By contrast, anthropological approaches to the evaluation of leadershipdevelopment (Turnbull and Edwards, 2005) illuminate the ways that leadership learning becomes embedded and enacted through the interplay of culture and context. Burns (2009, p. 6) argues ‘we need to look wider than causal attribution, beyond numbers and beyond traditional qualitative material to understand the dynamics of a process, not to ask 'what's happening', but 'how' and why it is happening'. Quantitative methods can play a valuable role in the evaluation of leadershipdevelopment but a wider evaluative lens is required; one that is contextually informed (Hannum, Martineau and Reinelt, 2007) enabling the exploration of the rich complex patterns of human interaction. From this perspective, the micro-details of conversations can be essential to understanding development. It is in this sense that the theory of complex responsive processes is particularly appropriate as it provides the basis of an approach to evaluation that can accommodate the exploration of tensions and contradictions. Such an approach involves asking broader and deeper questions, employing a mix of methods, constantly exploring what works, or not, and why. When evaluation is viewed as both research and development it becomes a process of collaborating and knowledge sharing, which harvests collective wisdom and enables thoughtful investment in leadershipdevelopment.
To the author’s knowledge, this study is the first to quantitatively measure both leader development and leadershipdevelopment within a sport context. Drawing on previous leadershipdevelopment literature, the current study revealed some promising findings. For instance, in their meta-analysis examining leadership interventions from areas such as business, military, and education, Avolio et al. (2009) found a small, positive effect on all outcomes (d = 0.59). In comparison, the current study yielded comparable effects, demonstrating small to medium effect sizes for athlete leadership behaviors (d = 0.39 to 0.62), small effect sizes for motivational climate (d = 0.30 and 0.42), and small to large effect sizes for satisfaction (d = 0.34 to 1.07). Although these findings are encouraging, using the above effect sizes as a basis for future power computations is cautioned (Kraemer, Mintz, Noda, Tinklenberg, & Yesavage, 2006; Leon, Davis, Kraemer, 2011). As a pilot study, adjustments to the overall research design (e.g., scheduling of workshops, modifications to the takeaway activity) have been
Research into the HRM practises of booming corporations has shown that these corporations considerably outmatch their peers in terms of economic gain by following leadershipdevelopment practises. By booming corporations, we tend to mean those corporations that were fortune a hundred list that have managed to retain their position within the firm over a decade. This s solely thanks to the sturdy foundation referred to as leadershipdevelopment within the company . Leadershipdevelopment expands the capability of people to perform in leadership roles at intervals organizations. Leadership roles square measure people who facilitate execution of a company’s strategy through building alignment, winning mindshare and growing the capabilities of others. Leadership roles is also formal, with the corresponding
For informative explorations of the leadership skills and competencies relevant to the practice of law, see Lori Berman, Heather Bock, & Juliet Aiken, Developing Attorneys for the Future: What Can We Learn from the Fast Trackers?, 52 S ANTA C LARA L. R EV . 875, 888-98 (2012) (finding certain behavioral competencies associated with leadership as predictive of success of law firm associates); Neil Hamilton, Leadership of Self: Each Student Taking Ownership Over Continuous Professional Development/Self-Directed Learning.58 S ANTA C LARA L. R EV . P, PP/MS13-18 (forthcoming 2018) (summarizing research on competencies that legal employers seek in a lawyer); George T. “Buck” Lewis & Douglas A. Blaze, Training Leaders the Very Best Way We Can, 83 T ENN . L. R EV . 771, 773-76, 786-89 (2016) (reporting on growing attention to leadershipdevelopment in law schools and law firms, and noting relevant skills and competencies); Donald J. Polden. Leadership Matters: Lawyers’ Leadership Skills and Competencies, 52 S ANTA C LARA L. R EV . 899, passim (2012) (examining leadership skills and competencies relevant to lawyers, and noting emergence of law firm competency models); and Scott A. Westfahl & David B. Wilkins, The Leadership Imperative: A Collaborative Approach to Professional Development in the Global Age of More for Less, 69 S TAN . L. R EV . 1667, passim (2017) (calling for law schools and the legal profession to collaborate better on leadershipdevelopment for students and lawyers). See also L ORI B ERMAN , H EATHER B OCK & J ULIET A IKEN , A CCELERATING L AWYER S UCCESS : H OW TO M AKE P ARTNER , S TAY H EALTHY , AND F LOURISH IN A L AW F IRM passim (2016) (guide for lawyers early in their career that focuses extensively on skills and competencies associated with leadershipdevelopment); Laurie Bassi & Daniel McMurrer, Leadership and Large Firm Success: A Statistical Analysis, McBassi & Co., Mar. 2008, at 4, 9, available at
In Table 6, it was intended to examine the needs and interests of school principals and vice principals with regard to school leadershipdevelopment practices. As indicated in the table above, the average mean score of the whole items is M=4.4. This value is falling between ‘agree’ and ‘strongly agree’. This shows that the respondents have positive outlook to most of the items described in the table. More specifically, 79% and 63% of the respondents strongly prefer to attend masters degree in leadership and to share experiences from similar institutions to develop personal and interpersonal skills respectively. As can be seen in this table, the overwhelming of respondents reveal that they prefer to follow need based leadershipdevelopment programs which are related to the practical situations of school tasks instead of taking predetermined programs which is mostly designed by people remotest from the actual practice. In the regard, the majority of respondents prefer leadershipdevelopment practices that are related to real life work related problem (M=4.5), experience sharing among similar institutions (M=4.5), attending masters program and other related courses (M=4.6), practical and problem based workshops and action learning. On the other hand, items such as short term training (M=3.8), induction programs (M=3.9), and creating relationship with inspiring international experts (M=4.2) were among the list which are relatively rated low. However, the overall demand and interest of school principlas to all items were very much positive.
Increase in opportunities to participate in leadershipdevelopment activities would allow students the chance to gain a sense of responsibility and ownership. This may be a way to improve these low levels of academic achievement, high levels of student boredom and disaffection, and disproportional dropout rates in urban areas (National Research Council and Institute of Medicine, 2004). A grounded theory of high-quality leadership programmes: perspectives from student leadershipdevelopment programmes in higher education by Darin (2008) revealed 16 attributes of high-quality Leadership programmes organized into three clusters: (a) participants engaged in building and sustaining a learning community; (b) student-centered experiential learning experiences; and (c) research-grounded continuous programme development. The training of leaders for the future has been noted as one of the focal points of higher education’s missions (Dugan, 2006b). Management of stress and stressors as college students differ markedly in the effectiveness of their adjustments to these stressors (Matheny et al., 2002). It has been established that cognitive-behavioural stress management and health promoting interventions can reduce both perceived and physiologically measured stress irrespective of the method of delivery (Eisen, Allen, Bollash and Pescatello, 2008; Lustria, Cortese, Noar and Glueckauf, 2009). Some stress management experts contended that person achieves more effective social interactions, ones mental stress decreases and happiness increases, irrespective of the coping strategy used (Lazarus and Folkman, 1984; Hirokawa, Yagi and Miyata, 2002). In addition, pioneers in the field of positive psychology found that happiness levels and overall well-being can be enhanced through several useful interventions involving multiple exercises (Fordyce, 1977; 1983).
Those two reports are based on a wide research base, for we know a great deal about leadership and its development. here, we first describe what is currently known about effective school leadership, starting with core leadership practices for which evidence has built up over many years. some background themes about the nature of that leadership are explored: the importance of being responsive to context, the need for learning-centred leadership and the growing importance of distributed leadership, with flatter structures and a greater emphasis on teamwork. some key developments in the context are then shown as stretching and extending those core leadership practices in recent years and posing new challenges as we look ahead. school leaders need good development opportunities at every stage to tackle the complexities of leadership and the new policy agendas. Their continuous professional development (cPd) must be appropriate to their roles and needs, reflect best practice in terms of what works in leadershipdevelopment and build on those values and styles known to be effective within leadership practice itself. The report therefore describes some of the future characteristics of good leadershipdevelopment, mindful that these principles will need to be reflected in what is offered at every level, including the local level of individual schools, groups of schools working together and local authorities.
Leadershipdevelopment is believed to be key to business success. A study by the middle for inventive Leadership holds that sixty five % of corporations with mature leadershipdevelopment programs drove improved business results as compared to six % of corporations while not such a program. Similarly, eighty six of corporations with leadershipdevelopment programs responded chop-chop to dynamical market conditions whereas solely fifty two of corporations with immature programs were able to do therefore.[
All DMPs had been offered a choice by the firm to work full time as a DMP, or part time along with working for clients. To sustain credibility however, all but one DMP felt it necessary to retain some fee-earning work in spite of the difficulty of balancing fee earning and their work as divisional leaders. One interviewee described the problem of ‘lacking credibility when talking about the importance of each partner’s personal financial targets when having none of my own’ (I.3). It was believed that, in the profession generally, only the largest firms could find a significant number of people who were both able leaders and willing to go into full time leadership positions. Additional reasons given for retaining client work were fear of losing technical competence as a lawyer, of losing long established clients and losing one’s market value as a result of losing one’s client following. One DDMP referred to the fact that he had asked for a role definition, but was told to discuss it with his DMP. He subsequently got the impression he was being asked to do those aspects of managing the division that were of no interest to his DMP. Because the profession, traditionally, does not value leadership or management training, those in positions of leadership tended to feel ill equipped. The lack of role definition means that people are not clear about expectations, both the expectations the firm has of appointed leaders and those of one’s fellow partners.
A surprising theme that emerged was the value placed on the experience and ability of the Institute‟s leadership to provide process design and management services for agencies and organizations faced with contentious environmental issues. For example, a situation assessment conducted on recreational use of the Chattooga River was completed for the U.S. Forest Service (USFS) in North Carolina, Georgia, and South Carolina, the administrative seat for the project area. Designated a Wild and Scenic River in 1974 for its outstanding remarkable fish, wildlife, recreation, scenic, and historic values along the 15,432-acre corridor of its upper reaches, these sections of the river were closed to boating above the Highway 28 Bridge. In 2004, the whitewater boating community appealed the USFS Forest Management Plan that maintained the geographic closure to boaters. The primary goal of the situation assessment was to assess the perceptions of river users about whether a
Emergent best practice principles for clinical leadershipdevelopment include adopting a multi-dimensional development approach which prepares individual leaders for their ole and encourages organisational leadershipdevelopment. This embeds the vision and corporate values of the organisation, and delivers on service improvement and innovation. Moreover, the multidimensional approach could offer the best platform for embedding the 6 C’s of nursing (extended to all healthcare practitioners) within the culture of the healthcare organisation: care, compassion, courage, commitment, communication, and competency. This is achieved in part through the application of emotional intelligence to understand self and to develop the personal integrity of the healthcare leader.
Two students in the cohort talked about discovering parts of themselves from which they had become disconnected or had forgotten. Art can serve as an avenue for self-discovery (Taylor & Ladkin, 2009) and it may be the artistic aspect of improv theater that attracts people like these – financial and accounting experts in their professional lives – to step onto a stage and engage with unscripted theater. By offering the same learning as part of a normal organization’s leadershipdevelopment curriculum, it could be stripped of its artistic core and could become another casualty of neo-liberal commercialization. What seemed so appealing and valuable when learned within the theater becomes less powerful delivered in the corporate setting to students with varying degrees of knowledge about the content and possibly low interest in its possibilities.
Another important part of leadershipdevelopment mentioned by several participants was mentors who helped them at various stages of their careers. Mentor relationships were described by many as being valuable in advancing the participants’ careers. Mentors not only educated participants about the demands of leadership at academic health sciences libraries, but also served as sounding boards for ideas and advice once the participants began moving into leadership positions. When asked about what made the biggest difference in her development as a leader, Mary Lou replied:
subjective interactional environments that constitute contemporary organisational contexts and the leadership skills and abilities which these demand. In this context, the advantage of arts-based methodologies is seen as being its ability to leverage aesthetic experiences to generate the non- rational, non-logical capabilities needed to navigate and respond to uncertainty, ambiguity and complexity: to reconfigure themselves in order to see more and see differently. Sutherland uses an inductive, grounded research methodology to analyse descriptive essays written by executive MBA students in response to their experience of a choral conducting masterclass as a route to leadershipdevelopment. The three-stage model that emerges suggests that such methods afford aesthetic workspaces in which this self-configuration can take place through processes of reflec- tion and aesthetic reflexivity and which generate memories with momentum that remain salient and informative for future professional practice. Through these stages, the learning environment was seen to be purposefully framed, evocatively aestheticized and de-routinized – all of which served to produce a frame changing, memorable learning experience, well beyond what more traditional approaches to leadershipdevelopment often call forth.
Although inherent limitations exist due to the nature of a quantitative research design used in this study, this study has contributed to advancing nursing leadershipdevelopment, particularly from a Magnet ® perspective. The quantitative method limited opportunities to unveil details beyond the survey items. The details may have led to specific and unique factors to optimize TL at the studied organization and potentially in the regional Australian contexts. The self-report approach may have induced over—or underestimation in leadership styles. In addition, the small sample (n = 78) may have limited the generalizability of the results in a broader regional Australian context. Lastly, with regard to the imbalance in the sample size between male and female participants addressed above, a more balanced sex proportion may improve the representation of potential differences in leadership behaviors affected by a person’s sex. On the other hand, this study has provided a foundation for the nursing leadership evaluation within the context of regional healthcare organization in Australia in the context of Magnet ® recognition. Further replication and/or regular evaluations may be useful to help inform leadershipdevelopment aligned to Magnet ® recognition at the healthcare organizations in similar contexts. Additionally, local impacts of TL on nursing and care outcomes within the Studied Organization could be explored to further promote TL development.
This study on leadershipdevelopment among school heads in government and aided schools of India investigated the significance of a school leadershipdevelopment program for the school heads of Odisha and Karnataka as perceived by a specific group of state level practitioners called the State Resource Group (SRG). The school leadership program is a policy initiative funded by the Ministry of Human Resources Development, India and formulated under the National Centre for School Leadership at the National University of Educational Planning and Administration, India. The sample of the study consists of 50 State Resource Group members from Karnataka and Odisha states. Interviews and focus group discussions have been used to collect data for this qualitative study. By highlighting the sample groups’ perceptions of challenges of the school heads, lacunae in existing professional development programs and how these lacunae can be addressed, this study would help in addressing key issues and challenges in implementing the school leadership program. Based on the perceptions of the SRG members, the study found that the main challenges faced by school heads included the inability to collaborate and work as a team, inadequate interpersonal skills, lack of content knowledge, political interference in running of the school and inability to deal with context specific challenges. Based on the findings the study identified thrust areas that would inform the curriculum of NCSL school leadershipdevelopment to help the school heads deal with these challenges Keywords: School leadershipdevelopment, State Resource Group, School leadership program implementation, School improvement, Education, India
involvement in civic engagement (Astin et al., 1999; Ehrlich, 2000). Although recent studies indicate a moderate strengthening of service activity, interest in political engagement continues to steadily decline among college students (Blackhurst & Foster, 2003; HERI, 2005, Levine, 2005; Westheimer, 2006; Wingspread, 2001). While leadershipdevelopment programs have shifted towards a value-centered approach following the emergence of the post-industrial paradigm (Komives et al., 1996; Northouse, 2004; Rost, 1991), due to the rise of individualism there is the indication that college students may not be acquiring the values or exhibiting the behaviors that characterize democratic citizenry (Batson, 1991; Fitch, 1978; Winniford et al. 1995; Friedland & Morimoto, 2006). Nonetheless, there is a problematic trend related to higher education‘s goals of developing students as responsible citizens (Carnegie & CIRCLE, 2006; Cress et al. 2001; Cunningham, 1977; Damon, 2006; Ehrlich). This goal is apparently being thwarted given the concomitant decline in the kinds of activities and dispositions that promote responsible citizenship. This study will shed light on this discrepancy by examining the design of both a curricular and co-curricular leadership program on two college campuses and exploring how each program addresses student citizenship development.
The last 25 years the theory about leadership has developed (Dinh et al. 2013). Dinh et al. (2013) already identified 61 different leadership theory domains. The different leadership theory domains contributed to help better understand and improve the leader's performance and the effectiveness of the individuals, groups, organizations, and societies for which the leader officer, manager, or administrator is responsible” (Bass, 1990, retrieved from Dionne et al. 2013). Dionne et al. (2013) followed Gardner et al. (2010) identifying several leadership categories. The 29 resulting leadership categories are as follows: authentic leadership, behavioural theories, charismatic leadership, charismatic–ideological–pragmatic model, cognitive theories, collectivistic theories, contingency theories, creativity and innovation, culture and diversity, emotions, ethical leadership, executive leadership, follower-centric theories, leader–follower relations, leader–member exchange (LMX), leadershipdevelopment, leadership emergence, leadership in teams and groups, motivational theories, politics and public leadership, power and influence tactics, spiritual leadership, substitutes for leadership, trait theories, transformational leadership, vertical dyad linkage (VDL) and individualized leadership.
A key objective of LEAP was to coordinate LD activity and to improve the culture of LD across the organisation. In this regard students were also linking LD with (3) accessing help and support. Several respondents (n=4) specifically mentioned that LO had helped them to understand how to seek help and support: ‘it has made me more aware of the university and where to go for information’. Finally, LO has helped students to understand (4) different LD contexts at the university. Another key objective was to ensure that LD was embedded within the curriculum and delivered across recognised institutional boundaries. Several students mentioned the use of LO in class and many (n=5) stated that they were using it to support their independent study habits: ‘Completing the activities has allowed me to refresh my memory and learn without the traditional setting of a classroom’. The online and collaborative nature of the project has helped to position information literacy outside of the library per se and embedding it into mainstream curriculum delivery. Several students mentioned the level of accessibility and that the framework itself helped them to navigate opportunities. We recognise that, in targeting the students who already held badges, we were contacting learners who were already engaged in LD. That said, many students were directed to use the platform in the classroom as well as to self-refer to the tool outside of taught sessions. Nevertheless, a survey of their LD habits revealed the features that were important to them in the delivery of an integrated and engaging LD programme.
The 4-H program embraces positive youth development (PYD) principles to foster skills that encourage youth to become productive and engaged citizens (Lerner et al., 2005). PYD focuses on three broad developmental tasks that involve acquiring knowledge and skills in building relationships, becoming a productive citizen, and applying soft skills like communication, goal setting, and cooperation in an everyday context (Connell, Gambone, & Smith, 2000). The concept of youth “as stakeholders in their own development” has grown exponentially over the past 50 years, and collaborative efforts between adults and youth to implement programs and activities have evolved from simply youth input to youth-adult partnerships (Pittman, 2000).