employees’ salaries’ (Williams, 2001: 48). A consequence of this perception has been a common acceptance that the most senior managers in an organisation should be exempt from the performance management process, and there are numerous anecdotal accounts of lack of support for performance management by top management (see for example James, 1998; Fandray, 2001). To a large extent, performance management systems have until recently been designed to monitor and develop the performance of middle managers and below.

This study examined the quality of training programmes and leadership competencies among educational managers in the Ministry of Education (MoE), Sultanate of Oman. The study examined two objectives which included; (a) to determine the leadership competencies acquired through training among educational managers in MoE, Sultanate of Oman, and (b) to investigate significant differences between leadership competencies among educational managers’ at the MoE Head Quarter and Regional Directorate in the MoE, Sultanate of Oman. A sample of two hundred and ninety eight (298) educational managers in the MoE in the Sultanate of Oman participated in the study. A quantitative approach to research using the Alaraimy Competency Survey as the instrument of data collection was used to conduct the study. The data was analysed using a Confirmatory Factor Analysis (CFA) and MANOVA analyses. The results of the study highlighted that the educational managers possessed all leadership competences, though at different levels. It was also revealed that there were no significant differences in the competence levels between educational managers working at the Headquarter of MoE and those in the Regional General Directorates. It is recommended that the MoE, Sultanate of Oman adopts the best training approaches that develop all the competences of educational managers in the MoE, Sultanate of Oman, both at the MoE Head Quarters and Regional General Directorates.

Nonetheless it seems plausible that the failure to corroborate the hypothesised relationship between the high performance leadership competencies and unit performance, could be attributed to the inability of the In-basket to provide a finer distinction between competency levels in the intermediate range (i.e. in the current score interval 2-3) in conjunction with the relative homogeneity of the MBA student population. To the extent that the latent variable being assessed shows relatively little variance in the target population and to the extent that the In- basket is relatively insensitive to the little true score variance that exists, but is to a fixed extent susceptible to (random) measurement error, classical reliability of measurement must suffer. The problem with behaviourally anchored rating scales are that they in essence constitute single item scales. This would probably represent somewhat less of a problem if the behavioural anchors guiding the rating on each performance dimension would include expressions of different states of the underlying latent performance variable in close proximity to each other in the middle of the latent variable scale. However it is extremely difficult, if not practically impossible, to detect describable observed differences in the behavioural manifestations of small differences in the underlying latent performance variable. Classical measurement theory would, however, suggest that an increase in scale length (assuming parallel items are added) should increase true score variance and thereby enhance reliability (Lemke & Wiersma, 1976). Behaviour observation scales, mixed standard rating scales and summated checklists measure latent performance dimensions through multiple items. Therefore the use these rating scale formats, instead of the behaviourally anchored

This study aims to investigate the impact of Emotional Intelligence on the leadership competencies development of employees within Jordanian industrial companies listed at the Amman Stock Exchange. The study population consists of employees working at these companies. A simple random sampling technique was used to select the respondents surveyed with a total of 154 questionnaires administered to the chosen respondents. Statistical tools were used to test the hypothesis. The findings of this study indicate that there is a significant positive impact of emotional intelligence (self-awareness, self-regulation, motivation, empathy, and social skill) on leadership competencies development; the study also shows that the most influential dimensions of emotional intelligence is motivation.

A signiicant practical implication of our re - search on leadership competencies in this setting is related to the development of the list of core leader- ship competencies in public health leadership roles and the associated development of academic train- ing programs. The Association of Schools of Public Health in the European Region (ASPHER), togeth - er with European partners (University of Maastricht, the Netherlands; Lithuanian University of Health Sciences, Lithuania; Shefield Hallam University, United Kingdom; Medical University of Graz, Aus - tria) and Grifith University (an associated partner in Australia), has launched the Erasmus project “Leaders for European Public Health (LEPHIE).” The LEPHIE partnership seeks to bridge the gap between current academic programs and the contin - uing education needs for the future. The goal of the LEPHIE is to create a world class, blended-learning study program on Leadership in European Public Health. By blending an EU-centric competencies framework, ICT-based education, and cross-cultur - al experience, this continuing education program will prepare participants to be leaders and innova - tors (31). As Lithuania participates in this project, it could be expected that this new distance learning- based course will contribute to the improvement of

Theoretically, this can be explained by the development of leadership competencies that do not lead to efforts to manage work-family conflicts. Certain leadership competencies that are important for managing work-family conflicts require a more complex knowledge structure (Lord and Hall, 2005), such as resource management competencies and organizational competencies (Yoon et al, 2010). Meanwhile, for mining companies, competencies may be less appropriate to the work context (Dragoni et al, 2009). Therefore, executives feel that the development and practice of resource management competencies and organizing are considered unimportant in the work situation faced by employees (Miscenko, 2017).

training and leadership development plans for doctors is designed to enhance their clinical skills and medical knowledge. In our country, however, there is no formal training in the medical education curriculum and even after graduation for recognizing the collaboration aspect of modern health teams. Many excellent physicians have been rewarded for delivering outstanding clinical outcomes. However, because many possess a reputation or expertise that brings in business, some organizations are reluctant to hold physicians accountable for their lack of team-oriented behavior. 18,22,29,30 Given that training is the

conflict with others, institutional, political, psychological, and other resources so as to arouse, engage, and satisfy the motives of followers" (p. 18). Burns distinguished between what he termed "transactional leadership", that leadership occurring when one person takes the initiative in making contact with others to enact the exchange of things of value, and "transformational leadership", which occurs when individuals engage with each other in such a manner that both leader and follower are raised to higher levels of motivation and morality (pp. 19-20). Burns (1987) described leadership as a process rather than a set of discrete activities. Transformational leaders, by making followers more aware of the mission of the organization and enabling them to comprehend their role in achieving organizational goals, activate the higher order needs of the followers. Due to the transformational influence exhibited by the leader, followers are motivated to transcend their own self-interests for the sake of the organization (Bass, 1985).

Effective cooperative leaders matters to the overall performance and well-being of cooperatives. Management committees are members elected by the general assembly to supervise and control the overall business and affairs of cooperatives. Thus, success of any cooperative is determined by the his study is to measure the leadership effectiveness and competencies of management committees of consumer cooperatives in the study area. For this study, primary data has collected from 263 respondents (i.e. 200 members and 63 consumer cooperatives. Descriptive statistics such as mean, frequency and percentages were used for analyzing the data. For measuring the leadership effectiveness of management committees, 31 statements classified under four major indicators idered. The Leadership Effectiveness measured based on members’ perception by using five point Likert scale and the mean score was calculated. The results indicate that management committees of cooperatives were not effective in leading others, leading self, strategic leadership and task management of cooperatives. Regarding leadership competencies, only few cooperative leaders have high experience in leadership and high interest in their leadership; most leaders’ lacks ement. In addition, majority of leaders have better human skills, though they lack conceptual skills and technical skills. Therefore, to improve the leadership effectiveness and competencies of cooperative leaders, leadership training and development programs

Human service program managers’ leadership strategies have a major impact on the quality of services delivered to families who are in need of services due to their economic circumstances. Providing services to needy families can be a monumental task, and the agency is constantly dealing with ever-increasing caseloads. In a study of human service managers, Yin (2004, p. 606) posited that all the managers articulated that “child- and family-centric missions fell within the agency’s official mission statement.” Human service agencies are requesting workers to deliver supportive, empowering, and strength- based services to “at-risk” families. What type of leadership is being provided to “burned out” workers? Are the human service managers being empathetic to workers’ needs and validating their feelings and, if so, by what means? Yin summarized his study by stating that human service managers need to employ progressive leadership skills to reduce workers’ stress and create a propitious work atmosphere. Thus, managers are needed who will not only meet the minimum basic standards required by the organization but also go beyond those basic standards to assume key leadership roles and embrace leadership competencies that will foster growth and success within the agency. The purpose of this interview is to explore the existing leadership competencies of human service program managers, whether a relationship exists between current leadership competencies and emotional intelligence competencies, and whether these leadership competencies are significant to the performance and success of the agency, workers, and families served.

In the past two decades there has been substantial reform of the New Zealand health sector, resulting in a PHC-led health system. A critical review of the policy documents on New Zealand’s PHC revealed limited recognition of the management and leadership competencies needed to implement major reforms, and a subsequent lack of guidance at the national level on how to develop the capabilities of the management and leadership workforce. If the goals of the policies are to be realised, management and leadership capabilities across all levels of New Zealand’s PHC sector and its interface with other health and social sectors will need to be developed and strengthened. While individual organisations in the PHC sector may be investing in initiatives to strengthen the capabilities of their management and leadership personnel, the effectiveness of those measures remains unclear in the absence of clear strategy directions to guide implementation of management development. The absence of formal competency frameworks against which to assess competencies and identify gaps in proficiencies may further limit the effectiveness of any efforts to strengthen management and leadership capabilities in New Zealand’s PHC sector. A starting point will be the identification of competencies required by the management and leadership workforces in New Zealand’s PHC sector to inform the development of appropriate training and professional development interventions.

As per Spencer and Spencer, 1993: 9; to create tomorrow school / school superior- quality 21st century competencies required of school leadership is a cornerstone of the basic characteristics of a person and indicate how to act / behave / think, equating the situation, and support for a long period of time. Some types of characteristics of school leadership competencies that are expected as follows: (a) Motif: something that is consistently thought / wanted person who caused the action. Motif encourages, directs, and chooses behaviors towards actions / specific purpose. (b) Properties: physical characteristics and consistent responses to situations / information. Reaction speed and sharpness of eye a fighter pilot competency physical characteristics / ready for used (c) The concept of self: attitudes, values / person's self image. Confidence is the belief that they can be effective in almost every situation is part of the self-concept of a school principal. (d) Knowledge: information that belongs to someone in a specific field. Knowledge is a complex competence. Scores on tests of knowledge often fail to predict performance for failing to measure knowledge is and skills in ways that are actually used in the work. (e) Skills: ability to do physical tasks / specific mental. Mental competency/cognitive skills including analytical and conceptual thinking.

Abstract The surfacing of the concept of leadership dates back to the ancient days of war and inhabitation. Over time, leadership evolved to accomplish goals. The guiding thoughts of a mission and vision are the essence of new millennium leadership. The modern business companies aim for continuous identification and understanding about the wide array of the global perspectives of leadership. This paper discusses organisational leadership, leaders’ traits and habits; leadership competencies to manage workplace crises; transformational and servant leadership; the importance of towards transformational leadership; and the unification of leadership and business culture. The paper concludes with an appeal for global leadership that builds sustainability in an ever-changing global business environment.

Clinical leadership in resource-constrained labor wards of district hospitals was conceptualized as an emergent phe- nomenon that is evidenced by optimal patient care, which results from dynamic interactions in the labor ward. The dynamic interactions include clinical leaders with a set of clinical leadership competencies critical to which is clinical expertise, teamwork allowing for shared clinical leadership, and professional development optimized within an enabling environment. Application of these conceptualizations of clinical leadership may contribute to optimal patient care

Over the past several decades, the phenomena of leadership continue to predominate in mainstream Working as a nurse leader requires complex skills and competencies that could affect not only staff, but also patients. Leadership development is a lifelong process. As nurses progress throughout their careers, they will face new challenges. The need for change will always exist and as the circumstances of nurse’s lives are constantly altered, the leadership skills also need to be refined, renewed and further developed. Thus the study was t Package on leadership competencies of was also to identify the organizational climate that was present in the organization and to determine the satisfaction of participants with the leadership development inally, it was also to find the readiness and commitment of key management personnel towards the implementation of leadership development package in the institution. A qualitative research approach with a descriptive research design was employed. 60 head nurses and 60 undergraduate nursing students in experimental and control groups participated in the study. The data was collected using the organizational climate rating scale, focus group discussion format for head and structured interview format for the key management The findings of the study revealed that the head nurses and undergraduate nursing students found the LDP to be very useful and were highly satisfied with it. The key management personnel und the need to develop leadership skills among nursing personnel’s and were ready to implement

In this regard, this article proposes a competency evaluation model for assessing leaders based on their leadership capabilities. Thus the research started with a list of leadership competencies from multiple sources, including articles and available leadership development reports. Then fuzzy shanon method is applied to determine the relative importance of these competency components. Finally VIKOR method is applied for the purpose of ranking leaders in terms of leadership competency criteria.

The study showed that participants were overall positive about the effectiveness and delivery of the public health leadership course using blended learning and PBL method- ologies. It seems that they valued both group functioning and tutor functioning in PBL as well as different aspects of blended learning (online interaction, e-teaching, e- resources). The self-reported level of leadership competencies increased over the period of the course for participants at all three locations. They gained most in the area of Polit- ical Leadership, Systems Thinking, and Inspiring and motivating others. The perceptions of blended learning and PBL partly varied between the participating locations. Differences in educational background between learners from different countries might have influence the use of educational innovations [23] as well as the perceptions of blended learning curricula [32, 33]. Keller and colleagues reported that in their study of blended education delivered in Lithuania, Sweden, and Norway, the students from Lithuania evaluated the virtual learning most positively, which is not confirmed in our study with participants from Kaunas University. We consider several possible explanations for the differences we found between evaluations of participants at different locations.

In recent years, software development companies have begun to face the need for faster product release cycles due to market pressure. Accompanying the faster product release cycles is a paradigm shift in the process of software development: away from a command and control approach towards self-organising teams. These self-organising teams are not leaderless; instead, leadership is shared among the team members. Shared leadership, therefore, is a team-based approach, distinguished by leadership responsibility that is widely decentralized among team members. Effective shared leadership presupposes that the team members have the relevant competencies to assume shared leadership, and that their patterns of interactions truly reflect the ‘shared’ concept. Both aspects constitute a challenge for organisations and present a paradigm shift in terms of conventional notions of leadership. This quantitative action-oriented research study investigated shared leadership behaviour and shared leadership competencies in self-organising software development teams, examining the relationship among team members and their influence on one another. Some parts of this study were undertaken in a telecommunication company, where effective shared leadership is central to the company’s performance. Accordingly, issues related to the team members’ shared leadership competencies and the appropriate patterns of interactions among team members are areas of vital importance to the company. However, within the company, these aspects of shared leadership had never been examined; thus, a knowledge gap existed. This study sought to remedy this knowledge gap by addressing the following questions: What shared leadership competencies does a team member need to have in such a team? What is the individual perception of a member’s influence on the other team members as seen by a single team member? How is leadership distributed to facilitate shared leadership in self-organising teams?