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Leadership Development (leadership + development)
Selected AbstractsBuilding Business Bench Strength,Reinventing Leadership DevelopmentEMPLOYMENT RELATIONS TODAY, Issue 1 2001Lois P. Frankel First page of article [source] Role of Universities in Leadership DevelopmentNEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 123 2003Betty Duvall University doctoral programs play a significant role in preparing community college leaders. Criteria of successful programs are discussed, along with how they should relate to community college professionals entering the program. [source] Patient centred leadership in practiceJOURNAL OF NURSING MANAGEMENT, Issue 8 2008MICHELE HISCOCK BSc Aim, To explore patient centred leadership at every level in an organisation and provide practical examples of how this was demonstrated in an acute tertiary NHS Trust. Background, There is a direct relationship between leadership and quality of care. With increasing expansion of their role nurses are in a key position to influence and lead colleagues to improve patient care. Evaluation, The Leadership Qualities Framework (NHS Institute of Innovation and Improvement 2006) is used to illustrate the various qualities used by clinical leaders in examples of leadership in practice. Key issue, Leadership development with the emphasis on the patient drives improvements in service delivery and patient safety. Conclusion, Patient centred leadership is demonstrated when there is support at the top of the organisation. Politically aware nurses make effective patient centred leaders. Leadership development programmes provide staff with opportunities to acquire essential skills and qualities in order to contribute to the vision of the organisation. Implications for nursing management, Managers should support staff and take risks in order to empower nurses to implement initiatives which improve patient care. A process of communication using a variety of tools can have a impact on a range of staff. Patient centred leaders are role models for tomorrow's leaders, their impact has lasting effect and wider implications within an organisation and beyond. [source] Impact of clinical leadership development on the clinical leader, nursing team and care-giving process: a case studyJOURNAL OF NURSING MANAGEMENT, Issue 6 2008BERNADETTE DIERCKX de CASTERLÉ phd Aim, This study explored the dynamics related to a leadership development programme and their impact on the clinical leader, the nursing team and the care-giving process. Background, While there is a growing conviction about the need to invest in transformational leadership in nursing, further insight into the true complexity of leadership development and, more specifically, how leadership can make a difference in nursing and patient outcomes is essential. Method, A single instrumental case study was conducted in a unit of a large academic hospital where a Clinical Leadership development Project (CLP) was implemented successfully. We used mixed methods with multiple sources of data to capture the complexity of leadership development. Data were collected through individual interviews, focus groups and observation of participants. A purposive sample of 17 participants representing a wide variety of team members has permitted data saturation. The data were categorized and conceptualized and finally organized into a framework describing leadership development on the unit and its impact on the leader, the nursing team and the care-giving process. Results, Leadership development is an ongoing, interactive process between the clinical leader and the co-workers. The head nurse became more effective in areas of self-awareness, communication skills, performance and vision. The nursing team benefited because more effective leadership promoted effective communication, greater responsibility, empowerment and job clarity. Improved clinical leadership seemed also to influence patient-centred communication, continuity of care and interdisciplinary collaboration. Conclusions, The results of the study give more insight into the processes underlying the leader's progress towards attaining a transformational leadership style and its impact on the team members. The impact of leadership on the care-giving process, however, remains difficult to describe. Implications for nursing management, The interactive nature of leadership development makes CLP a challenge for the leader as well for the team members. Through its impact on the leader and the nursing team, CLP is a valuable instrument for improving work environments of nurses, contributing positively to patient-centred care. [source] Leadership development through thick and thinLEADER TO LEADER, Issue 48 2008Michael G. Winston First page of article [source] Leadership development needs of the business worldLEADER TO LEADER, Issue S1 2006Blair Sheppard [source] Leadership development: The Role of the President-Board TeamNEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 123 2003George B. Vaughan Preparing the next generation of community college presidents is a responsibility shared by many. A largely untapped source is the president-board team, which has primary responsibility for campus-based presidential leadership development programs. [source] Accelerated leadership development tops the talent management menu at McDonald'sGLOBAL BUSINESS AND ORGANIZATIONAL EXCELLENCE, Issue 4 2008Audrey Williams-Lee The fast-food giant played catch-up after unprecedented top management turnover drew down its pool of high-potential "ready now" leaders. By aggressively focusing on talent management and leadership development, the company now has a tempting selection of accelerated leadership development programs for high potentials, and is rapidly building bench strength around the globe. The evolution of its efforts began with its first leadership competency model and the integration of key talent processes. Regional, functional, and global leadership development initiatives soon followed, along with a rigorous companywide talent planning process. The company is now turning its attention to high potential talent at lower organizational levels. © 2008 Wiley Periodicals, Inc. [source] Texas Children's Hospital makes leadership development a core business strategyGLOBAL BUSINESS AND ORGANIZATIONAL EXCELLENCE, Issue 3 2007Linda Aldred Even an admirable culture can have its dark side, and convincing current leaders that leadership is the problem is a task best not taken lightly. Texas Children's Hospital rose to the challenge with creative ways for building an enduring commitment to change, and for infusing leadership development into leaders' psyches and practices. Guiding principles and success profiles now link mission and values with the day-to-day expectations for employees, and are fully integrated into measurement, performance management, and selection systems. Powerful new tools and resources are helping build leadership competencies at all levels. Lower turnover and greater employee satisfaction are just the first indicators of the success of the initiative. © 2007 Wiley Periodicals, Inc. [source] Using personality tests in leadership development: Test format effects and the mitigating impact of explanations and feedbackHUMAN RESOURCE DEVELOPMENT QUARTERLY, Issue 3 2003Lynn K. Harland Organizations using personality tests in management development programs must choose from an array of personality tests and formats. The most common formats are normative (for example, Likert type) and forced choice. Although there are some potential advantages to using the forced-choice format for development, it is possible that participants may view the forced-choice format more negatively than the normative format. Hypothesis 1 proposed that participants would initially view the forced-choice format as less accurate, less respectful, less useful, and providing less test taker control. Hypothesis 2 proposed that an explanation of forced-choice format benefits would mitigate initial negative reactions. Finally, hypothesis 3 proposed that receiving test feedback would mitigate negative perceptions of forced-choice format accuracy and usefulness. The participants, 255 part-time M.B.A. students in a leadership development course, were randomly assigned to three experimental conditions: normative, forced choice with an explanation, and forced choice with no explanation. [source] Employee satisfaction with meetings: A contemporary facet of job satisfactionHUMAN RESOURCE MANAGEMENT, Issue 2 2010Steven G. Rogelberg Abstract Given the ubiquity, time investment, and theoretical relevance of meetings to work attitudes, this study explored whether organizational science should consider employee satisfaction with meetings as a contemporary, important, and discrete facet of job satisfaction. Using affective events theory, we postulated that meetings are affect-generating events that meaningfully contribute to overall job satisfaction. Two surveys queried working adults: Study 1 used a paper-based survey (n = 201), while Study 2 used an Internet-based survey (n = 785). Satisfaction with meetings was positively related to and significantly predicted overall job satisfaction (p < .05) after controlling for individual difference variables (e.g., participant background variables, negative affect), traditional job satisfaction facets (e.g., work, supervision, pay), and other conceptually relevant constructs (e.g., satisfaction with communication, organizational commitment). Exploratory (Study 1) and confirmatory (Study 2) factor analyses provided evidence that meeting satisfaction is a distinct facet of job satisfaction. Finally, as hypothesized, the relationship between meeting satisfaction and job satisfaction depends in part upon the number of meetings typically attended. The relationship was stronger (more positive) when meeting demands were higher and weaker when meeting demands were lower. Implications for assessment, leadership development, on-boarding, and high potential initiatives are discussed. ©2010 Wiley Periodicals, Inc. [source] Commentary on "meeting the competency needs of global leaders: A partnership approach": An executive coach's perspectiveHUMAN RESOURCE MANAGEMENT, Issue 3 2006Judi Brownell This article concludes that common competencies, the fundamental knowledge and skills developed in traditional educational environments, are necessary but insufficient in the preparation of global leaders. Rather, human resource professionals, in partnership with management educators, are best positioned to identify and facilitate global leadership excellence by focusing on the identification and development of key personal characteristics or distinctive competencies. In particular, global leaders must be men and women of sound character. We further propose that "distinctive competencies" are best assessed through experience in the field. Recommendations are offered as to how competency-based leadership development can be designed to address both common and distinctive competencies, with special attention to the individual's character. © 2006 Wiley Periodicals, Inc. [source] What Is the Active Ingredients Equation for Success in Executive Coaching?INDUSTRIAL AND ORGANIZATIONAL PSYCHOLOGY, Issue 3 2009D. DOUGLAS McKENNA In this response, we address commentator concerns about the generalizability of the active ingredients of psychotherapy to the science and practice of executive coaching. We discuss four ingredient that may make a difference: (a) client characteristics, (b) goals or success criteria, (c) role of the organization, and (d) contextual knowledge of the executive coach. We explore how each of these differences is likely to affect the weighting of the four active ingredients in the equation for predicting executive coaching outcomes. From this analysis, we re-affirm our hypotheses that the active ingredients are generalizable to coaching and hold promise for strengthening research and practice. We conclude by highlighting the efforts of several commentators to extend and deepen our hypotheses to other areas of leadership development. [source] Indicators of leadership development in undergraduate military educationJOURNAL OF LEADERSHIP STUDIES, Issue 2 2010Rebecca S. Shepherd Despite the reputation of service academies and military colleges for producing leaders of character who serve as commissioned officers in America's armed forces, little is known about the actual effects these institutions have on the leadership development of their students. A two-step process, this cross-sectional study sought to investigate leadership development through the lens of the leadership identity development model as measured by the aptitude for commission grade. From a review of the military leadership curriculum at American service academies and military colleges, the initial phase of research established that leadership development occurred. The second phase used quantitative methods and a cross-sectional design to investigate the effects of peer ranking, cumulative grade point average, leadership grades, and varsity athletic participation on leadership development throughout four years of undergraduate education. Findings indicated that company ranking by peers was significant regardless of gender or ethnicity. Mixed significant findings resulted for grade point average, leadership grades, and varsity athletic participation when based on gender and self-identified minority status. [source] Sources of learning in student leadership development programmingJOURNAL OF LEADERSHIP STUDIES, Issue 3 2009Scott J. Allen The authors combine Conger's four approaches to leadership development with 20 sources of learning commonly found in student leadership development activities. The first study asked students to share how they think they would like to learn about leadership. In other words, which sources of learning would a student select to improve leadership skill training, from a broad list of options? The second study asked the same questions but occurred on the final day of three multiday leadership institutes. Students showed a preference for developmental activities where the primary learning objective was personal growth and skill building. Students also had a preference for personalized developmental opportunities over activities designed for general group-oriented development. [source] Implicit leader development: The mentor role as prefatory leadership contextJOURNAL OF LEADERSHIP STUDIES, Issue 4 2009Anthony E. Middlebrooks This qualitative study examines the role of mentor as a possible avenue of individual leader development. Specifically, how do mentors conceptualize effective leadership, and what facets of psychological capital develop in the mentoring relationship? Fourteen mentors participating in a statewide mentoring program were surveyed, along with expert mentors and mentees for verification. Results found that mentors' conceptualization of their role and activities aligned with established leadership concepts, specifically those leadership behaviors associated with transformational leadership. Mentors also indicated perceived growth in facets of psychological capital associated with leadership success. By examining the implicit influences and benefits of serving in the mentor role, the alternative focus on the mentor's growth can be utilized to incorporate leadership development into this well-established pedagogical tool. [source] The characteristics of dyadic trust in executive coachingJOURNAL OF LEADERSHIP STUDIES, Issue 1 2007Susan Alvey This qualitative study explores the development of trust in executive coaching relationships. Interviews were conducted with 27 high-level executives who were voluntarily engaged in executive coaching for the purpose of leadership development. The theory that emerged from these findings, as expressed in an integrated model of sequential, interdependent trust development, was that interplay of relational, situational, and behavioral factors influenced the development of trust in executive coaching. Trust was highest when (a) the client was willing to disclose honest feelings and thoughts to the coach and was met with a supportive, nonjudgmental reaction from the coach; (b) the organization was supportive of the positive leadership development that could occur in executive coaching; (c) the coach and client were clear about expectations of confidentiality and outcomes; and (d) the coach supportively confirmed the client's developmental needs, and challenged the client's leadership behaviors. These multiple, interdependent factors manifested throughout the coaching relationship to result in bonds of trust. [source] Leading change through an international faculty development programmeJOURNAL OF NURSING MANAGEMENT, Issue 8 2009LORA C. LACEY-HAUN PhD Aims, The purpose of the study was to evaluate the modification of an American model of academic leadership training for utilization in an African university and to pilot test the efficacy of the resulting model. Background, Traditionally many educators have moved into administrative positions without adequate training. Current world standards require leadership preparation for a wide array of persons. However, this opportunity did not yet exist in the study setting. Method, University leaders from the University of the Western Cape and the University of Missouri collaborated on revising and pilot testing a successful American academic leadership programme for use among African faculty. Cross-cultural adaptations, participant satisfaction and subsequent outcomes were assessed during the 2-year ,train-the-trainer' leadership development programme. Results, African faculty successfully modified the American training model, participated in training activities, and after 2 years, began to offer the service to other institutions in the region, which has increased the number of nurses in Africa who have had, and who will continue to have, the opportunity to move up the career ladder. Conclusion, The impact of the project extended further than originally expected, as the original plan to utilize the training materials at the University of the Western Cape (UWC) for the in-house faculty was expanded to allow UWC to utilize the modified materials to serve leadership development needs of faculty in other African universities. Implications for nursing management, Study findings will inform those interested in university policy and procedure on leadership training issues. The successful development of a self-sustaining leadership programme in which values of multiple cultures must be appropriately addressed has a significant impact for nursing administration. With the severe nursing shortage, health care institutions must develop cost effective yet quality development programmes to assure the succession of current staff into leadership positions. We no longer have the luxury of recruiting broadly and we must identify those talented nurses within our own institutions and prepare them for advanced leadership roles. This succession plan is especially important for the next generation of nurse leaders representing minority populations. In particular, nurse managers will find the overview of the literature for middle managers enlightening, and may find links to key resources that could be revised to be more culturally relevant for use in a wide array of settings. [source] Impact of clinical leadership development on the clinical leader, nursing team and care-giving process: a case studyJOURNAL OF NURSING MANAGEMENT, Issue 6 2008BERNADETTE DIERCKX de CASTERLÉ phd Aim, This study explored the dynamics related to a leadership development programme and their impact on the clinical leader, the nursing team and the care-giving process. Background, While there is a growing conviction about the need to invest in transformational leadership in nursing, further insight into the true complexity of leadership development and, more specifically, how leadership can make a difference in nursing and patient outcomes is essential. Method, A single instrumental case study was conducted in a unit of a large academic hospital where a Clinical Leadership development Project (CLP) was implemented successfully. We used mixed methods with multiple sources of data to capture the complexity of leadership development. Data were collected through individual interviews, focus groups and observation of participants. A purposive sample of 17 participants representing a wide variety of team members has permitted data saturation. The data were categorized and conceptualized and finally organized into a framework describing leadership development on the unit and its impact on the leader, the nursing team and the care-giving process. Results, Leadership development is an ongoing, interactive process between the clinical leader and the co-workers. The head nurse became more effective in areas of self-awareness, communication skills, performance and vision. The nursing team benefited because more effective leadership promoted effective communication, greater responsibility, empowerment and job clarity. Improved clinical leadership seemed also to influence patient-centred communication, continuity of care and interdisciplinary collaboration. Conclusions, The results of the study give more insight into the processes underlying the leader's progress towards attaining a transformational leadership style and its impact on the team members. The impact of leadership on the care-giving process, however, remains difficult to describe. Implications for nursing management, The interactive nature of leadership development makes CLP a challenge for the leader as well for the team members. Through its impact on the leader and the nursing team, CLP is a valuable instrument for improving work environments of nurses, contributing positively to patient-centred care. [source] Leadership styles among nurse managers in changing organizationsJOURNAL OF NURSING MANAGEMENT, Issue 6 2000M. Lindholm RNT Aim, The intention in this study was to explore the meaning, exposition and application of nurse managers' leadership styles within the organizational culture of a changing healthcare system. Background, Nurse managers are expected to act, under the pressure of a changed and restructured healthcare system, as skilled and competent future managers of people, operations, budgets and information. Knowledge concerning nurse managers' thoughts and ideas is important if their leadership development is to be supported and their management strengthened. Method, Open-ended, tape-recorded interviews were conducted with 15 nurse managers from three Swedish hospitals. The analysis was inductive, and made use of two deductive perspectives. Findings, Four leadership styles were identified: the formation of hierarchical authority; the formation of hierarchical adjustment; the formation of a career approach; and the formation of a devotional approach. Conclusion, Nurse managers who had a clear leadership style related mainly to a transformational or transactional leadership model, experienced fewer management problems than nurse managers with a composite leadership style. There was a connection between nurse managers' attitudes to the existing organizational culture and the leadership model adopted, the strategy towards the top level and their management idea. [source] A comparative study of transformational leadership in nursing development units and conventional clinical settingsJOURNAL OF NURSING MANAGEMENT, Issue 2 2000A. Bowles RMN Aims This is a comparative study of the leadership provided by nurse managers and leaders in Nursing Development Units and conventional clinical settings in England. Background Nursing development units (NDUs) were originally conceived as centres of nursing excellence, innovation and leadership development. This article describes the first published use of a leadership practices inventory (LPI) explicitly based upon a model of transformational leadership. This style of leadership has been commended as highly effective and suitable for nursing. Methods The use of the LPI was piloted as a postal questionnaire and as a schedule for telephone interviewing, these pilots supported the use of telephone interviewing in the main study. Two matched samples of 70 nurses in total were recruited from across England, comprising 14 nurse leaders and 56 of their day to day colleagues. Data was collected by telephone interviewing over a 6-week period between February and April 1998. Six null hypotheses were developed to identify significant inter-group differences in leadership behaviour. Descriptive and inferential data analysis techniques were employed using SPSS for Windows. Findings The leadership provided by NDU leaders was evaluated more highly than non-NDU leaders. A higher level of congruence between self and observer evaluations was shown by NDU leaders. Statistically significant inter-group differences were apparent in three of the five practices of exemplary leadership and in the overall leadership behaviour. NDU leaders show greater self awareness and are more transformational than their non-NDU counterparts. The limitations of the study design are discussed. Conclusions NDU leaders provide leadership of a more transformational nature than their counterparts working in conventional settings. This finding suggests that NDU leaders have enhanced leadership potential and that formalizing nursing development within NDUs may promote the emergence of transformational leadership and provide a microculture in which it might flourish. The LPI is regarded as a useful, adaptable tool suitable for use in UK nursing applications including research, leadership development and education. [source] A Statewide Movement to Promote the Adoption of Tobacco-Free School Policies*JOURNAL OF SCHOOL HEALTH, Issue 12 2008Shelley K. Summerlin-Long MPH ABSTRACT BACKGROUND:, Since most tobacco users become addicted to nicotine as teenagers, prevention efforts for youth remain central to comprehensive prevention programs. National and state efforts that encourage adoption and enforcement of comprehensive tobacco-free school (TFS) policies can lead to significant reductions of youth tobacco use. In 2003, North Carolina (NC) Health and Wellness Trust Fund grantees began to focus statewide on the adoption of and compliance with TFS policies in NC schools. This study examined 46 NC districts that passed TFS policies between 2003 and early August of 2005 to see what factors were important in policy passage in order to support the continued promotion of TFS policy adoption across the state. METHODS:, Detailed interviews were conducted with 118 key informants who were intimately involved with passage of their school districts' TFS policies, and results were coded and analyzed for common themes. RESULTS:, The study found several strategies key to adoption of TFS policies: effective leadership from organizations and individuals in positions of influence, grassroots organizing from community coalitions and youth groups, and communication strategies that optimally position policy adoption and compliance. CONCLUSION:, States that have not yet achieved TFS policy adoption can focus on leadership development, grassroots organizing, and improved communication to advance their advocacy efforts. [source] Results-fueled leadership developmentLEADER TO LEADER, Issue 32 2004Robert H. Schaffer There is no way to simulate the experience of struggling to achieve a tough goal and succeeding. [source] Identifying challenges for academic leadership in medical universities in IranMEDICAL EDUCATION, Issue 5 2010Ali Bikmoradi Medical Education 2010: 44: 459,467 Context, The crucial role of academic leadership in the success of higher education institutions is well documented. Medical education in Iran has been integrated into the health care system through a complex organisational change. This has called into question the current academic leadership, making Iranian medical universities and schools a good case for exploring the challenges of academic leadership. Objectives, This study explores the leadership challenges perceived by academic managers in medical schools and universities in Iran. Methods, A qualitative study using 18 face-to-face, in-depth interviews with academic managers in medical universities and at the Ministry of Health and Medical Education in Iran was performed. All interviews were recorded digitally, transcribed verbatim and analysed by qualitative content analysis. Results, The main challenges to academic leadership could be categorised under three themes, each of which included three sub-themes: organisational issues (inefficacy of academic governance; an overly extensive set of missions and responsibilities; concerns about the selection of managers); managerial issues (management styles; mismatch between authority and responsibilities; leadership capabilities), and organisational culture (tendency towards governmental management; a boss-centred culture; low motivation). Conclusions, This study emphasises the need for academic leadership development in Iranian medical schools and universities. The ability of Iranian universities to grow and thrive will depend ultimately upon the application of leadership skills. Thus, it is necessary to better designate authorities, roles of academic staff and leaders at governance. [source] Dynamic leadership development in community college administration: Theories, applications, and implicationsNEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 149 2010Matthew J. Basham Leaders and managers in community colleges need to be flexible in their everyday job roles and responsibilities. Teams are widely used to serve specific purposes in community college administration. Adopting the research of several Harvard scholars, the authors remind community college administrators when creating dynamic teams to keep a careful balance of leaders and managers. [source] Minding the gap: Filling a void in community college leadership developmentNEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 149 2010Dale F. Campbell This chapter describes the development of a community college leadership program that integrates interpersonal competency building with the process of personality and work-style profiling and individualized instruction in targeted areas for improvement. [source] Selling and implementing leadership development: Chapter, verse, and lessons learned from Carlson's storyPERFORMANCE IMPROVEMENT, Issue 6 2007Rick D. Clevette This article provides a case study template for creating and "selling" an enterprise-wide leadership development initiative in a highly decentralized organization. Using a story-telling approach, the authors delineate the five separate but highly interdependent stages used to achieve this. Sandwiched between a prologue and epilogue are five chapters, each describing one of the stages and the lessons learned: (1) articulate the strategic context, (2) assess the current situation, (3) establish a dialogue about the future, (4) create a winning action plan, and (5) measure and learn. [source] OUT-OF-THE-MONEY: THE IMPACT OF UNDERWATER STOCK OPTIONS ON EXECUTIVE JOB SEARCHPERSONNEL PSYCHOLOGY, Issue 1 2005BENJAMIN DUNFORD The need for future leadership in organizations is widely recognized, and often addressed through leadership development, succession planning, and building a top talent pipeline among existing employees. Equally important is retaining talented executives. Executive retention has become a concern for organizations as plunging stock prices have led to vastly devalued stock options, perhaps causing executives to look elsewhere for more lucrative stock option portfolios. Yet, there has been little research on the relationship between stock option value and executive retention. In a cross-company, cross-industry sample of 610 U.S. executives, we explored the relationship between underwater stock options and job search. We found a positive association between the percentage of underwater stock options in executives' portfolios and job search. This relationship was moderated as predicted, by executives' perceptions of alternative employment and money inadequacy beliefs. [source] | ||||||||||||||||