Showing papers on "Leadership development published in 1998"

Strategies for improving teaching practices: a comprehensive approach to faculty development.

Abstract: Medical school faculty members are being asked to assume new academic duties for which they have received no formal training. These include time-efficient ambulatory care teaching, case-based tutorials, and new computer-based instructional programs. In order to succeed at these new teaching tasks, faculty development is essential. It is a tool for improving the educational vitality of academic institutions through attention to the competencies needed by individual teachers, and to the institutional policies required to promote academic excellence. Over the past three decades, strategies to improve teaching have been influenced by the prevailing theories of learning and research on instruction, which are described. Research on these strategies suggests that workshops and students' ratings of instruction, coupled with consultation and intensive fellowships, are effective strategies for changing teachers' actions. A comprehensive faculty development program should be built upon (1) professional development (new faculty members should be oriented to the university and to their various faculty roles); (2) instructional development (all faculty members should have access to teaching-improvement workshops, peer coaching, mentoring, and/or consultations); (3) leadership development (academic programs depend upon effective leaders and well-designed curricula; these leaders should develop the skills of scholarship to effectively evaluate and advance medical education); (4) organizational development (empowering faculty members to excel in their roles as educators requires organizational policies and procedures that encourage and reward teaching and continual learning). Comprehensive faculty development, which is more important today than ever before, empowers faculty members to excel as educators and to create vibrant academic communities that value teaching and learning.

360 Degree Feedback and Leadership Development

Abstract: If we had to identify the major areas of growth in relation to techniques for supporting leadership development, it would have to include use of 360 degree feedback. At two recent US conferences (The 24th International Congress on Assessment Centre Methods, May 1996, held in Washington, DC, and the First Annual Leadership Development Conference held in October 1996 in Boston), dedicated to presentations by researchers and practitioners on the subject of leadership assessment and development, the topic of multi-rater or multi-source feedback, as it is also known, formed a key component. This paper will outline some of the reasons why this is the case, and some of the research findings that have emerged in the last few years including issues relating to gender and perceptions of leadership. It will also describe how the author has been involved in introducing 360 degree feedback processes in several public sector organizations in the UK, together with lessons that have emerged.

An integrated model and approach for the design of effective leadership development programs

Abstract: Leadership has been a major topic in management and business literature over the last few years. The rapid changes in business, technology, political and social factors has required the development of effective leadership skills. As a result leadership development programs have become an increasing priority for business and government organisations. This article puts forward an integrated model for leadership development. The major focus of this model is to develop leadership competencies which directly contribute to the strategic imperatives of the business. In addition, it describes the key elements that contribute to a successful leadership experience such as changing mindsets, a global focus, personal development and improved business and leadership skills. Finally, the most widely used leadership methods and processes are covered under three major themes; contributing to the strategic business direction, building leadership and team skills, and self‐development. The ideas put forward in this paper provide senior managers and human resource professionals with an integrated and comprehensive framework to plan and build a leadership development program in their organisation.

The Impact of Membership in Black Greek-Letter Organizations on Black Students' Involvement in Collegiate Activities and Their Development of Leadership Skills

Abstract: Despite numerous recent events that have cast collegiate Black Greek-letter organizations (BGOs) in a negative light, many view these and other Greek organizations as important leadership development vehicles. This article reports on a study that examined the impact of BGO membership on Black students' involvement in campus-related activities and their leadership development. BGO members and students unaffiliated with BGOs attending historically Black and predominantly White institutions of higher education were compared. The results indicate that BGO members, regardless of campus type, evidenced greater student involvement and had more confidence in their leadership skills. They further suggest that BGO membership provides an important means by which to enhance student involvement and leadership development for Blacks in college and beyond. Early leadership experiences provide individuals with the tools they need to succeed academically, in the workforce, and in other social arenas. Leadership development during the collegiate years has been widely studied to determine the best methods of enhancing students' leadership skills, and the differential processes by which those skills are developed or impeded within various types of student groups (Pascarella & Terenzini, 1991). Despite this broad scrutiny, student leaders remain an understudied component of the collegiate population. Research studies variously identify them as student government officers, fraternity and sorority presidents, or residence hall advisors (Pascarella & Terenzini, 1991; Schuh & Laverty, 1983); but conclusive evidence does not exist with regard to how or if these organizations produce leaders. Nor it is clear the extent to which collegiate experiences advance students' leadership capabilities, for, as Pascarella and Terenzini argue, without an understanding of students' experiences prior to college, understanding what they have learned in college is difficult if not impossible. What is clear from the literature, however, is that the concept of student involvement is key to understanding student leadership. Astin (1984, 1985, 1993), who has authored much of the literature on this concept and its importance in higher education, defines student involvement as "the amount of physical and psychological energy that the student devotes to the academic experience" (Astin, 1984 p. 297). He further notes that "a highly involved student is one who, for example, devotes considerable energy to studying, spends a lot of time on campus, participates actively in student organizations, and interacts frequently with faculty members and other students" (p. 297). Some of the results of this involvement, Astin concludes, are greater academic success, lower dropout rates, and the development and enhancement of leadership skills. Though much-maligned on many contemporary campuses in the United States, Greek-- letter organizations traditionally have been identified as key players in the development of leadership skills among college students. As Horowitz (1987) points out, fraternities and sororities have produced some of academe's most visible college leaders. Other researchers have argued that these organizations facilitate a perpetual cycle that creates leadership opportunities for their own members while excluding others from similar opportunities (Horowitz, 1987; Shaffer, 1983). Still others insist that through the "Greek experience," students learn how to lead by following the excellent role models found within their chapters, and gain additional leadership experiences and skills within their individual chapters and the larger Greek community (Hughes & Winston, 1987). Among African Americans, two student collegiate groups-Black student organizations and historically Black Greek-letter organizations (BGOs)-have been found to be the benefactors of leadership experiences unique to their cultures and to create unique leadership opportunities for their members (Sedlacek, 1987). …

Bandura goes outdoors: Role of self‐efficacy in the outdoor leadership development process

Abstract: The foci of this study are the benefits of participation in outdoor leadership programs and the factors that contribute to continued participation in outdoor leadership development activities. Study objectives were to a) assess the short‐ and long‐term effects of outdoor leadership programs on self‐efficacy and b) propose and evaluate a path model of self‐efficacy and continued participation in outdoor leadership development activities. A quasi‐experimental design was employed. Major findings include a significant effect of the treatment (i.e., the outdoor programs) on both immediate and long‐term self‐efficacy. The full path model was not significant. However, a post hoc division of the path model by gender revealed distinct processes for men and women. Implications for further theoretical development based on path analysis and improvements in outdoor education programs are discussed.

Leadership by Design

Abstract: The way corporations cultivate their future leaders--a crucial element of long-term planning--is entering an era of radical change. There is a shift away from traditional methods that benefit only a few towards a leadership development strategy that will drive the flexibility, commitment, and competitiveness of an entire organization. Leading business thinkers Albert Vicere and Robert Fulmer have compiled an insightful work that examines this new trend--and offers some important solutions. Leadership by Design synthesizes into a single, exceptionally useful volume the most influential ideas that shape the current thinking on leadership development. An up-to-date review of the major literature on leadership development, this comprehensive reference catalogs the best practices currently available, and offers a hands-on framework to help companies design unique--and effective--models for inspiring and enabling their future leaders. With its emphasis on real-world tools and guidelines, this book is sure to become a standard reference for human resource professionals, senior managers, and ambitious employees looking to develop their own leadership potential.

Managing Creativity in Organizations: a Total System Approach

Abstract: Organizations need creativity to adapt to the fast-changing environment and revitalize itself. In response to this need, managers have invested in various single approaches, such as, creativity training programmes, team-building, and leadership development to improve creativity. This paper argues that managing creativity in organization is a complex problem and thus requires a more integrated approach. In this paper, I have provided a theoretical framework to explain how managers can foster and sustain creativity in their organizations using a total systems approach. In the framework, I depict the organization as having four subsystems, namely, culture, techno-structural subsystems, management and people. Each subsystem will create unique barriers to creativity. The framework identifies three types of interventions (cultural, organization and design, and training development) that can help develop the ingredients of creativity (foundations, competencies, and support).

You Can Drag a Horse to Water but You Can't Make it Drink Unless it is Thirsty

Abstract: This paper reviews preliminary results of a field study that examined the impact of a leadership development program on pre and post ratings of the multi-factor leadership questionnaire. Emphasis i...

How Nurses Become Leaders: Perceptions and Beliefs About Leadership Development

Abstract: Creating a professional work environment where nurses can develop the skills and expertise needed to be successful leaders is one strategy that can help ensure successful nursing leaders for the future. Understanding which factors influence leadership development is essential to create such an environment. The author considers what those factors may be and how they interact to facilitate the development of leadership skills and expertise among nurses.

Training Future Leaders of Academic Medicine: Internal Programs at Three Academic Health Centers.

Abstract: The authors review the need for internal programs for leadership training at academic health centers and then describe in detail three programs of this type that have operated during the 1990s: (1) the Allegheny Leadership Institute, founded by the Allegheny Health, Education and Research Foundation, Pittsburgh, Pennsylvania; (2) the Physician Executive Management Development Program (PEMDP) of Saint Louis University School of Medicine; and (3) the University of Nebraska Medical Center Leadership Institute. Educational elements common to these programs include having a small class size and participants from many areas of academic medicine and health care, focusing on educational strategies that draw on participants' experiences and training, conducting the training away from the participants' institutions, having short sessions, using faculty from both within and outside the participants' institutions, and creating strategies to reinforce learning. Lessons learned reflect the unique context of each institution; the authors list the major lessons learned by each of the three programs they surveyed (e.g., leaders of the Saint Louis University PEMDP program believe that it is important to help participants implement desired changes in their work areas once they return to work, and are investigating how to do this). The authors conclude with an extensive list of recommendations to optimize the effects of leadership development training carried out in AHCs' internal programs (e.g., "Focus on specific skills that can be learned, and link the learning experiences to real work situations in health care and higher education") and explain why they think internal leadership institutes have at least three distinct advantages over external programs.

Changes in practices, changes in perspectives: The 1997 International Study of Executive Development Trends

Abstract: Based on an ongoing series of research initiatives, this article profiles eight major trends in executive education and leadership development: the emergence of an increasingly competitive marketplace for providers of executive education and leadership development; a growing focus on customized programs; a trend toward shorter, large‐scale, cascaded programs involving staff throughout the organization; a continued trend toward increased use of action learning; a perception that technology and distance delivery will play a more critical role in the future; a significant shift toward experience‐based methodologies like job rotation, task force assignments, action learning and coaching/mentoring; an increased level of importance attached to performance feedback in the development process; and a shift in perspectives toward leadership competencies for the future, with flexibility and adaptability heading the list of critical developmental needs.

Boundary Breaking: An Emergent Model for Leadership Development

Abstract: We summarize the results of a cross-cultural on-line project for graduate students in educational leadership at the University of Calgary in Canada and the University of Waikato in New Zealand. A conceptual framework for the collaborative Internet project is presented in conjunction with a summary of relevant literature and participant views of the project. Finally, the authors propose a model for on-line graduate learning in educational leadership with the following components: construction of meaning, provision of a forum for discussion, validation of personal knowledge, generative learning, formal and informal leadership, sense of community, and international perspectives.

Leaders developing leaders: an effective way to enhance leadership development programs

Abstract: The purpose of this article is to examine how senior leaders in organizations can play a greater role in the development of leadership within their organizations. Innovative “leaders developing leaders” programs in PepsiCo, General Electric and Shell are described as examples of tangible and effective ways that can be used for successful leadership development which can also contribute to strategic change and business profitability. Suggestions and various options to incorporate senior executive involvement in leadership development programs are put forward as well as factors that need to be considered when first implementing this approach. At a time when leadership development is recognised as a vital ingredient for organization success, the involvement of senior leaders in the teaching and learning of future leaders has been shown to be a powerful and effective tool.

Action learning and the leadership development challenge

Abstract: Argues that action learning is the most appropriate methodology for developing leadership abilities, due to its being centred on questioning to address uncertainty, rather than on the ingestion of a pre‐set body of knowledge, which the authors argue is not congruent with the leadership challenge

Women's Self-Perceived Leadership Skills in a Collegiate Agricultural Education Course.

Abstract: Leadership is evolving from its partiarchal roots to the emerging paradigm of a network of shared leadership. This new model which values the traits and abilities of communication, inclusion and nurturance has paved the way for greater participation of women in the leadership equation .However, preparation of young women leaders in agriculture may require changes in our educationalmethodologies. The purpose of this study was to evaluate the effectiveness of leadership education methodologies for female students .Students enrolled in a collegiate agricultural leadership development course constituted the sample of the study .No relationship was discovered between women 's previous leadership experiences and their perceived ability to work with groups, make decisions, communicate or understand self. However, women in an all-female section had a strongerperception of their ability to lead, work with groups, make decisions, communicate and understand themselves than women in a coeducational section . Based on these findings it was recommended that an all-female class be made available for women in collegiate agricultural leadership development courses.

Leadership Games: Experiential Learning for Organizational Development

Abstract: Ways of Thinking about Leadership Development Cueing the Exercises Exercises on Risking Innovation Exercises on Fostering Collaboration Exercises on Managing Conflict Exercises on Using Diversity The Exercises in Play A Story of Real Organizational Change Conclusion

Leadership development: the heart of the matter

Abstract: Educators have a comparative advantage over other professionals when it comes to leadership development. They should exploit it in the years ahead to improve the enterprise for which they are responsible. Whether they can capture the moment, take advantage of their deeper understanding of teaching and learning and skirt some of the expensive miscues that prevent others from being an effective force in leadership development remains to be seen. This article assembles and discusses the components necessary for making the most of the present set of circumstances. It explores the terrain of contemporary initiatives in leadership development, critiques the assumptions on which they are based, and makes a case for the more cost‐effective deployment of experiential approaches to educating leaders.

Reinventing training and development

Abstract: Preface Training and Development Today and Tomorrow Analyzing Training and Development Needs Designing Effective Training and Development Initiatives Training and Development Methods Leadership Development Enhancing Transfer of Training through Debriefing Training Evaluation The, When, What, and How of Training and Evaluation A Look at the Future of Training and Development References and Bibliography Index

Building Community on Campus: Student Affairs Professionals as Group Workers.

Abstract: This article describes the role of student affairs professionals in building campus community through work with natural groups such as residence halls, clubs and organizations, classes, and service-learning groups. Challenges to the creation of campus community are discussed. The Social Change Model of leadership development is highlighted as an example of a model for working with groups. In addition, other campus community-building approaches such as service learning, learning communities, and ceremonies, rituals, and traditions are described. The role of student affairs professionals as group workers and community builders—and the potential for their involvement in these approaches—is highlighted.

The concept and practice of a school-based management contest: Integration of leadership development and organizational learning

Abstract: Since 1993, he Vlerick School of Management at the University of Ghent (Belgium) has developed and tested the concept of a school-based management contest that facilitates individual and organizational learning in schools. The management contest introduces a comprehensive approach of the professional development of principals and the organizational learning of schools. This article describes the conceptual framework, the development process and the evaluation of the program.

‘The influence of leadership styles on subordinates' attitudes towards their leaders and towards performance

Abstract: This cross-national study investigated the influence of leadership styles on subordinates' levels of satisfaction with the leader, judgment of the effectiveness of the leader, and willingness to exert extra effort in work performance. A sample of the population of 5,300 manufacturing employees in two US and one German plants were surveyed using the Avolio et al. (1995) multifactor leadership questionnaire (MLQ). Results indicated higher levels of transformational styles among US employees and among higher-ranked employees. Transformational leadership styles, however, were correlated positively with outcome measures in both countries and at all levels of the organizations, but the strength of the correlations was lower for German employees. The study has implications for the practice of international management and leadership development in each country and suggests the need for further research in this area.

Tacit Knowledge in Military Leadership: Some Research Products and Their Applications to Leadership Development.

Abstract: : Tacit knowledge is defined as knowledge grounded in experience, intimately related to action, and not well support by formal training and doctrine. Tacit knowledge of leadership used by Army officers at three different levels of command have been identified, assessed, and developed into assessment inventories for each level. The inventories have been construct validated and proven to predict leadership effectiveness ratings at each level and to do so better than measures of verbal reasoning ability, tacit knowledge for business managers, or experience. This report summarizes the development process and identifies and discusses findings from the development process that have potential application in Army leadership development. The relationship of tacit knowledge to the future of military leadership is also discussed.

The Impact of Cocurricular Experience on Leadership Development

Abstract: THE IMPACT OF COCURRICULAR EXPERIENCE ON LEADERSHIP DEVELOPMENT by Deborah H. White This study investigated the impact of cocurricular activities on leadership development. College graduates recognized as community leaders were selected from three communities in Georgia, Kentucky, and Tennessee. Through survey and interview techniques, the leaders were asked to reflect on high school and college experiences that led to their development as leaders. The study included a focus on differences in experiences of male and female leaders. Developmental influences such as family, mentors, global experience, and the cocurricular activities engaged in during high school and college were explored. Title IX had no impact on increased opportunities for women in this group of participants, as only two female participants were in college in 1972. Results of the study include the importance of mentors, the strength of high school teachers and cocurricular activities, and the weak influence of college cocurricular activities. High school activities most frequently reported to have influenced leadership development include student government, group music experiences, athletics, and church youth groups. College activities with the most impact include resident hall living and internships. Gender differences in experiences include women’s lack of identified community mentors and the importance of a college internship experience for women. Opportunities for men’s participation in sports in high school and college as well as their descriptions of community mentors provided different learning experiences for men. Recommendations include a call to higher education to develop a more comprehensive and integrated approach to leadership education. Teaching mentoring skills to future K12 education professionals as well as college faculty and administrators is recommended to higher education. Student Affairs preparation programs have a role to play in training future professionals how to plan meaningful leadership learning opportunities for students on campus and through distance education. Applying the best practices in experiential education will move college cociuricular activities to a higher level in achieving student learning outcomes. Accreditation bodies are also called to include such criteria in the evaluation of leadership education programs. The community leaders in this study offered leadership development advice to college students including becoming lifelong experiential learners, giving back to community, and preparing broadly for the future.

Nursing Student to Nursing Leader: The Critical Path To Leadership Development

Abstract: Introduction. Part 1: The Critical Path to Leadership Development-The Students Perspective. Part 2: Life Review of an ANA President-The path to Leadership Development. Unit One: The Stepping Stone of Education. Chapter One: The Nature of Nursing- Yesterday, Today, and Tomorrow. Chapter Two: Nursing Education-The Vision and Milestones. Chapter Three: Nursing Research- Impact on Education and Practice: The Challenges and the Potential. Chapter Four: Planting Seeds of Accountability. Chapter Five: The Role of Faculty in Developing Leadership in Students. Unit 2:The Stepping Stone of Nursing Practice. Chapter Six:Developing Leadership as a Staff Nurses. Chapter Seven: Nursing"s Role and Outcomes in Practice and Advanced Practice. Chapter Eight: Interdisciplinary Socialization. Chapter Nine: Workplace Advocacy, Shared Governance and Collective Bargaining: Rights and Opportunity. Unit 3: The Stepping Stone of Professional Nursing Involvement. Chapter Ten: Nursing- The Need for a Collective Identity. Chapter Eleven: NSNA- The March Along the Critical Path Begins Here Chapter Twelve: Political Action for Nurses- The Vision, the Path, and the Roles. Unit 4: The Stepping Stone of Mentoring and networking. Chapter Thirteen: Mentoring- The Student Perspective. Chapter Fourteen: Mentoring- The Nursing Leader and Mentors Prespective. Chapter Fifteen: Nursing as a Launch to Other Options- One Nurse"s Story. Chapter Sixteen: Nursing as a Launching Pad for Other Options- A Variety of Nurses" Path to Important Roles. Unit 5: Empowerment for Your Path to Leadership Development. Chapter Seventeen: Informatics Literacy- A key tool for Empower in the 21th Century. Chapter Eighteen: Nursing Challenges, Roles and Opportunities in a World Wide Web Environment. Chapter Nineteen: The Privilege and the Challenge of Entering the Profession in Today"s World. Chapter Twenty: Career Mapping- Visioning Your Future. Conclusion.

A cultural transformation model for nursing.

Abstract: The rapidity and constancy of change, coupled with a culture of staff entitlement and passive and defensive leadership behaviors, prompted the development of an intensive plan for cultural transformation. The cultural transformation steps of leadership development, nominal group technique, quality improvement teams, and evaluation process are explored in detail. Lessons learned and outcomes obtained within the first 6 months after implementation are identified.

Investigation of a Leadership Development Program.

Abstract: : This study investigated whether individual leadership style and characteristics are affected by leadership training. A quantitative approach was taken, using Sashkin's Visionary Leadership Theory (VLT) to study the effects of a certificated military leadership school, the U. S. Air Force Air Command and Staff College, located at Air University in Montgomery, Alabama. A recurrent institutional cycle research design was used to examine pre-training, post-training, one-year post-training, and two-year post-training scores for ACSC classes over a three-year period. Effects were measured immediately after the training intervention and one and two years later. Findings of this longitudinal study support VLT: a leadership development curriculum based on transformational leadership can result in significant increases in leadership self-assessment scores after the training intervention. Moreover, the findings suggest that exposure to the transformational leader (as well as to the organizational culture that leader has constructed) has long-term effects that continue long after the training intervention. That is, under those conditions trainees experience continued increases in self-assessed leadership scores, measured one and two years after the intervention. Exposure to the transformational curriculum alone did not produce such a continuing effect on trainee leadership development.