Leading in the metaverse: virtual innovation for leadership and team development

Advancing leadership in medical radiation sciences: Incorporating systematic leadership education in pre-registration curricula

In an era of rapidly evolving digital transformation, adaptive and flexible leadership development is becoming increasingly crucial to ensure organizational sustainability and resilience. Adaptive leadership allows leaders to face dynamic challenges with innovative strategies, while flexible leadership helps adapt management styles to different situations. This research aims to explore the concept of adaptive and flexible leadership and its strategies to increase organizational resilience in the face of rapid technological and market changes. This research was carried out through an in-depth literature study by analyzing relevant literature from various scientific sources and industry reports. The research approach used was a literature study, where data was collected from books, journal articles, industry reports and other reliable sources. The analysis process involved identifying key themes related to adaptive and flexible leadership and their implications for the organization. This method was chosen to gain a comprehensive understanding of the concepts discussed and their relevance in the context of digital transformation. The research results show that adaptive and flexible leadership has a significant positive impact on organizational resilience. Adaptive leaders are able to navigate change more effectively, manage uncertainty, and encourage innovation. Meanwhile, flexibility in leadership allows for quicker response to market changes and employee needs, which in turn improves overall organizational performance. This study also identified several key strategies for developing adaptive and flexible leadership, including continuous training, organizational learning approaches, and emotional skills development. However, this research also revealed several challenges in developing adaptive and flexible leadership, such as high uncertainty, resistance to change , and resource limitations. However, with the right approach, these challenges can be overcome, and organizations can take advantage of the long-term benefits of adaptive and flexible leadership. This research concludes that to remain competitive and resilient in the era of digital transformation, organizations must invest in the development of adaptive and flexible leadership . It is hoped that these findings can provide guidance for practitioners and academics in designing effective leadership development strategies to face future challenges.

Received: 26 July 2012 Abstract Accepted: 20 August 2012 Leadership of graduate managers has become a focal point of many employers worldwide. Leadership development is in high demand and leadership initiatives are an effective tool for career development in the corporate environment. The objectives of the study were to assess the Transformational Leadership (TL) and Emotional Intelligence (EI) level of graduate managers, and to analyse the relationship between their EI and TL performances at work. The role of gender in leadership was examined. Sixty three graduate managers (33 men, and 30 women) who are following the masters’ degree programme were randomly selected from a Sri Lankan university. The Multifactor Leadership Questionnaire of Bass and Avolio, was used to assess the leadership style performances of the respondents. Genos EI Inventory was used to measure their EI level. Descriptive and inferential analyses of data were conducted using SPSS software. Respondents recorded higher scores for TL performances at work. Respondents’ EI levels and TL styles reflected a difference with regard to their gender. Respondents have scored slightly lower scores for the EI sub-constructs in comparison to the normative figures of Genos EI. The higher fluctuation of Mean values of respondents indicated the volatility of the reasoning ability of respondents. The fact that graduate managers depicted higher scores for progressive leadership styles and lower scores for passive leadership styles augurs well for their career development. Emotional Intelligence of men significantly related with their Transformational leadership style. Study concludes that high Transformational leadership of Sri Lankan graduates managers and manageresses, and the relationship of Transformational Leadership with managers EI as well, could enhance management and production performances in corporate environments.

Paradigm Shift Has Implications for Leaders

How to accelerate the development of leaders has been the subject of study, but there is still a need for more research into the potential of coaching. This study aims to investigate the ways in which coaching can support the development of leaders. Surveys are conducted with middle and top leaders because they play a crucial role in identifying and training future leaders within the organization. The authors reach two main conclusions: 1) This leader views himself as a transformational leader and is concerned with the development of future leaders. 2) This leader uses coaching as a practice and a skill for developing future leaders. Leader takes the coach's role when he supports and encourages personal and professional development of other leaders. The executive coaching is chosen by transformational leaders with the goal of promoting internally developing leaders in the organization. The leader who cares about the development of new leaders within the organization assumes the role of leader-coach through the development of skills and the use of coaching as a leadership development practice.

The development of leaders is critical for the education of all professionals and, particularly, those in the field of occupational therapy. Current accreditation standards offer a limited perspective on leadership, and educators should consider a more holistic viewpoint to leadership development, especially as many programs are moving to the doctoral level. The adult learning theory of andragogy in conjunction with social learning theory, experiential learning theory, and leadership theories can help guide educators’ creation of integrative learning opportunities. This paper proposes a framework for leadership education that promotes building leadership capacity through leadership skill, identity, and mindset formation. Suggested evidence-based learning strategies and assessment methods complement the leadership development framework.

The aims of this study are to investigate the relationship of leadership identification and development with emotional intelligence and leadership succession planning and to outline the effective strategies for identification of potential leaders and leadership development. Methodology - To achieve the aim, we used the scheme of interactive co-production research where researchers create the scientific partnership with business professionals and they are responsible for generation of theoretical and practical knowledge. To process the data, we applied mixed methodology to improve the data assessment and contributed to objectivity and accuracy of the research. The survey involved five companies operating in the information technology, car repair enterprise, sewing business, and food and beverages producer in the Western and Central regions of Ukraine. The survey was conducted between March-September 2023. A sample included 24 business professionals and leadership in different roles, ages, gender, work experience, and education background. The selection of respondents was based on their involvement in leadership identification and development procedures in the organization and depended on their level of professional competency in the industry. The result show that leadership identification and development is implemented through certain strategies which include the use of feedback, culture of high engagement, performance assessment, leadership training programs, identification of skill gaps and future needs, and introduction of continuous learning culture in an organization. The use of these strategies should be implemented in the individual, group, and organizational levels. The study contributed to elaboration of the model of leadership identification and development in an organization.

An extensive review of the literature reveals that today's community colleges are facing a national leadership crisis as "baby boomer" administrators continue to retreat en masse, leaving in their wake a staggering loss of institutional memory and cumulative experience. As the largest system of public higher education in the world, California's community colleges are currently onboarding unprecedented numbers of emerging new leaders to fill this void and will likely continue doing so for the foreseeable future. The rationale underpinning this study is that given scholars' extensive focus on the external aspects of leadership development, namely skills and modalities, the research has largely overlooked the internal factors influencing leadership growth. Thus, the purpose of this phenomenological study was to investigate and describe the relationship between lived experiences and leadership development in emerging community college leaders in light of Mezirow's Transformational Learning Theory (1978; 1991; 1997; 2000). Influenced by Knowles' Adult Learning Theory (1984), Transformational Learning Theory assumes a metacognitive and adaptive view of learning and posits how adults can transform long-standing beliefs and learn from lived experiences resulting in perspectives that are, "progressively more inclusive, discriminating and integrative of experience" (Mezirow, 1991). The researcher initially identified forty-two prospective participants for this study via their involvement with a "grow-your-own" (GYO) onboarding program for new administrators affiliated with a large, multi-campus community college district located in Northern California. Potential participants with no more than three years' leadership experience were asked to complete a preliminary screening protocol. The seven participants ultimately selected thus represented a small but purposively diverse collective. Via the use of semi-structured interviews, the lived experiences of these participants with the phenomenon, "emerging community college leadership", was explored, including their use of reflective practice. The three goals of this study were to fill a viable space in existing scholarly literature by 1) adding to the growing body of research on Transformational Learning Theory by focusing specifically on the development of emerging leaders, 2) exploring the lived experiences of a population not well researched, and 3) describing how the development of leadership capacity is connected to transformative learning experiences. This study had four findings: 1) cognitive dissonance can trigger learning for emerging leaders, 2) emerging leaders can strategically build their own professional skill sets, 3) reflective practice is a powerful tool for expanding leadership capacity, and 4) emerging leaders employ reflective frames to navigate their roles. These findings are discussed in relation to Mezirow's theory as three sub-themes: "Lost in Place, Marshalling Forces and Situating in Place, and are accompanied by nine associated sub-themes: lack of control, insecurity, isolation, drawing on past experiences, forging connections, circumscribing boundaries, deepening perspectives, authenticity, and intentionality. Also included is a description of participants' use of reflective practice, its evolution over time and with accumulated experience, and its subsequent influence upon emerging leaders' professional growth and development. The researcher concludes by connecting these findings to a series of specific recommendations for practitioners working with emerging leaders interested in facilitating their leadership development and also provides suggestions for potential avenues for future scholarly research. Keywords: baby boomer, annuitant, interim, transformative learning, emerging leader, metacognition, adult learning, constructivist-interpretivist

: On 25 May 2001, the U.S. Army Training and Leader Development Panel (ATLDP) released a report on the results of extensive research concerning the future direction of training and leader development. As part of the findings, conclusions and recommendations, the ATLDP recommended a new leader development model and three additional leadership competencies; self-awareness, adaptability and life-long learning. As an overarching theme of their recommendations, developing the new meta-competencies in leaders serves a partial contributor to the transformation endstate of a trained and ready force for the nation and self-aware and adaptive leaders. This monograph answers the research question: Is the Army s self-development model capable of contributing to the endstate of providing self-aware, adaptive and life-long learning leaders for the future force?. This monograph focuses on leader self-development due to the ATLDP s assertion that self-development will serve as the link between the institutional and operational pillars of leader development. Additionally, future self-development programs and processes will contribute to developing self-aware, adaptive and life-long learning leaders. This monograph addresses this issue through the construct of history, theory and doctrine and concludes with a survey element designed to assess the effects of training and education on leader development.

Purpose This conceptual paper explores how microlearning can be effectively used to develop agile leadership competencies in hybrid organizational contexts. As Traditional leadership programs are often too rigid for today’s fast-paced environments, this study presents a framework connecting microlearning design features with key agile leadership outcomes. Design/methodology/approach The paper draws upon adult learning theory, experiential learning theory, and agile leadership literature to construct a practice-informed conceptual framework. It outlines four testable propositions that link microlearning characteristics with leadership competencies like adaptability, decision-making agility, digital communication, and learning transfer. Findings The framework illustrates how microlearning can enhance leadership development through timely, embedded learning. These interventions are proposed to influence critical leadership behaviors necessary for success in hybrid and rapidly evolving organizational settings. Originality/value The paper offers a novel conceptual integration of microlearning and agile leadership development, providing clear propositions and practical insights. It aligns with the SDGs and advances leadership learning for digital workplaces.

The purpose of the study aims to investigate employees' perceptions regarding their Leaders, managers and supervisor's emotional intelligence as well as transformational leadership and the possible relationships among emotional intelligence (EI), leadership, and desirable outcomes that impact the elements of emotional intelligence (EI) in organizations Design/Methodology - The study empirically analyzed the influence of EI, as measured by Mayer Salovey Caruso emotional understanding test (MSCEIT), for organizational outcomes; the well recognized expertise of a leader to forecast those results, and the relationship among EI and transformational leadership. Further the Data were assembled via questionnaires in a sequence of personally organized meetings considering, subordinates' insights for the following: supervisors' emotional intelligence; and transformational leadership. Observation methods were also used. Findings - The results confirm previous investigations of the exceptional effectiveness of transformational leadership in forecasting organizational productivity and performance and support the model which proposes that supervisors' emotional intelligence following components for example social abilities, motivation, empathy and cognition are positively associated with leadership. However, the connection among emotional intelligence and transformational leadership assessed to find the leveled outcomes to enhance organizational stability. Practical implications - The finding enables the researchers and practitioners to better understand the leadership capabilities at organizational level and assets the organization towards leadership development and individual perception. Furthermore, it offers the managers to utilize EI as tool for Transformational leadership to enhance manager's capabilities manifold for more effective and efficient outcomes (i.e. productivity and performance) Originality/value - The study encompasses a diverse variety of efficient senior leaders and their followers from many associations to validate measures of EI and illuminate the environment of the connection between EI and related factors as mentioned in findings and deliver a potential assortment and development tool for the enhancement of leadership performance and organizational competitiveness. Keywords - Comparative tests, Emotional Intelligence (EI), Leadership, Organizational Performance

PurposeThe purpose of this study is to examine the multifaceted implications of AI on leadership dynamics and organizational practices. By synthesizing insights from behavioral theory, AI analytics, and ethical considerations, the study aims to equip leaders with the requisite knowledge, skills, and mindset to foster adaptive leadership, anticipate change, and cultivate innovation amidst AI-driven disruptions.Design/methodology/approachThis article employs a qualitative research approach, integrating literature review and conceptual analysis to explore the intersection of leadership development and Artificial Intelligence (AI). Drawing insights from scholarly articles, theoretical frameworks and practice, the study elucidates the evolving landscape of leadership in the context of AI adoption. Practical action points are derived to guide organizational leaders and educators in navigating AI-induced transformations effectively.FindingsThe integration of AI into leadership dynamics necessitates a paradigm shift in leadership paradigms, emphasizing the fusion of technical proficiency with emotional intelligence. Behavioral theory coupled with AI analytics offers valuable insights into effective leadership behaviors, facilitating the design of tailored leadership development programs. Proactive leadership strategies, ethical considerations, and talent management emerge as pivotal factors in navigating AI-induced transformations and fostering organizational resilience.Originality/valueThis article contributes to the literature by synthesizing diverse perspectives on AI leadership and offering practical action points for organizational leaders and educators. By highlighting the integration of behavioral theory, AI analytics, and ethical considerations, the study underscores the importance of interdisciplinary approaches in leadership research and education. The insights derived from this study inform organizational practices, curriculum development in higher education, and future research agendas, fostering ethical AI adoption and cultivating adaptive leadership cultures in the age of Artificial Intelligence.

Introduction Medical educators strive to improve their curricula to enhance the student learning experience. The use of high-fidelity simulation within basic and clinical medical science subjects has been one of these initiatives. However, there is paucity of evidence on using simulation for teaching pharmacology, and the effectiveness of this teaching modality, relative to more traditional ones, have not been sufficiently investigated. Accordingly, this study compares the effects of high-fidelity simulation, which is designed in alignment with adult and experiential learning theories, and traditional case-based tutorial sessions on the performance and perception of undergraduate Year 2 medical students in pharmacology in Dubai, United Arab Emirates. Methods This study employed a convergent mixed methods approach. Forty-nine medical students were randomly assigned to one of two groups during the 16-week pharmacology course. Each group underwent one session delivered via high-fidelity simulation and another via a case-based tutorial. A short multiple-choice question quiz was administered twice (immediately upon completion of the respective sessions and 5 weeks afterwards) to assess knowledge retention. Furthermore, to explore the students’ perceptions regarding the two modes of learning delivery (independently and in relation to each other), an evaluation survey was administered following the delivery of each session. Thereafter, the iterative joint display analysis was used to develop a holistic understanding of the effect of high-fidelity simulation in comparison to traditional case-based tutorial sessions on pharmacology learning in the context of the study. Results There was no statistically significant difference in students’ knowledge retention between high-fidelity simulation and case-based tutorial sessions. Yet, students expressed a greater preference for high-fidelity simulation, describing the corresponding sessions as more varied, better at reinforcing learning, and closer to reality. As such, the meta-inferences led to expansion of the overall understanding around students’ satisfaction, to both confirmation and expansion of the systemic viewpoint around students’ preferences, and lastly to refinement in relation to the perspective around retained knowledge. Conclusion High-fidelity simulation was found to be as effective as case-based tutorial sessions in terms of students’ retention of knowledge. Nonetheless, students demonstrated a greater preference for high-fidelity simulation. The study advocates caution in adapting high-fidelity simulation, where careful appraisal can lend itself to identifying contexts where it is most effective. Key terms pharmacology; high-fidelity simulation; case-based tutorial; undergraduate medical education; mixed methods research; data integration; joint display analysis; Kirkpatrick evaluation model; Learning-Transfer Evaluation Model; adult learning theory; self-regulated learning; Kolb’s experiential learning theory; social constructionism theory; assessment; evaluation; performance; perception; knowledge retention; Dubai; United Arab Emirates; Middle East and North Africa

Abstract
 Purpose: The aim of the study was to investigate the development and evaluation of leadership training and development programs.
 Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries.
 Findings: Leadership training programs in Uganda should be tailored to local needs, emphasizing experiential learning and ongoing support. Evaluations should consider both short-term outcomes and long-term impacts on organizational performance. Collaboration between stakeholders can improve program effectiveness.
 Unique Contribution to Theory, Practice and Policy: Transformational leadership theory, adult learning theory & kirkpatrick's model of training evaluation may be used to anchor future studies on the development and evaluation of leadership training and development programs. Design training programs that emphasize experiential learning through simulations, case studies, and real-world projects. Advocate for organizational policies that prioritize investment in leadership development programs.

Orientation: Empirical evidence supports the notion that emotional intelligence (EI) and transformational leadership (TFL) are related and confirms the positive effect of this leadership style on follower attitudes and performance. However, more insight is needed into the nomological net of variables that affect outcomes of effective leadership, as experienced by the follower of a leader who exhibits TFL behaviours, being influenced by various EI competencies.Research purpose: This study developed and tested a structural model that depicts the nature of the relationships between EI competencies, TFL behaviours and three outcomes of effective leadership.Motivation for the study: We argued that more insight into how (1) different components of EI affect TFL behaviours, and how (2) different components of TFL behaviours, in turn, affect outcomes of effective leadership, could be valuable in designing targeted interventions to increase employee commitment, job satisfaction (JS) and perceived supervisor support (PSS).Research design/design and method: The cross-sectional data included a sample of 267 respondents, with 85 leader–follower dyads that were analysed with partial least squares modelling. Self and other ratings were employed.Main findings: Nine of the 19 postulated relationships in the structural model were supported. Three of the four TFL components were shown to be influenced by various components of EI. Only PSS was significantly affected by idealised influence as a TFL behaviour.Practical/managerial implications: Increased understanding of which EI competencies influence TFL behaviours may be useful in the development of leaders by guiding targeted EI intervention strategies to increase leadership effectiveness.Contribution / value-add: This study confirmed the notion that EI competencies seem to be hierarchically ordered, whilst also providing insight into the differential impact of these competencies on TFL behaviours.