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Leadership Skills (leadership + skill)
Selected AbstractsLate Twentieth Century Congressional Leaders as Shapers of and Hostages to Political Context: Gingrich, Hastert, and LottPOLITICS & POLICY, Issue 2 2002John E. Owens Most contemporary explanations of congressional leadership postulate a version of contextual theory that typically places greatest emphasis on the strength of party and downplays the personal skills of individual leaders. By analyzing the leadership of just three recent individuals,Gingrich, Hastert, and Lott,this essay demonstrates the extent to which these leaders' different styles, skills, and characteristics interacted with changing political contexts and strategic environments to impact political and policy outcomes. Context matters, but so does leadership skill. Most graphically, Gingrich,a rare transforming leader in Burns' typology,demonstrates the importance of the right person and the right conditions being in place at the same time and the ability of an individual imaginative leader to intervene exogenously to have a significant effect on policy outcomes. Yet the essay also demonstrates that even where leaders adopt more conventional transactional styles, as Hastert and Lott did, the skill and success with which they juggle political pressures emanating from different, often conflicting, contexts,skills in context,also matters. [source] Congress, Presidential Approval, and U.S. Dispute InitiationFOREIGN POLICY ANALYSIS, Issue 4 2008David J. Brulé Do presidents initiate disputes in response to low public approval ratings? Although research on the diversionary use of force finds links between poor economic conditions and military disputes, findings evaluating the effect of presidential approval ratings typically fail to support the diversionary hypothesis. But this research tends to neglect the role of presidential-congressional relations in the president's foreign policy making processes. This paper applies the policy availability argument to the puzzle: legislative constraints on presidential action during periods of low public approval compel the president to pursue alternatives that he can implement largely on his own in order to display his leadership skills,including the use of military force abroad. The argument is tested by examining the interactive effects of congressional support for the president and presidential approval ratings on the propensity to initiate militarized interstate disputes from 1949 to 2000. The results indicate that the president is more likely to use force in response to low presidential approval when faced with low congressional support. [source] Self,Other Agreement: Comparing its Relationship with Performance in the U.S. and EuropeINTERNATIONAL JOURNAL OF SELECTION AND ASSESSMENT, Issue 1 2005Leanne Atwater The use of multi-source feedback has proliferated in the United States in recent years; however, its usefulness in other countries is unknown. Using a large sample of American managers (n=3793), this study first replicated earlier studies demonstrating that simultaneous consideration of self and other ratings of leadership skills is important for managerial performance ratings. In addition, the impact of self,other agreement on performance was investigated among 2732 managers in five European countries (U.K., Germany, France, Denmark, Italy). Results indicated that the effect of self and other ratings in the prediction of performance differs between the U.S. and the European countries in that the simultaneous inclusion of both self and other ratings is generally less useful in those countries than in the U.S. Further, the effect of self,other agreement varies among the European countries. Implications for multi-source feedback interventions as well as multi-national personnel management are discussed. [source] Theorizing Religious Effects Among American AdolescentsJOURNAL FOR THE SCIENTIFIC STUDY OF RELIGION, Issue 1 2003Christian Smith A large body of empirical studies shows that religion often serves as a factor promoting positive, healthy outcomes in the lives of American adolescents. Yet existing theoretical explanations for these religious effects remain largely disjointed and fragmented. This article attempts to formulate a more systematic, integrated, and coherent account of religion's constructive influence in the lives of American youth, suggesting nine key factors (moral directives, spiritual experiences, role models, community and leadership skills, coping skills, cultural capital, social capital, network closure, and extra,community links) that cluster around three key dimensions of influence (moral order, learned competencies, and social and organizational ties). [source] Building strong communities: an evaluation of a neighborhood leadership program in a diverse urban areaJOURNAL OF COMMUNITY PSYCHOLOGY, Issue 8 2009Cecilia Ayón The purpose of this study was to describe and evaluate an intervention used to train neighborhood leaders about community organizing and to enhance leadership skills. A mixed-method design was used which included (a) a pre- and posttest assessment of 83 participants, and (b) qualitative descriptive interviews of 33 participants. Over half of the participants in the study were from ethnic minority groups (Latino or Cambodian). At posttest assessment, the participants improved in leadership skills (p=.001) and experience (p=.001) subscales. The qualitative interviews revealed that participants continued to be active in their communities by implementing neighborhood programs or starting community organizations. It is recommended that community practitioners and activists support neighborhood leadership programs to foster growth and enrichment in communities, and researchers/practitioners evaluate these projects with multiple methods to broaden scholarship in this important arena. © 2009 Wiley Periodicals, Inc. [source] Extending traditional 21st-century leadership skillsJOURNAL OF LEADERSHIP STUDIES, Issue 4 2010Jeffrey N. Barnes No abstract is available for this article. [source] Understanding leadership skills of hospice executivesJOURNAL OF LEADERSHIP STUDIES, Issue 3 2008Paul Longenecker The healthcare industry is a rapidly changing environment requiring leaders to possess a high level of leadership skills. Leaders in the hospice industry have experienced the same level of change, but over the brief span of 25 years. With the aging of hospice executives and the dynamic environment of the hospice industry, the need for strong leadership is more important than ever. This research study reports on the perceived leadership skills of hospice executives and is a replication of an earlier study (Longenecker, 2006). All study participants were executives of organizations that participated in clinical and operational benchmarking activities at the national level. The study evaluated leadership skills using transformational leadership theory as the conceptual model by which leadership skills were measured. The results of the study identified that the participants perceived they displayed an ideal use of skills based on transformational leadership theory. [source] Identifying, Enabling and Managing Dynamic Capabilities in the Public Sector*JOURNAL OF MANAGEMENT STUDIES, Issue 5 2007Amy L. Pablo abstract In this paper, we examine how a public sector organization developed a new strategic approach based on the identification and use of an internal dynamic capability (learning through experimenting). In response to the need for continual performance improvement in spite of reduced financial resources, this organization engaged in three overlapping phases as they shifted to this strategic approach. First, managers identified appropriate latent dynamic capabilities. Next, they used their leadership skills and built on established levels of trust to enable the use of these dynamic capabilities. Finally, they managed the tension between unrestricted development of local initiatives and organizational needs for guidance and control. [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] General competencies of problem-based learning (PBL) and non-PBL graduatesMEDICAL EDUCATION, Issue 4 2005Katinka J A H Prince Introduction, Junior doctors have reported shortcomings in their general competencies, such as organisational skills and teamwork. We explored graduates' perceptions of how well their training had prepared them for medical practice and in general competencies in particular. We compared the opinions of graduates from problem-based learning (PBL) and non-PBL schools, because PBL is supposed to enhance general competencies. Method, We analysed the responses of 1159 graduates from 1 PBL and 4 non-PBL schools to a questionnaire survey administered 18 months after graduation. Results, Compared with their non-PBL colleagues, the PBL graduates gave higher ratings for the connection between school and work, their medical training and preparation for practice. According to the graduates, the most frequently used competencies with sufficient coverage during medical training were expert knowledge, profession-specific skills and communication skills. The majority of the PBL graduates, but less than half of the non-PBL graduates, indicated that communication skills had been covered sufficiently. All the graduates called for more curriculum attention on working with computers, planning and organisation, and leadership skills. More PBL graduates than non-PBL graduates indicated that they had learned profession-specific methods, communication skills and teamwork in medical school. Discussion, Overall, the graduates appeared to be satisfied with their knowledge and skills. The results suggest that the PBL school provided better preparation with respect to several of the competencies. However, both PBL and non-PBL graduates identified deficits in their general competencies, such as working with computers and planning and organising work. These competencies should feature more prominently in undergraduate medical education. [source] Leadership in education: Effective U.K. college principalsNONPROFIT MANAGEMENT & LEADERSHIP, Issue 2 2003Fabio Sala College leaders face increasing challenges to manage complex responsibilities. They must possess a wide variety of managerial and leadership skills to be successful in academic environments, which are beginning to resemble more traditional organizational frameworks. The study examined in this article explored the relationships among managerial style, organizational climate, and several measures of college-student performance with a sample of British further education college principals (similar to U.S. community college presidents). While considering the influence of various background factors, such as the size of the college, student funding, and years of experience, several significant relationships emerged demonstrating a significant association between principals' managerial behaviors and measures of college and student performance. [source] The challenge of interdisciplinary collaboration in acute psychiatry: Impacts on the occupational milieuAUSTRALIAN OCCUPATIONAL THERAPY JOURNAL, Issue 2 2009Tracy Fortune This paper, based on a larger ethnographic exploration of the acute inpatient environment for older people with mental illness, describes and provides interpretations of staff perceptions and actions in order to highlight tensions between professional groups which adversely affect opportunities for patients to engage in meaningful occupations. Fieldwork conducted in 1999,2000, supplemented by 20 in-depth interviews with a range of mental health professionals, provides the foundation for suggesting that the extent and nature of occupational engagement is significantly impacted by interdisciplinary relations. The skill of occupational therapists to collaborate with their nursing colleagues in a socially complex environment, and the importance of personal leadership skills among our new graduates are discussed. [source] Project management in instructional design: ADDIE is not enoughBRITISH JOURNAL OF EDUCATIONAL TECHNOLOGY, Issue 5 2010Shahron Williams Van Rooij In the digital age, instructional designers must possess both a sound instructional design knowledge base and solid project management skills that will enable them to complete courseware projects on time, on budget and in conformance with client expectations. Project management skills include the ability to apply repeatable processes, along with interpersonal skills such as communication and leadership skills. However, courses in project management are often absent from the higher education instructional design curriculum, creating a gap between what is learned in instructional design programmes and real-world practice. In this paper, the author draws on the education and project management fields to examine this gap. The author argues that the gap between instructional design project management models and how instructional design practitioners view project management is a consequence of the divergent perspectives of higher education subcultures and the extent to which those subcultures are likely to embrace cross-disciplinary subjects such as project management. The author proposes some research and advocacy opportunities for closing the gap between instructional design education and practice. [source] An Assessment of the Faculty Development Needs of Junior Clinical Faculty in Emergency MedicineACADEMIC EMERGENCY MEDICINE, Issue 7 2008Heather Farley MD Abstract Objectives:, Academic physicians must be able to access the resources necessary to support their ongoing professional development and meet requirements for continued academic advancement. The authors sought to determine the self-perceived career development needs of junior clinical faculty in emergency medicine (EM) and the availability of educational resources to meet those needs. Methods:, An educational "needs assessment" survey was distributed to 954 American College of Emergency Physicians (ACEP) members listed in the ACEP database as being faculty at EM residency programs in the United States and having graduated from an EM residency within the past 7 years. Respondents were asked to rank the importance of 22 areas of faculty development to their own professional growth and then to indicate whether educational resources in each area were available to them. Respondents were also asked to note the educational formats they prefer. A search for currently available resources in each topic area was undertaken and compared to the survey results. Results:, A total of 240 responses were received. Self-perceived career development needs were identified in the following areas: bedside teaching, lecture development, business skills, managerial skills, educational research, mentorship and career counseling, interpersonal skills, leadership skills, scholarly writing skills, physician wellness, and knowledge of the faculty development process. While a review of currently available educational resources revealed lectures, conferences, and online materials pertinent to most of these topics, a relative lack of resources in the areas of mentorship and physician wellness was identified. Conclusions:, Junior clinical faculty in EM perceive a lack of educational resources in a number of areas of faculty development. The academic community of EM should strive to improve awareness of and access to currently existing resources and to develop additional resources to address the area of physician wellness. The lack of mentorship in academic EM continues to be a problem in search of a solution. 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