Developing Leadership Skills Research Articles

Does Team Based Learning (TBL) in the Pharmacy Classroom Foster Leadership Skills in the Workplace?

Objective: A well-functioning healthcare team is important to optimizing the health outcomes of patients. As such, the use of Team Based Learning (TBL) in the education of health professionals has emerged as one of the more common active learning strategies. In various anecdotes with preceptors, it had been observed that student pharmacists educated in a TBL classroom exhibited increased skills in the affective domain. This qualitative pilot study begins to examine affective domain skills that are important to pharmacy practice and which of those skills may be developed uniquely through TBL. Methods: Random samples of preceptors and students (first through fourth-year cohorts), were engaged using a predesigned interview protocol to guide the discussion. Ad hoc questions resulting from the interview were also captured. A grounded theory approach was utilized to develop an a priori theme codebook that was utilized to analyze the interviews with preceptors and focus groups with students. Results: Nine preceptors were interviewed, and 23 student pharmacists participated in focus groups. Preceptors identified 1) communication, 2) emotional intelligence, 3) education, 4) time management, and 5) advocacy as the top themes important to being a leader. While students identified 1) communicate with or listen to others, 2) accountability/responsibility, 3) patience, 4) self-reflection / feedback as skills developed by TBL. Participants indicated that they believed that TBL was a contributor to the development of affective domain skills among student pharmacists. Conclusion: Among preceptors and student pharmacists, this initial study found both alignment and divergence with identified skills in the affective domain related to the development of leadership skills. Additional research is needed to further explore and develop an instrument to measure the role of TBL in affective skill development, in the context of being a leader in the pharmacy profession.

Pengembangan kualitas dan keunggulan kepemimpinan dalam organisasi: peran moderasi nilai-nilai kearifan lokal

Various research results show that everything that is expected of a leader, what a leader can and cannot do, as well as the status and influence exerted by a leader is the result of the culture in the country where the leader performs his function. Therefore, to be an effective leader one must have the capacity that is obtained through developing leadership skills in the social context in which he is located. This study aims to analyze the effect of developing leadership skills and local wisdom values in forming leadership excellence in Indonesia. The research method used quantitative. The research sample was the leaders of Javanese, Sundanese, Betawi, Minang, Bugis, Batak, Madurese, Balinese, Banjar, Menado, Mataram, Flores and Papuan ethnic groups with a total of 710 respondents. A cluster and purposive sampling technique were used because the leaders as the unit of analysis were grouped into clusters based on ethnicity and region and then the leaders who were selected based on the objectives of the study. SEM analysis was used to data analysis and hipothesis testing. This study shows that the development of leadership abilities and local wisdom values can significantly increase the dimensions of leadership excellence. Besides, the values of local wisdom are able to moderate the influence of developing leadership abilities on leadership excellence.

Peer Assisted Learning; The Perspective of Peer Tutors

Objective: To determine the perspective of PAL tutors regarding the effectiveness of PAL in promoting knowledge and skills among the undergraduate students using small group discussions in an integrated module. Methodology: A prospective qualitative method study was conducted at Rawal Dental College, Islamabad, from April to June, 2021, for 12 weeks. Students from the second year of BDS (n = 50) were divided into five small groups. Five students’ volunteers were chosen from those who completed the previous units with more than 80% summative assessment score and with good communication skills. The group discussion centered on the application of core knowledge and skills in pathology. Responses from the tutors for the qualitative data were obtained using in depth one-on-one semi-structured interviews with audio recorded. The verbatim in the form of audio and notes were transcribed, and the qualitative analysis was performed by two independent investigators, generating codes, themes, and subthemes. Results: The results showed the comprehensive understanding of the insights of tutors and the motivational elements for achieving academic goals and improving teamwork and teaching skills. Many factors encouraged their participation as tutors, including the acquisition of knowledge and leadership skills. The students felt that their compassionate attitude encouraged active participation by the fellow students, increasing their confidence and learning. The students perceived that they had attained essential attributes that would benefit them in professional life in the future. Conclusion: The students enjoyed the Peer-assisted learning experience and recognized its importance for their academic and professional development. While learning in a relaxed environment, the students achieved their basic learning goals, developed leadership skills, improved communication skills, and gained confidence. Keywords: Peer Group, Integrated curriculum, Near-Peer tutoring. Â

Transforming postgraduate GP teaching through collaborative course design and peer-facilitated small-group, reflective learning

ABSTRACT Shropshire Vocational Training Scheme’s (VTS) traditional structure of peer-delivered teaching had received poor feedback from trainees. There is good evidence in the literature for stakeholder engagement in training design and participation in small group learning and case discussion as a bedrock of GP learning in the VTS. We introduced three new initiatives to improve half-day release (HDR): 1. collaborative course design; 2. reflective, case-based learning with flipped learning resources; and 3. peer-facilitated, small groups. The aim was to marry trainees' desire for clinical context with the need to comprehensively cover the professional knowledge, skills and attitudes of the ‘Being a GP’ Royal College of General Practitioner’s curriculum. The new collaborative model has improved feedback, facilitated high-level small group reflection and resulted in a smooth transition to virtual HDR during Covid-19. We now have a cohort of highly motivated facilitators, with the opportunity to develop leadership skills, and a bank of complex clinical cases developed to facilitate useful, trainee-led, case-based discussion. Our model is deliverable in other VTS areas and could enhance trainee experience of HDR. Future challenges will be maintaining facilitator training, quality control for cases and discussion and how to ensure our near-peer facilitators successfully become future leaders in primary care.

Staff Nurses’ Perceptions of Barriers and Facilitators of Effective Nursing Leadership in a Major Saudi Hospital

Background: Leadership skills on the part of nursing managers are expected to improve care for patients under the care of registered nurses. To do so also requires all Saudi hospital nursing leaders to attract and retain qualified nursing staff during a time of global shortages. Aim: The purpose of this study is to explore and identify the staff nurse perceptions of the barriers to and facilitators of effective nurse leadership for a major Saudi hospital and make recommendations for change. Methods: An interpretative methodology guided by John Kotter’s change theory. Qualitative data were collected from 14 participants using semi-structured interviews in 2016 and analysed using content analysis. Results: Two main categories have been identified through the data analysis process. The first category was barriers to effective leadership, comprising an inadequate leadership education and skills development; a limited authority and clinical empowerment; an unawareness of the need for change; and poor communication. The second category was facilitators of effective leadership, encapsulated engaging and listening to staff and seeking their ideas; recognizing staff performance, and motivational strategies. Conclusion: Even though the staff nurses who participated in this study were dissatisfied with the quality of leadership shown by their nurse managers, nevertheless they proffered an abundance of data during the study which accentuated the variety of organizational obstacles encountered by their nursing managers. They also voiced opinions on the workplace factors which might serve to assist nurse managers to improve the efficacy of their guidance. These were included in the study recommendations which were forwarded to all nursing managers employed at the hospital.

A resource‐based view on the role of universities in supportive ecosystems for social entrepreneurs

AbstractThis paper investigates the role that universities play in supporting social entrepreneurs (SEs) across their ecosystem. Adopting the resource‐based view (RBV) approach, we argue that universities attract, mobilize, and deploy multiple resources that benefit SEs through four main mechanisms (i.e., teaching, research, outreach, and the development of partnerships). We use a qualitative approach of 62 semi‐structured interviews and 8 focus groups in Ecuador, Bolivia, and Colombia. Our contribution shows that employing different resources and engaging in supportive activities of universities towards SEs facilitate the development of university capabilities, such as an increased reputation, development of leadership skills for students and staff, and wider access to ecosystem resources that support other university activities related to teaching, research, and community outreach. The role that partnerships play in the development of these capabilities is fundamental, thanks to the different strategic alliances and mobilization of resources between universities and other actors while supporting SEs. This study contributes to our understanding of the role universities can play to intensify the nature of supportive ecosystems for SEs. This contribution is relevant not only to academics but also to practitioners, as this will shed light on the building, development, and scaling of a supportive ecosystem for SEs.

A University and Middle School Mentor-Scholar Partnership

The State University of New York at Oswego (SUNY Oswego) and the Oswego City School district have created a campus-community partnership through a college program that matches SUNY Oswego students as mentors with at-risk youth in grades 7 and 8 in a structured environment in the school district. The structure is academically based for college students to earn credit based on the tenets of mentoring, youth development, and relationship building. The middle school students, or “mentees” come from an at-risk background that is academic, socially, or behaviorally based. The school district recommends students for inclusion in the program. This innovative program includes a course that is rich with the pedagogy of service-learning, builds leadership characteristics and teamwork through course discussions, workshops, and the mentormentee relationship. The community benefits with increased support to at-risk students and building a pipeline between the college and K–12 community. The Mentor-Scholar Program tracks K–12 impact through state assessments, grades, social-school success outcomes, college mentors course evaluations and grades. The program tracks the impact on college students through grade assessment and reflection. The program was formed five years ago and has grown from thirty mentors with sixty mentees to 120 mentors with 300 mentees this past semester. Initial research shows an increase in attendance and GPA for K–12 students enrolled in the program and leadership skill development for college students.

Opportunities to develop leadership skills in the undergraduate diagnostic radiography program: Insights from students at an Australian university

Introduction/BackgroundLeadership is defined as the ability to influence others to work towards common visions and goals. A key principle of the Australian Health Leadership Framework is that it applies to all leaders and potential leaders, who are at any place in the system. Hence, leadership is everyone's responsibility, including health profession students. In this short communication, we discuss the concept of leadership development in the undergraduate diagnostic radiography (DR) program through experiential learning. Examples from students’ and academics’ perspectives are presented, with the intention of providing a broad context to the range of opportunities that support development of leadership skills in DR students. DiscussionExperience and experiential learning are fundamental and natural means of learning. Experiential learning has a positive effect on leadership because of its impact on personal, attitudinal, moral, social, and cognitive outcomes. Undergraduate DR students value opportunities to develop leadership skills during their university education. Four opportunities to develop and reflect on leadership skills are discussed. Two of the opportunities, clinical placements and honours programs, form part of the curricula, whilst others, such as mentoring and profession-specific social groups, are not. Through experience-based learning, students may benefit from transformational effects in their individual skills, which may ultimately benefit the organisation or community in which the individual participates. ConclusionCommitment from clinical and academic educators to enable leadership development in DR students is essential. Through implementation of obligatory and optional experiential learning opportunities, it is anticipated that leadership skills will be cultivated in DR students, enabling students to exercise effective leadership in their current student roles and establish essential skills for their future professional roles.

Exploring flow-promoting management and leadership skills via serious gaming

ABSTRACT The considerable proliferation of serious games (SG) in management education necessitates an academic foundation grounded in the concepts and practice of leadership, Flow, learning and development theory. Going beyond addressing the benefits of SG, this study is the first to demonstrate the successful use of SG in two areas: (a) teaching Flow theory within management studies via dedicated software designed to train a Flow-promoting Leadership style; and (b) showing that SG can serve as an innovative tool for measuring 29 leadership skills. The article demonstrates how non-intrusive data – collected during FLIGBY gameplay by 7931 managers globally, who made 150+ simulated leadership decisions – de facto support the process of leadership skill development. The findings show the system of relationships among the four critical Flow-promoting Leadership Skills that are needed for leading a work environment with more frequent Flow experiences. The results support educators and content developers in their quest to find optimal pathways and combinations for effectively developing skills by showing the underlying complexities of Flow and Leadership. The study contributes to the application of Flow-promoting leadership theory in practice via the help of innovative SG technology.

Aligning objectives with assessment in online courses: Integrating learning analytics and measurement theory

Well-designed online courses enhance learning experiences and allow effective development of learners' skills and knowledge. A critical factor contributing to the design of online courses in the higher education settings are well-defined learning objectives that align with course assessments and learning activities. While there are several introspective instruments to evaluate course designs, with the broader adoption of educational technologies and digital tools, there is a wealth of data that offers insights on the alignment of learning objectives to assessments. Such data has paved the way for evidence-based methods of investigating course effectiveness within higher education. This study outlines a methodology for designing and evaluating the alignment between course learning objectives and assessment activities at scale, utilising a combination of learning analytics and measurement theory approaches, more specificially exploratory multi-dimensional item response theory (MIRT) models. We demonstrate the proposed methodology within a professional development MOOC on leadership skills development, where we evaluate the alignemnt between course objectives and reflective writing assessments activities. Our results suggested that the alignment of the existing course objectives to assessment activities can be improved, showing the practical value of the proposed approach. The theoretical and practical implications of this research are further illustrated.

Developing players for athlete leadership groups in professional football teams: Qualitative insights from head coaches and athlete leaders.

Athlete leadership groups (ALGs) are a widely used yet under researched approach to leadership in professional sports teams. Athlete Leadership Groups (ALGs) represent a shared athlete leadership model whereby a small group of players are selected as athlete leaders and appointed to a formal ‘leadership group’ (i.e., an ALG) that shares team leadership responsibilities with the coach. Although athlete leadership has been linked to improved team outcomes, inadequately trained athlete leaders can have a detrimental effect on team functioning and performance. The aim of this study was to provide coach and athlete leader’s perceptions of the development opportunities that have been afforded to players to prepare them for their role in an ALG. Semi-structured interviews were conducted with 16 head coaches and 14 players from leadership groups drawn from 17 teams across four professional football leagues (i.e., Super Rugby, National Rugby League, A League and Australian Football League) in Australia and New Zealand. Results illustrate that athlete leaders benefit from developing enhanced understanding of leadership as a multidimensional relational process, recognising various leadership styles, preferences, and how to leverage their influence with teammates. However, it is evident this theoretical knowledge alone is insufficient to equip players for a professional team ALG role. Players need opportunities to practice their developing leadership skills in authentic and appropriately challenging situations with support and facilitation. Findings point to the importance of systematic, individually tailored leadership development that includes scaffolded, structured experiential learning and meaningful interactions with other successful high-performance leaders. Further, this study reinforces the value of guided reflective practice in leadership development and how this process can enhance learning and transfer from leadership development initiatives. Finally, this study adds weight to calls from other researchers for coaches to be consistently intentional in employing leadership development strategies.

Literature review on Mentorship for Hospital Residents and the development of Leadership

This literature review explores the role of mentorship and supervision during hospital residency, as well as the influence of mentorship, supervision and coaching on leadership skills. This article provides insight into definitions of mentorship, clinical leadership and management and how leadership theories have changed, as healthcare has become more complex. There is a positive association between mentoring medical trainees and postgraduate training outcomes and success in exams. With regard to leadership training, studies have found that supervision, mentoring or coaching are beneficial in developing leadership skills. Junior doctors believe that leadership and management are important for physicians and some believed it should be incorporated into the curriculum. The article also looks at the different leadership styles and if a certain style lends itself to being a better mentor. Three commonly employed leadership styles in healthcare, include democratic, affiliative and authoritative. A distributive leadership style was identified as being useful in healthcare. The situational Leadership Theory implies that different situations call for different leadership behaviours.

The Power of a Team Huddle During the COVID-19 Pandemic

Background InformationDebriefing is a structured process designed to continuously evolve in rapidly changing situations that originated in the military as a way to learn quickly and address concerns or changes. In a leading oncology organization, a new offsite ambulatory procedure unit was established. Leading a new clinical team during a pandemic can be challenging. The focus of daily team huddles was to mitigate fear related to COVID- 19 healthcare challenges, promote team work, address patient safety concerns, establish workflows, and identify challenges.Objectives of ProjectEstablish a daily team huddle to promote • Problem solving • Communication forum during COVID-19 Crisis • Create healthy work environment standards • Identify risk management concerns • Promote teamwork • Provides a venue for feedback • Develop leadership skills for charge nurses • Safe environment for discussion • Discuss strategic directionProcess of ImplementationImplementation of the team huddle was established by the leadership team which included the nurse manager, assistant nurse manager, and clinical development specialist. Daily team huddles were conducted at the same designated time and location. Guidelines for the team huddle were developed including: check in with the team, daily institutional COVID-19 updates, patient census and review staffing, potential patient safety concerns, anticipated needs for the next day, positive outcomes, recommended improvements, workflow concerns, open forum with no topic off limits, staff recognition (end with a win) and thank everyone for attending the huddle.Statement of Successful PracticeNinety five percent of staff members surveyed indicated that conducting a daily debrief was an effective way to communicate institutional updates. Eighty nine percent of team members indicated that the daily team huddle improved their communication with leadership and team members. Ninety nine percent of team members surveyed felt safe speaking up in the daily debrief. All team members surveyed indicated daily debriefs can improve the patient experience.Implications for Advancing the Practice of Perianesthesia NursingConducting daily team huddles improved team communication by creating a safe venue where team members felt empowered to address workflow concerns and identify safety issues. Implementation of this daily communication tool could help improve staff retention, patient safety and the patient experience.

Humility as Self-Discovery–Leadership Insights for Human Resource Professionals

Purpose: The purpose of this paper is to help Human Resource (HR) Professionals understand six elements of self-discovery and to apply those elements in understanding the relationship of self-discovery to humility.Design: This summary is prepared by independent writers who specialize in the development of interpersonal leadership skills and includes their insights about the importance of self-discovery and humility in building interpersonal relationships.Findings: This paper explores how six elements of self-discovery can apply in understanding the three pillars of humility and in incorporating humility in building interpersonal relationships for HR professionals. Based upon the literature about humility and leadership, the utilization of a self-development process can inform HR professional's approach toward strengthening interpersonal relationships.Originality: This briefing offers HR professionals insight into how application of the six elements of self-discovery can contribute toward their effectiveness as leaders by developing greater humility in their approach to interpersonal relationships.

Digital competency: a survey of UK allied health professionals

Background/Aims The need to develop digital skills and confidence among NHS staff is reflected in research and government strategies across the UK. This study aimed to measure the confidence, motivation and competence of the allied health professional workforce in relation to data and digital technology. Methods A quantitative, cross-sectional design was used, with an online survey distributed to measure respondents' characteristics and their self-rating of confidence, motivation and experience in data and digital technology, and of competence relative to the domains of the Health Education England allied health professions digital competency framework. Mean scores were calculated to measure self-rated confidence, motivation and experience. Results Mean scores on confidence and motivation to use digital technologies at work were moderate to high (7.34/10 and 8.33/10 respectively). High degrees of competence and applicability were reported in the ‘general’ and ‘data management and clinical informatics’ domains. Conversely, in the ‘decision support’ domain, 79.6% (n=490) of respondents reported that the competencies were applicable, but also had low competency rates (64.6%, n=397). In the domains of ‘meta competency’ and ‘records, assessments and plans’, 48.3% and 91% of respondents respectively reported low competence. Conclusions Allied health professions have a moderate–high degree of confidence and motivation towards engaging with digital technologies in practice. However, self-perceived competence in some aspects of the domains of the digital competency framework is lacking. Workforce development programmes should consider learning needs related to electronic health records, decision support and use of machine learning or artificial intelligence. Focus should also be directed towards the development of digital leadership and strategy development skills.

Promoting the Pipeline of Diverse Individuals Within Gastroenterology: Reflections From AGA FORWARD Program Scholars

Promoting the Pipeline of Diverse Individuals Within Gastroenterology: Reflections From AGA FORWARD Program Scholars

Developing Leadership Skills in Administrative Staff Through Professional Development Program at School Pelita Harapan

Sebuah sekolah tidak dapat berfungsi hanya dengan guru, tapi juga memerlukan karyawan administrasi untuk mendukung kegiatan operasionalnya dan menjaga kelanjutannya. Selama ini, Sekolah Pelita Harapan (SPH) dipandang belum memberikan perhatian yang setara untuk pertumbuhan karyawan administrasi dibandingkan untuk guru. Hal ini terlihat dalam persiapan program professional development (PD) karyawan administrasi yang belum memadai. Menurut para pemimpin sekolah, karyawan administrasi masih perlu bertumbuh dalam keterampilannya terutama keterampilan kepemimpinan agar dapat menjalankan perannya dengan baik. Maka, penelitian ini bertujuan untuk menentukan area keterampilan kepemimpinan yang perlu dikembangkan karyawan administrasi, tipe program PD yang dapat mendukung pertumbuhan keterampilan tersebut, dan mengevaluasi apakah PD efektif membantu menumbuhkan keterampilan tersebut. Penelitian ini dilakukan menggunakan metode studi evaluasi, khususnya CSE-UCLA. Dari penelitian ini, dapat disimpulkan bahwa keterampilan yang dibutuhkan termasuk komunikasi, pelayanan prima, pembuatan keputusan, pengambilan inisiatif, kerjasama tim, manajemen pribadi, dan berbagai keahlian teknis lainnya berdasarkan area kerja. Dengan program PD yang melibatkan kegiatan praktik langsung sebagai bentuk yang baik dan membantu pengembangan keterampilan kepemimpinan pada karyawan administratif. Namun, program tindak lanjut yang lebih baik harus dikembangkan agar PD dapat semakin efektif.

ГЕНЕЗА МЕНТОРСТВА ЯК ІСТОРИЧНОГО ЯВИЩА

The article focuses on current trends in economic, political and social development, that generate multi-vector changes in value systems and all social groups, among which a special place is taken up for children and youth, whereas it is very difficult for them to acquire new knowledge and form the necessary competencies and activities without mentoring within the digitalized world. The author of the article considers the historical aspects of the emergence of mentoring in the social and pedagogical spheres. The definition of the category and related definitions of mentoring on the basis of interpretations of Ukrainian and foreign scholars such as I. Sydorchuk, N. Havryliv, Z. Bondarenko, T. Bochkarova, I. Hychan, S. Ikonnikova, А. Reiman, J. Stockdale, L. Tillman etc are studied. It is established that in the times of Kyivan Rus’ mentoring was reflected in folk art and written language, life and works of prominent Kyivan kings Volodymyr the Great, Yaroslav the Wise, Volodymyr Monomakh. Modern pedagogical practice appeals to the historical achievements of the Ukrainian people and passes on their experience to future generations. It is determined that the historical achievements of the Ukrainian people are now translated into the Law of Ukraine «On General Secondary Education», which focuses on the introduction of a mentor for young professionals who during the first year of work must undergo a pedagogical internship with the support of an experienced teacher-mentor. It is established that today the education system of Ukraine continues to create a holistic system of scientific, methodological and mentoring support: open competitions, training of mentors through educational programs. The experience of training mentors within the programs «School of Mentors», «School 3.0» is analyzed. It is noted that the main tasks of training mentors are: support and development of leadership skills of specialists in terms of educational autonomy, the formation of a modern teacher who can accept the new challenges of the time. Key words: mentoring, mentor, education system, Regulations on mentoring.

How Action Learning Supports Leadership Development and Organizational Management? Its Application with Case Studies

Organizations throughout the globe are grappling with the rising problem of strengthening the skills of their leaders with less time and money. Most leadership development (LD) programmes, on the other hand, are ineffective and costly, with little emphasis on the social, interpersonal and strategic dimensions of leadership. Therefore, the objectives of current study were to explore the qualities and skills of leaders essential for the 21st century competency, how action learning (AL) supports the organizational management (OM) and LD and the case studies from different organizations to provide the evidences that how action learning improves the organizational management. For this purpose, a total of 28 previous published articles were selected after following the inclusion and exclusion criteria. The literature showed that AL provided a great supports towards the development of leadership skills and (OM). This study will provide a meaningful direction towards the application of AL in LD and OM.

Leadership development in initial teacher training

This research focused on analyzing the development of the most relevant leadership competencies for the initial teacher training of future education professionals through a systematic review. The development and formation of leadership competencies in education is a relevant topic which must be investigated. Since the role of teachers is fundamental for the formative processes of the students, leadership competencies must be developed in their initial training. The training processes include both the knowledge that students must acquire according to the curriculum, as well as the development of skills that help them grow as individuals. The research problem focused on the need to develop leadership skills in the initial teacher training that allows them to perform comprehensively in their professional life in the field of education. The purpose was to analyze the development of the most relevant leadership competencies for the initial teacher training of future education professionals through a systematic review. It was demonstrated with this research that the competencies of leadership, communication, emotional intelligence and teamwork are the most relevant for initial teacher training. In addition, the contribution that the development of these competencies in the initial training of education graduates has on professional performance was confirmed.