Developing Leadership Capacity Research Articles

The Missional Church and Leadership: Helping Congregations Develop Leadership Capacity. Edited by Craig Van Gelder. Grand Rapids, Michigan, US, Eerdmans 2009. Pp. x + 238. $20.00.

The Missional Church and Leadership: Helping Congregations Develop Leadership Capacity. Edited by Craig Van Gelder. Grand Rapids, Michigan, US, Eerdmans 2009. Pp. x + 238. $20.00.

Building leadership capacity and future leaders in operational research in low-income countries: why and how?

Very limited operational research (OR) emerges from programme settings in low-income countries where the greatest burden of disease lies. The price paid for this void includes a lack of understanding of how health systems are actually functioning, not knowing what works and what does not, and an inability to propose adapted and innovative solutions to programme problems. We use the National Tuberculosis Control Programme as an example to advocate for strong programme-level leadership to steer OR and build viable relationships between programme managers, researchers and policy makers. We highlight the need to create a stimulating environment for conducting OR and identify some of the main practical challenges and enabling factors at programme level. We focus on the important role of an OR focal point within programmes and practical approaches to training that can deliver timely and quantifiable outputs. Finally, we emphasise the need to measure successful OR leadership development at programme level and we propose parameters by which this can be assessed. This paper 1) provides reasons why programmes should take the lead in coordinating and directing OR, 2) identifies the practical challenges and enabling factors for implementing, managing and sustaining OR and 3) proposes parameters for measuring successful leadership capacity development in OR.

Introducing the Leadership in Enabling Occupation (LEO) Model

Occupational therapy is a broad profession yet access to services remains restricted and uneven across Canada. Access to the potential breadth of occupational therapy is severely restrained by complex supply, retention, and funding challenges. To improve access to occupational therapy, widespread leadership is needed by all practitioners. This brief report introduces the Leadership in Enabling Occupation (LEO) Model, which displays the inter-relationship of four elements of everyday leadership as described in "Positioning Occupational Therapy for Leadership," Section IV, of Enabling Occupation II: Advancing a Vision of Health, Well-being and Justice through Occupation (Townsend & Polatajko, 2007). All occupational therapists have the power to develop leadership capacity within and beyond designated leadership positions. LEO is a leadership tool to extend all occupational therapists' strategic use of scholarship, new accountability approaches, existing and new funding, and workforce planning to improve access to occupational therapy.

Developing Leadership Capacity in English Secondary Schools and Universities: Global Positioning and Local Mediation

ABSTRACT Government responses to globalisation include developing educational leaders as reformers for workforce competitiveness in the knowledge economy. Qualitative research tracked interventions involving national leadership development bodies to acculturate leaders in secondary schools and universities. Acculturating leaders as reformers was mediated through interaction with professional cultures valuing autonomy. Yet mediation supported the government's global positioning through adapting reforms and independent innovation.

The Missional Church and Leadership: Helping Congregations Develop Leadership Capacity

The Missional Church and Leadership: Helping Congregations Develop Leadership Capacity

The development of leadership capacity through collaboration in small schools

The aim of the study was to explore the impact of collaboration across small schools on the development of leadership capacity. Despite a growing body of research on school leadership, little is known about its function and development in small schools (defined here as NOR < 120). Small schools, of which there are about 2700 in England, collectively cater for significant numbers of children and whilst Ofsted reports have shown that they managed the early school reform agenda well, concerns continue to be raised about their capacity to manage the new reform agenda, e.g. Extended Schools, Every Child Matters, particularly in a period of falling rolls. Leadership capacity would be a significant factor in this challenge. A sample of 72 headteachers of small, mainly rural, schools was recruited in two local authorities. This constituted almost all the schools with NOR < 120. The headteachers were interviewed in the spring and autumn of 2006. The headteachers were fully conversant with the aims of the study and readily agreed to participate. The interviews covered questions of perceived leadership challenges, collaboration (form, extent, purpose, benefits and challenges) and the perceived impact of collaboration on their leadership capacities across the period of the study. The interviews were tape recorded and subjected to analysis through identifying themes emerging from the data rather than imposing a priori categories. The main finding from the present study is that school collaboration extends and intensifies heads’ ‘operational space’. Collaboration was discussed by the headteachers almost exclusively in terms of the time, money and workload involved. The expanded opportunities for teaching and learning were recognised and celebrated but the headteachers’ main focus and preoccupation was the sheer hard and extra work entailed in collaborating. There was no mention in the interviews of any other facet of leadership behaviour although ‘networking’ was obviously implicit throughout. If small schools are to build on their success with the first reform agenda it seems that a better understanding of their circumstances and operation and more carefully targeted support in promoting appropriate leadership capacity are called for, based on models of leadership more adapted to their circumstances. At the same time it is argued that heads of small schools are not without their successes. They have been pathfinders in aspects of collaboration. Lessons might be learned from small schools that have implications for the larger system.

Developing public library managers as leaders

PurposeThe paper's aim is to present findings of the recent evaluation of the Leading Modern Public Libraries development programme with reference to the management versus leadership dynamic. The programme provided a strategic intervention to address a perceived weakness in leadership development within the public library sector in England.Design/methodology/approachDrawing on recent examples from the literature, the theoretical differences between the concepts of management and leadership are discussed and used to inform consideration of the programme's effectiveness. Evaluation methods included participant observation, interviews, focus groups and a questionnaire survey, each administered at various stages of the programme with a representative sample of programme participants. Verbatim quotations from evaluation respondents are included in the analysis.FindingsThe research reveals that the programme has had a positive impact in enabling and developing leadership capacity within the sector, particularly in terms of developing participants' confidence and other interpersonal traits associated with effective leadership, including creativity and risk taking. Perceived benefits and limitations of the public library context in which the course was delivered have also been identified.Practical implicationsImportant considerations on the transition from effective management to leadership, and the identification, support and development of future leaders within organisations are presented, with implications for current public library leaders, trainers and facilitators within the field.Originality/valueThe paper shows that the programme and its evaluation represent a strategic development initiative on an unprecedented scale in the public library sector.

Rethinking project management education: Social twists and knowledge co-production

Projects play an important role in modern enterprises, not only as arenas for corporate renewal and capability integration, but also for the development of leadership capacity. As a consequence, the area of project management is becoming increasingly important for universities and management educators. Previous research and reports, however, have given severe critique to much of the project management education for its lack of relevance and rigor – but offered surprisingly little guidance as to what to do to deal with the problems. In this paper, our aim is to contribute to the current debate about project management education for practicing managers. We draw on more than ten years of experience from two senior-level education programs to show how educational practices can be developed to stimulate knowledge co-production between practitioners and academia. We suggest a model based on a “social twist” of experiential learning theory and discuss six learning modes of how to rejuvenate, stretch and improve project management education.

Developing Leadership Capacity Through Organizational Learning

The relationship of human development to leadership growth and organizational learning is becoming more significant as organizations recognize the value of skilled leadership. In order to foster collective intelligence and innovation in groups, leadership throughout an organization benefits from the understanding of processes involved in collectives or groups. The idea of creating a learning organization is gaining more attention as organizations strive to adapt and respond to a changing global environment in fast paced and demanding arenas. It is now becoming a needed skill to build a learning organization as a leadership competency. Those organizations that place learning as a priority will have an advantage over those that fail to learn and adapt. In order to understand how adult development is connected to organizational learning the work of Kegan (1982), Argyris (1992) and Senge (1990) will be examined. In addition the concept of dialogue, for learning, and creating culture will be explored in order to gain insight for developing leadership in organizational learning, Schein (2004); Isaacs (1996). Because of the growing complexity of the global environment, developing leadership in the organization is becoming more sophisticated in the ways in which learning is approached and orchestrated and therefore a greater understanding of leadership development is needed.

A conceptual model for leadership transition

The purpose of this study was to develop a model of leadership transition based on an integrative review of literature. The article establishes a compelling case for focusing on leadership transitions as an area for study and leadership development practitioner intervention. The proposed model in this study identifies important success factors leading to a successful leader transition into an existing team. Specifically, the article discusses such success factors as managing first impressions, aligning expectations, recognizing stress, managing feedback seeking, building relationships, and using structured methods for leadership development. It is anticipated that this study will help leadership and organization development practitioners who work to develop leadership capacity better understand the potential consequences associated with ignoring factors affecting leader transitions. Furthermore, this study offers insights into success factors that practitioners can leverage in developing interventions to help leaders transition.

Leadership, teamwork, and ethics in the development of IT professionals

Increasingly universities are placing student leadership as a central goal for education. Many seminal texts on leadership focus attention on the moral and transformative qualities of leadership, encouraging universities to become a site for leadership development. One way to operationalize this is for leadership development to become an integral part of the learning outcomes of the curricula within the student's major. In the context of the IT majors, such as computer science, information science, and information technology, the definition of leadership can be incorporated with the desired outcomes of teamwork and professionalism. Thus, the development of leadership capacity is combined with the development of high standards of professionalism and the ability to work well on teams in a variety of roles.

Lessons from Marine Protected Areas and Integrated Ocean Management Initiatives in Canada

There is a wave of interest in Marine Protected Areas (MPA) and Integrated Management (IM) as tools for addressing declines in marine environments through ecosystem-based management. Lessons learned from seven MPA and two IM initiatives in Canada show how engaging stakeholders results in: building and maintaining momentum through social capital; using the collective knowledge of stakeholders; consensus through formal and informal rules; and developing leadership capacity. However, as the number of issues or the number of stakeholders increases—especially where fisheries are involved—time, resources, and challenges in gaining support and participation increase. Political and administrative obstacles and resistance to change still constitute much of the challenge. Finally, funding and political commitment must be allocated from the start; otherwise momentum stops and it is hard to regain even when funding becomes available.

Work-based learning: a leadership development example from an action research study of shared governance implementation

An empowering action research study was undertaken to evaluate and strengthen the implementation of shared governance. One aim was to identify factors that acted as aids or barriers to effective decision-making by clinical leaders. As a work-based learning approach, action research was expected to lead to integration of learning into practice by researcher and participants alike. Shared governance replaces traditional hierarchies and requires and develops clinical leaders. Strategies are needed to maximize learning from introduction of such initiatives at the individual, group and organizational level. Participant-observations and interviews were undertaken with shared governance council members from one model in north-west England. Leadership skills and knowledge and shared governance practices were significantly enhanced. Preparation for council roles was considered inadequate. Increased structured time for reflection and action planning was indicated. Implementation of shared governance has succeeded in developing leadership capacity. Evaluation findings have led to improvements in the overall shared governance model. Action research has been found to have great utility at optimizing work-based learning. Nurse Managers need to develop their coaching and facilitating skills and recognize there is no "quick fix" for developing clinical leaders. Implications include the need to support learners in identifying and implementing changes arising from work-based learning activities, the significant resource implications and the need to optimize the organizational climate if work-based learning approaches to leadership and management development are to succeed.

Computer Technology for the Feminist Classroom

This article presents an evaluation of a social work course on oppression and diversity in which an interactive Web page was used to structure feminist learning experiences. Three assignments are described—an online diversity discussion board, a “digital poster” group research project, and the summary and critique of articles. The evaluation found that several processes that are key to a feminist classroom were achieved, including community building, collaboration, peer learning, empowerment, and the development of leadership capacity. The majority of students thought that the class was a supportive, collaborative environment in which they were able to achieve their learning goals. Implications for using technology to structure feminist learning experiences are discussed.

"Nadie es Profeta en su Tierra":Community, Civil Society, and Intervening Institutions in Rural Chile

In this article we examine community level civil society in Chiloe, Chile. We look at the interface between community and the wider systemic environment in the community development process. Issues such as the paradox of community solidarity, culture of dependence, obstacles to grass-roots participation, and leadership are examined in the community context. These issues are set in relief against a systemic environment comprised of traditional municipal politics and modernist ‘intervening’ agencies of the state. We refer to the case of one organization, ProRural, to examine the successes and failures of an interventionist strategy in Chiloe. Our central argument is that structural powerlessness, and dependent relations on the state, are reproduced through traditional cultural patterns in small community settings. These obstacles can be overcome through the development of leadership capacity and small project successes which in time stimulate new cultural patterns. The role of intervening organizations in t...

Five core ideas for developing leadership capacity to drive business results

Employment Relations TodayVolume 31, Issue 1 p. 61-70 Special Focus on Leadership Five core ideas for developing leadership capacity to drive business results Kathy M. Leck, Kathy M. Leck kleck@lfgsm.edu LFCESearch for more papers by this authorBarbara J. Wang, Barbara J. Wang No affiliationSearch for more papers by this author Kathy M. Leck, Kathy M. Leck kleck@lfgsm.edu LFCESearch for more papers by this authorBarbara J. Wang, Barbara J. Wang No affiliationSearch for more papers by this author First published: 08 April 2004 https://doi.org/10.1002/ert.20007Citations: 2AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Citing Literature Volume31, Issue12004Pages 61-70 RelatedInformation

Leadership development in a South African health service

The paper reports the outcomes of one module of a collaborative learning project aimed at the development of leadership capacity in district health management teams in the East Cape province of South Africa. A work‐based learning methodology was selected for the module with the intention of developing strategic and procedural knowledge bases within these teams as a way of addressing the complex problems of policy implementation in South African state organisations. The paper demonstrates the effectiveness of collaborative work‐based projects in developing team members’ capacity to solve difficult workplace problems and to implement strategy in a challenging operational environment. It endorses the role of leadership coaching in the development of, and ability to leverage, important strategic knowledge resources that reside within and between team members. The paper concludes with an example that demonstrates the developing ability of team members to initiate successful collaboration around the resolution of complex service delivery problems.

Leadership in Turbulent Times Is Spiritual

In the past decade, two formerly estranged domains, spirituality and work, have been increasingly linked. Why has this happened? This articles posits that this strange union is an unavoidable consequence of living in a turbulent time. As our world grows more chaotic and unpredictable, leaders must respond to questions that have historically only been answered through spiritual traditions: How do I cope with incertainty? How do I help others find meaning in their lives? What are my values? How can I act with courage and integrity? Leaders also play a key role in helping people recognize that life is cyclical, unpredictable, and unstable and that they must engage it as such. This is well-explored in spiritual traditions, but not in traditional management literature. Several organizational and personal practices are offered as simple ways to develop leadership capacity for leading in turbulence.

Competency development in public health leadership.

The professional development of public health leaders requires competency-based instruction to increase their ability to address complex and changing demands for critical services. This article reviews the development of the Leadership Competency Framework by the National Public Health Leadership Development Network and discusses its significance. After reviewing pertinent literature and existing practice-based competency frameworks, network members developed the framework through sequential use of workgroup assignments and nominal group process. The framework is being used by network members to develop and refine program competency lists and content; to compare programs; to develop needs assessments, baseline measures, and performance standards; and to evaluate educational outcomes. It is a working document, to be continually refined and evaluated to ensure its continued relevance to performance in practice. Understanding both the applications and the limits of competency frameworks is important in individual, program, and organizational assessment. Benefits of using defined competencies in designing leadership programs include the integrated and sustained development of leadership capacity and the use of technology for increased access and quality control.

Leadership development needs of today’s organizational managers

Reveals that the need to develop leadership capacity among organizational managers has been on the increase since the early 1990s. Two of the major factors generating this need are the advent of the quality movement with its dependence on teams, and the widespread incidence of organizational flattening that has eliminated many middle management positions. Today’s organizational managers need leadership skills to develop high performing teams and to cover the wider spans of control left in the wake of downsizing. Presents the experience of one quality‐conscious, downsized, team‐based organization as a case study on leadership development needs among today’s beleaguered managers. Notes that there are two primary outputs: first, presents the process by which the case study organization identified its leadership development needs. Second, provides the findings from the identification process within the case study organization. These findings, while not universally applicable, present an initial list of potential leadership development needs among today’s organizational managers.