Showing papers on "Leadership development published in 2019"

Are You Ready for Gen Z in the Workplace

Abstract: Gen Z (1997-2013) is just now entering the labor market and employers need to be prepared for their arrival. While Gen Z shares many traits with the Millennial Generation, they also bring in new pa...

Role of servant leadership in contemporary hospitality

Abstract: This study aims to determine the possible role of servant leadership (SL) in meliorating critical issues in the contemporary hospitality industry by synthesizing literature on SL, examining benefits and deriving future research propositions.,A systematic literature review of SL in hospitality was conducted to analyze, categorize and synthesize the state of research. A nomological framework of SL in hospitality was created, and research gaps were identified. Future directions and propositions were derived to investigate the antecedents of SL by applying the person-situation theoretical approach, and second, to address contemporary challenges in the industry.,SL theory in hospitality is examined across various themes with focus on outcome effects related to firm performance, and across different cultures, with observed dominance in Asia. All analyses demonstrate the positive effects on employers and firms and thus confirm the relevance of adopting SL in hospitality. A notable gap in hospitality research is the lack of empirical investigation of SL antecedents. Such an investigation is crucial in promoting related behaviors.,This study identifies the benefits of SL, especially in addressing contemporary issues, such as sustainability, talent shortage, competition, growing demand for experience and retention of hospitality graduates. Recommendations are elaborated for hospitality educators and industry managers to revise leadership practices.,This study is the first to review SL in hospitality and determine its role in ameliorating critical issues in the field.

An integrative review of leadership competencies and attributes in advanced nursing practice.

Abstract: textAim: To establish what leadership competencies are expected of master level‐edu‐ cated nurses like the Advanced Practice Nurses and the Clinical Nurse Leaders as described in the international literature. Background: Developments in health care ask for well‐trained nurse leaders. Advanced Practice Nurses and Clinical Nurse Leaders are ideally positioned to lead healthcare reform in nursing. Nurses should be adequately equipped for this role based on internationally defined leadership competencies. Therefore, identifying leadership competencies and related attributes internationally is needed. Design: Integrative review. Methods: Embase, Medline and CINAHL databases were searched (January 2005– December 2018). Also, websites of international professional nursing organizations were searched for frameworks on leadership competencies. Study and framework selection, identification of competencies, quality appraisal of included studies and analysis of data were independently conducted by two researchers. Results: Fifteen studies and seven competency frameworks were included. Synthesis of 150 identified competencies led to a set of 30 core competencies in the clinical, pro‐ fessional, health systems. and health policy leadership domains. Most competencies fitted in one single domain the health policy domain contained the least competencies. Conclusions: This synthesis of 30 core competencies within four leadership domains can be used for further development of evidence‐based curricula on leadership. Next steps include further refining of competencies, addressing gaps, and the linking of knowledge, skills, and attributes. Impact: These findings contribute to leadership development for Advanced Practice Nurses and Clinical Nurse Leaders while aiming at improved health service delivery and guiding of health policies and reforms.

Linking transformational leadership with employees’ engagement in the creative process

Abstract: Given that individual creativity is a critical element to achieving organizational competitiveness, the purpose of this study is to attempt to investigate how transformational leadership (TL) drives employee creative process engagement (CPE) by improving their creative self-efficacy (CSE).,Analysis has been performed based on 194 responses from information and communication technology firms using a cross-sectional survey design. The study follows a deductive research approach to test the hypotheses. It uses SmartPLS2 and IBM SPSS 21 for a structural equation model.,The investigation finds that TL significantly predicts CPE, and CSE partially mediates the TL–CPE relationship. The result demonstrates that TL shapes an organizational climate conducive to the employees’ CPE by building employees’ self-efficacy.,The study sample was drawn from a single sector of the Bangladeshi economy. The sampling design represents a limitation, for which the findings cannot be broadly generalized. Replications and augmentations of the study in various industrial areas will help test the robustness and generalizability of the discoveries.,TL and CPE are desirable organizational outcomes across all cultures. From a practical standpoint, the outcomes demonstrate that TL is linked to CPE and CSE among information and communication technology employees. This study extends the appropriateness of CSE into Asian countries. Notably, it provides additional insight into a contemporary TL model that can unequivocally impact leadership development in the Bangladeshi information and communication technology firms. Managers or chief executive officers in the small and medium enterprises are expected to exhibit TL attributes by designing a supportive organizational climate that will motivate employees to exhibit creative activities.,TL transforms employees’ psychological state to get them to engage in creative processes, benefiting the organizational stakeholders by their unconventional creative behavior. The TL-driven innovative outcome through employees’ CPE contributes to the development of social well-being.,This paper adds significance to the extant literature regarding the determinants of the mediating impact of CSE on TL and CPE from the viewpoints of information and communication technology firms, particularly from developing countries, such as Bangladesh. It also contributes to reconcile the findings of the previous studies around the globe in both developed and developing countries.

Leadership Development in Postgraduate Medical Education: A Systematic Review of the Literature.

Abstract: Purpose To evaluate and interpret evidence relevant to leadership curricula in postgraduate medical education (PGME) to better understand leadership development in residency training. Method The authors conducted a systematic review of peer-reviewed, English-language articles from four databases published between 1980 and May 2, 2017 that describe specific interventions aimed at leadership development. They characterized the educational setting, curricular format, learner level, instructor type, pedagogical methods, conceptual leadership framework (including intervention domain), and evaluation outcomes. They used Kirkpatrick effectiveness scores and Best Evidence in Medical Education (BEME) Quality of Evidence scores to assess the quality of the interventions. Results Twenty-one articles met inclusion criteria. The classroom setting was the most common educational setting (described in 17 articles). Most curricula (described in 13 articles) were isolated, with all curricula ranging from three hours to five years. The most common instructor type was clinical faculty (13 articles). The most commonly used pedagogical method was small group/discussion, followed by didactic teaching (described in, respectively, 15 and 14 articles). Study authors evaluated both pre/post surveys of participant perceptions (n = 7) and just postintervention surveys (n = 10). The average Kirkpatrick Effectiveness score was 1.0. The average BEME Quality of Evidence score was 2. Conclusions The results revealed that interventions for developing leadership during PGME lack grounding conceptual leadership frameworks, provide poor evaluation outcomes, and focus primarily on cognitive leadership domains. Medical educators should design future leadership interventions grounded in established conceptual frameworks and pursue a comprehensive approach that includes character development and emotional intelligence.

Social Change Model of Leadership Development

Abstract: Goals of the SCM: 1. To enhance student learning and development in the areas of:  Self-Knowledge understanding one’s talents, values, and interests, especially as these relate to the student’s capacity to provide effective leadership.  Leadership Competence to capacity to mobilise one-self and others to serve and work collaboratively. 2. To facilitate positive social change in the community.

Leadership Development in Higher Education: A Literature Review and Implications for Programme Redesign.

Abstract: Leadership development (LD) activity and its effectiveness has not been explored rigorously across changing university settings globally. As Higher Education settings change radically throughout the world, Higher Education professionals are operating in more uncertain environments, and leaders are taking increasingly complex and diverse approaches to their leadership roles. LD activities therefore become important in supporting this highly complex context, yet little is known in the literature about LD and its impact in Higher Education. We examine peer‐reviewed work on LD in Higher Education settings globally to understand what may be learned about its content, processes, outcomes and impact. Our results suggest the current literature is small‐scale, fragmented and often theoretically weak, with many different and coexisting models, approaches and methods, and little consensus on what may be suitable and effective in the Higher Education context. We reflect on this state of play and develop a novel theoretical approach for designing LD activity in Higher Education institutions.

How responsible leadership predicts organizational citizenship behavior for the environment in China

Abstract: Purpose The purpose of this paper is to investigate the mediating effect of felt obligation for constructive change on the relationship between responsible leadership and organizational citizenship behavior for the environment (OCBE) in a China corporate environment, and this paper also analyze the moderated mediating effect of supervisor-subordinate guanxi on indirect relationship between responsible leadership and OCBE via felt obligation for constructive change. Design/methodology/approach This paper used 380 employee samples to analyze the relationship between responsible leadership and OCBE. Hierarchical regression analyses and structural equation modeling was adopted to analyze the data. Findings The authors found that the felt obligation for constructive change plays a fully mediating role between responsible leadership and OCBE. The authors also found a positive interaction between responsible leadership and supervisor-subordinate guanxi on felt obligation for constructive change, and then the indirect effect of responsible leadership on OCBE via felt obligation for constructive change was stronger when employees perceived a high-level supervisor-subordinate guanxi. Research limitations/implications When responsible leadership stimulates employees to generate a high sense of constructive change, employees are more likely to engage in OCBE. This study provides evidence for cognitive evaluation theory. This study further demonstrated the importance of establishing high-quality supervisor-subordinate guanxi for responsible leaders and subordinates in China. Practical implications In the management practice of the organization, the role of responsible leadership should be strengthened in terms of leadership development and, employee training and promotion, and high-quality supervisor-subordinate guanxi help to promote the effectiveness of responsible leadership. Originality/value This paper discusses how and when responsible leadership influences OCBE in a China corporate environment.

A Systematic Review of Leadership Definitions, Competencies, and Assessment Methods in Pharmacy Education.

Abstract: Objective. To characterize leadership definitions, competencies, and assessment methods used in pharmacy education, based on a systematic review of the literature. Findings. After undergoing title, abstract, and full-text review, 44 (10%) of 441 articles identified in the initial search were included in this report. Leadership or an aspect of leadership was defined in 37 (84%) articles, and specific leadership competencies were listed or described in 40 (91%) articles. The most common definitions of leadership involved motivating others toward the achievement of a specific goal and leading organizational change. Definitions of leadership in some articles required that individuals hold a formal leadership position whereas others did not. Only two leadership competencies were related to specific areas of knowledge. Most of the competencies identified were interpersonal and self-management skills. In terms of assessment, only one (2.3%) article assessed leadership effectiveness, and none assessed leadership development. Of the remaining 24 (55%) articles that included some type of assessment, most involved behavioral-based tools assessing individual attributes conceptually related to leadership (eg, strengths, emotional intelligence), or self-assessments regarding whether learning objectives in a leadership course had been met. Summary. Definitions for leadership in pharmacy varied considerably, as did leadership competencies. Most conceptualizations of leadership resembled a combination of established approaches rather than being grounded in a specific theory. If leadership development is to remain a focus within accreditation standards for Doctor of Pharmacy education, a consistent framework for operationalizing it is needed.

Twelve tips for the introduction of emotional intelligence in medical education

Abstract: Emotional intelligence (EI) is the ability to recognize, understand, and manage emotions in yourself and in others. EI has long been recognized as a critical component for individual and organizational success within the business realm, and there is emerging evidence that enhancing EI is equally important in the medical setting. EI can improve interpersonal communications, enable constructive conflict resolution, and promote a culture of professionalism. As healthcare becomes increasingly team-based, proficiency in EI will be required to build consensus among multidisciplinary stakeholders, and effect change in attitudes and behaviors that result in improved patient safety and clinical outcomes. Based on the existing literature and the authors' experiences, these 12 tips provide practical suggestions on how to introduce EI into a medical curriculum. These tips have broad applicability, and can be implemented in courses on topics such as professionalism, leadership development, empathy, patient safety, or wellness.

Mindful Leader Development: How Leaders Experience the Effects of Mindfulness Training on Leader Capabilities.

Abstract: Mindfulness training is a novel method of leader development but contrary to its rising popularity, there is a scarcity of research investigating how mindfulness training may affect leader capabilities. To gain a better understanding of the potential of a new research field, qualitative research is advantageous. We sought to understand how senior leaders experience the impact of mindfulness training in their work lives and leadership ability. The sample comprised 13 leaders (n=11 male) working in six organizations that completed a 10-week workplace mindfulness training (WMT). We conducted semi-structured interviews six to twelve months following course completion. We analysed the data following thematic analysis steps and based on these findings, we devised a framework of the perceived impact of mindfulness training on self-leadership and leadership capabilities. We show that WMT exhibited impact on three self-leadership capacities: mindful task management, self-care and self-reflection and two leadership capacities: relating to others and adapting to change. Participants’ recounts additionally suggested effects may expand to the level of the team and the organisation. We show that WMT may be a promising tool for self-directed leadership development and outline avenues for future research.

The state of higher education leadership development program evaluation: A meta-analysis, critical review, and recommendations.

Abstract: There is a widespread use of leadership development (LD) for students in higher education; however, less is known about the effectiveness of such practices. We provide a summative and meta-analytic review to identify the state of LD programs for students in higher education (i.e., undergraduate and graduate students). The overall objective is to demonstrate whether LD programs are implementing the most effective strategies with any discrepancy revealing a gap between management science and higher education practice. Our results suggest that LD programs within higher education work, but evaluation studies need to more effectively address endogeneity concerns. As a way moving forward, we provide recommendations for conducting a LD program evaluation study and for conducting a meta-analysis on evaluation studies. This meta-analysis can be used as a starting point for the discussion on these issues. We hope that our findings can guide the future development of LD programs.

Perceptions of teachers and school management teams of the leadership roles of public school principals

Abstract: One of the reasons attributed to the continuous decline in student performance and low educational outcomes in public schools is the poor leadership displayed by many principals. Despite the fact that there are no stringent criteria for the appointment of school principals or prerequisite qualifications, principals do have the potential to lead and manage efficient and successful schools. In this paper, I argue that principals can develop exemplary leadership practices when subjected to sound training and professional development programmes. The Department of Education and Higher Education institutions have emphasised the importance of formal qualifications for enhancing career development programmes for practicing and aspiring principals in South Africa. Using questionnaires, I explore the perceptions of teachers and school management team (SMT) members of the leadership qualities exhibited by principals who acquired the professional qualification referred to as the Advanced Certificate in Education: School Leadership and Management (ACESLM). Findings revealed that leadership development for principals is crucial for school improvement because of active teaching and learning. Leadership capacity requires principals to participate with relevant stakeholders skilfully, and where there is high leadership capacity, instructional leadership develops into sound leadership practices. Keywords: effective leadership; instructional leadership; leadership practices; professional development; school improvement; school leadership

Leader development begins at home: Overparenting harms adolescent leader emergence

Abstract: There is increasing interest in the early roots and influencing factors of leadership potential from a life span development perspective. This conceptual and empirical work extends traditional approaches focusing on adults in organizational settings. From the perspective of early influences on leader development, the goal of this study was to examine the effects of overparenting on adolescent leader emergence, influencing mechanisms, and sex differences. Students (N = 1,255) from 55 classrooms in 13 junior high schools participated, with additional responses from their parents, peers, and teachers. The results indicated that overparenting is negatively related to adolescent leader emergence as indicated by parent ratings, teacher ratings, and peer nominations in addition to leader role occupancy. The negative effects of overparenting on leader emergence (perceived and actual) were serially mediated by self-esteem and leader self-efficacy. In addition, sex difference analysis revealed that male adolescents received more overparenting and showed less leader emergence (perceived and actual) than female adolescents. Female adolescents' self-esteem was more likely to be negatively related to overparenting, and female adolescents' leader emergence (perceived and actual) was more strongly related to their leader self-efficacy when compared with male adolescents. Implications for life span leader development theory, for youth and adult leadership development practices, and for parenting practices on future generations are discussed. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

The role of authentic assessment in developing authentic leadership identity and competencies

Abstract: The need to develop assessment practices that are contextualised, meaningful for students and closely linked to real-world challenges has been increasingly recognised in higher education. This is particularly relevant for leadership development programmes that are assumed to have a work context embedded in their content and assessment components. Assessment practices currently used in higher education focus mostly on testing academic knowledge, rather than on enhancing leadership competencies. This research used an abductive approach to investigate how the application of authentic assessment can assist in developing authentic leadership competencies. Thematic analysis of written reflections of 24 students revealed that authentic assessment, accompanied by self-reflection, not only enhanced students’ comprehension of theories and improved their leadership skills but, more notably, helped students develop elements of self-concept, which is a key aspect of authentic leadership. Our findings demonstrate that authentic assessment combined with a reflective piece can assist students in the development of their self-understanding and authenticity as leaders.

Effect of leadership and communication practices on the safety climate and behaviour of construction workgroups

Abstract: The leadership style and communication practices of supervisors in the Australian construction industry were measured. The purpose of this paper is to investigate the effect of leadership style and communication practices of Australian construction supervisors on workgroup health and safety (H&S) climate and behaviour.,A questionnaire was administered to members of 20 workgroups engaged in rail construction work on the Level Crossing Removal Project and the Melbourne Metro Tunnel Project in Victoria, Australia. The survey measured components of supervisors’ transformational and transactional leadership, communication practices, the group H&S climate and workers’ self-reported H&S compliance and participation.,Supervisors’ transformational and transactional leadership, as well as communication practices, were all positively and significantly correlated with group H&S climate and workers’ self-reported H&S behaviours. The transformational leadership component of providing an appropriate model was the strongest predictor of H&S participation, while H&S compliance was predicted by the transactional leadership component of providing contingent reward, as well as supervisors’ communication practices. H&S climate fully mediated the relationship between supervisory leadership and workers’ self-reported H&S behaviour.,The research demonstrates that both transformational and transactional supervisory leadership are important in the construction context. Effective communication between supervisors and workers is also important for H&S. The findings suggest that supervisory leadership development programmes may be an effective way to improve H&S performance in predominantly subcontracted construction workgroups.

We don't need more leaders – We need more good leaders. Advancing a virtues-based approach to leader(ship) development

Abstract: This conceptual article advances a virtues-based approach to developing good leaders and good leadership. Virtue and discrete virtues are gaining traction within leadership scholarship, but there remains a lack of clarity regarding exactly what virtue is and precisely how virtues inform leadership. To address this, we articulate a clear conceptualization of how virtue informs good leadership in multiple domains. We also elucidate five synergisms of virtues-based leadership development, including how a virtues approach accounts for leadership effectiveness and ethics; how virtue and leadership are both learnable; the relationship between virtues, character, and leadership; the unity and universality of virtue; and how virtue serves as the linchpin between the individual and the common good. Three trajectories for virtues-based leadership development are described. This article has implications for the study and practice of developing good leaders(hip). Limitations and future research directions are discussed.

Comparing Traditional Versus Retrospective Pre-/Post-assessment in an Interdisciplinary Leadership Training Program.

Abstract: Objectives As the U.S. healthcare system shifts toward collaboration, demand for leaders with interdisciplinary skills increases. Leadership competencies guide interdisciplinary training programs; however, identifying cost-effective methods for evaluating leadership competencies is challenging, particularly when interdisciplinary trainees have different areas of expertise and professional goals. Traditional pre-/post-testing, a common method for evaluating leadership competencies, is subject to response-shift bias, which can occur when participants’ understanding of a construct changes between pre- and post-test. As a result, participants may rate their knowledge of the construct lower at post-test. Retrospective pre-tests are one method thought to reduce response-shift bias in pre-/post-tests. The current study explores the use of a retrospective pre-test to control for response-shift bias in an interdisciplinary training program. Methods Over three cohort years, thirty-four trainees from an interdisciplinary leadership program completed a self-assessment aligned with MCH leadership competencies. The traditional pre-test self-assessment was completed at the beginning of the training program. The retrospective pre-/post-test self-assessment was completed at the end of the training program. Results Retrospective pre/post-test scores indicate significant self-reported increases in all 24 leadership areas (p ≤ .001). Furthermore, participants’ self-ratings were significantly higher on the traditional pre-test for all 24 areas than on the retrospective pre-test (p ≤ .001). Conclusions for Practice Retrospective pre-tests appeared to control for response-shift bias and may be a cost-effective way to evaluate trainee change within an interdisciplinary leadership program. These findings suggest the methodology’s usefulness in interdisciplinary training and its potential use in the broader world of community-based MCH training initiatives.

Leadership development, wicked problems and action learning: provocations to a debate

Abstract: "The problem is the domain of the leader; unlike the puzzle, it is charged with unanswerable questions as well as unformulatable ones" (Revans, 1982: 712) If leadership is defined by a willingness to tackle the intractable or wicked issues - rather than the technical or procedural (Revans 1982: 712-4; Grint, 2005; 2007; 2010) - then, given that action learning is commonly employed on leadership development programmes, do the participants on these programmes address the unanswerable and unformulatable questions of leadership? This rather complex question arose in a conversation between the three of us at an editorial board meeting. It then led on to a protracted discussion over several months. We had all worked on leadership development programmes but had they actually tackled those challenges that formed the essence of leadership according to Revans, Grint and others? This felt like a straightforward query, yet we found it difficult to frame as a research question. The focus on the combination of leadership development, action learning and wicked problems proved hard to formulate; depending on which was taken as the "lead" term, different, if related, inquiries might follow. The question lay in the conjunction of these notions, and in our individual and joint experiences of trying to grasp it we found echoes of Revans' descriptions of leadership work.

From competency to conversation: a multi-perspective approach to collective leadership development

Abstract: Collective leadership involves the participation of multiple entities in the leadership process. This body of research is informed by a variety of theoretical perspectives, including person-centered, social network, social-relational, sociomaterial, and institutional views. Despite multiple calls for leadership development to move beyond individual leadership, collective leadership development remains focused on coaching and competency development, extending rather than reconsidering the person-centered perspective. We argue that it is necessary and timely to align the practice-based literature on leadership development with theoretical and empirically-based perspectives on collective leadership. We provide a multi-perspective framework of collective leadership development by 1) introducing a wider disciplinary range of theoretical perspectives on collective leadership development; 2) integrating these perspectives with leadership development approaches for different forms of collective leadership; 3) illustrating how the multiple perspectives on collective leadership development can be applied to specific work contexts; and 4) identifying directions for future research.

Minding the Form That Transforms: Using Kegan's Model of Adult Development to Understand Personal and Professional Identity Formation in Medicine.

Abstract: The formation of a physician's professional identity is a dynamic process shaped by and intertwined with the development of that person's larger adult identity. Constructive-developmentalist Robert Kegan's model of adult development describes four mental lenses used for meaning-making and the trajectory through which they transform over time. These lenses determine the way people take in and integrate complex influences into forming their adult identities.When people use a particular lens to construct meaning, Kegan describes them as being "subject" to that lens: The lens "has them," and they are unaware of the ways it shapes their world. Transformations occur when individuals are able to take a lens to which they were subject and regard it objectively. Kegan's lenses that are relevant to medical educators are called instrumental-focused on rules and rewards; socialized-attending to social norms and expectations; self-authoring-seeking to build internal values; and self-transforming-seeing gaps in one's closely held value systems and being open to those of others.When individuals have difficulty facing current challenges, they begin to grow a more complex lens. Subsequent lenses bring the ability to deal with more complexity but also bring their own challenges. Familiarity with Kegan's model can help educators provide more effective support to groups of learners as well as individuals, support learners' transformational growth through the challenging situations inherent in medical education, and supply a common language for many important areas of medical education, including competencies and entrustable professional activities, remediation, leadership development, and curriculum planning.

Fool’s play: the performance of leadership development

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Is postgraduate leadership education a match for the wicked problems of health systems leadership? A critical systematic review.

Abstract: There have been a growing number of leadership education programs for physicians. However, debates about the value and efficacy of leadership education in medicine persist, and there are calls for systematic and critical perspectives on medical leadership development. Here, we review evidence on postgraduate leadership education and discuss findings in relation to contemporary evidence on leadership education and practice. We searched multiple databases for papers on postgraduate leadership development programs, published in English between 2007 and 2017. We identified 4,691 papers; 31 papers met the full inclusion criteria. Data regarding curricular content and design, learner demographics, instructional methods, and learning outcomes were abstracted and synthesized. There was modest evidence for effectiveness of programs in influencing knowledge and skills gains in select domains. However, the conceptual underpinnings of the ‘leadership’ training delivered were often unclear. Contemporary theory and evidence on leadership practice was not widely incorporated in program design. Programs were almost exclusively uni-professional, focused on discrete skill development, and did not address systems-level leadership issues. Broader leadership capacity building strategies were underutilized. A new wave of longitudinal, integrated clinical and leadership programming is observed. Our findings raise questions about persistent preparation-practice gaps in leadership education in medicine. Leadership education needs to evolve to incorporate broader collective capacity building, as well as evidence-informed strategies for leadership development. Barriers to educational reform need to be identified and addressed as educators work to re-orientate education programs to better prepare budding physician leaders for the challenges of health system leadership.