Developing Leadership Skills Research Articles

Povezanost socijalnih kompetencija menadžera i ishoda liderstva

In today's turbulent business environment, acquiring and developing leadership skills is one of the key challenges for managers, and emotional and social competencies are predominant among such skills. Possession of this specific set of competencies is a key factor necessary for building a positive psychological climate in an organization. The subject of the paper is the analysis of social competencies of manager, particularly social awareness (empathy and organizational awareness) and relationship management (conflict management, coach and mentor, influence, inspirational leadership and teamwork), as well as the analysis of leadership outcomes manifested through perceived leadership effectiveness by the employees, employee satisfaction with immediate superiors and encouraging employees by managers to put an extra effort into doing their job. The aim of this paper is to determine the relationship between social competencies of manager and the outcomes of leadership. The research was conducted on a sample of 30 employees in 8 organizations with more than 50 employees. Standardized ESCI (Emotional and Social Competency Inventory) and MLQ (Multifactor Leadership Questionnaire) questionnaires were used for the purpose of the research. Data analysis was performed using Spearman rank correlation and standard multiple regression. SPSS 25.0 software was used for data processing. A limitation of the study is the sample size.

Equine-Assisted Experiential Learning on Leadership Development

In today’s fast-paced business world, where there is a need to develop divergent thinking and a wider range of skills, organizations seek original ways to be successful. Accordingly, leadership development has seen several uncommon approaches. Equine-assisted learning programs which involve innovative, underutilized, and motivating techniques and strategies, provide a dynamic process of building and developing leadership skills through horse-human interactions. In this paper, after the history of horse-human relationships and interactions are examined, a literature review is conducted on developing research and using equine-assisted leadership development programs. Although the extant research shows that equine-assisted leadership development programs promote skills critical to being an influential leader, the present paper provides an insight into equine-assisted experiential learning on leadership development, provides an overview on what happens in a typical equine-assisted experiential learning session, and suggests practical implications for researchers and organizations.

Preparing historically underrepresented trainees for biomedical cancer research careers at Huntsman Cancer Institute/University of Utah Health

ABSTRACT Given the well-documented inequities in health care outcomes by race, ethnicity, and gender, many health career pipeline programs have focused on supporting the development of a diverse and inclusive workforce. The State of Utah, is vast, but sparsely populated outside the Salt Lake City metropolitan area. More than 96% of our nearly 85,000 square miles is designated rural (<100 people/square mile) or frontier (<7 people/square mile). The Salt Lake City area is home to the Hunsman Cancer Institute, the only NCI-designated Comprehensive Cancer Center in the region, also noted the limited diversity in the biomedical cancer research workforce. Our primary objective was to increase the number of underrepresented trainees who pursue higher education with the goal of a career in cancer research. PathMaker is a regional, competitive pipeline program that nurtures high school or undergraduate trainees from historically underrepresented backgrounds towards a career in cancer research. Our faculty and staff team collaboratively developed a cohort model curriculum that increased student awareness of research career options; provided academic and professional development, cultural and social support, evolutionary success strategies, active mentorship, and leadership skill development; and fostered an environment of continuous evaluation and improvement. Since pilot program initiation in May 2016, the PathMaker Research Program (PathMaker) has engaged a total of 44 underrepresented trainees in cancer research labs at Huntsman Cancer Institute, the majority still in college. Eleven trainees graduated college: five employed in STEM, one pursuing a PhD in STEM; two in medical school, and three are lost to follow-up. Alumni report high levels of satisfaction with PathMaker and will be followed and supported for academic success. PathMaker is a replicable model to increase diversity and inclusion in the biomedical cancer research workforce.

DIGITAL TRANSFORMATION IN PRIVATE BRAZILIAN HIGHER EDUCATION INSTITUTIONS: PRE-CORONAVIRUS BASELINE

ABSTRACT Purpose: To present the planning for the digital transformation of Brazilian higher education institutions (HEI) and to measure their degree of digital mastery, according to Westerman, Calméjane, Bonnet, Ferraris, and McAfee (2011). Originality/value: Some studies evaluate digital transformation and/or the degree of digital mastery carried out in HEI individually. However, those that assess them comparatively have not been identified, allowing to draw a baseline to assist managers in benchmarking processes. Design/methodology/approach: It is an exploratory, qualitative research, with field study, in which the secondary data were obtained through bibliographic and documentary sources and the primary data through semi-structured interviews. For this purpose, representatives of ten private HEI were interviewed using an instrument consisting of a script of questions. The content was analyzed according to the model of Bardin (2011) and supported by the tool Iramuteq. The findings served as an input for completing the digital mastery questionnaires. Findings: Elements identified in the research refer to the fact that the evaluated HEI have good maturity in their digital transformation processes. Such allegations could be verified from the evaluation of digital mastery, which found that most institutions have a good level of digitalization and that, despite having some limitations related to the development of digital and leadership skills, can be considered digital masters.

Coaching tailored by stages: A valuable educational strategy to achieve independence in research.

This study presents an individualized coaching approach tailored to the stages of proximity of promising scientists interested in becoming independently funded researchers in the context of a minority-serving institution. This strategy defined the participant's stage of proximity by their number of first-author publications in peer-reviewed journals and their track record in submitting research grants. We argue that coaching tailored by stages is an asset to maintain the enthusiasm, persistence, and positive attitude of promising scientists as they try to reach independent investigator status. Furthermore, this valuable educational approach supports the development of management and leadership skills in defined scientific domains.

DESIGN OF DIGITAL NARRATIVES AS A MEANS OF DEVELOPING LEADERSHIP SKILLS DURING MASTER’S TRAINING

In the article considered one of the most current problems of the present need of development of leadership skills in future experts of a humanitarian profile. On the basis of system approach the process of formation of leadership skills of future experts of a humanitarian profile design tools educational-digital narratives is reflected and reasonable. Disclosed the stages of this process with the main forms and methods of education of leadership skills. The role and the place of design tools educational-digital narratives in training of masters is proved. The expediency of using narrative technology in shaping leadership qualities in students is determined by the fact that traditionally the narrative essentially expresses human experience. In order for the narrative to cause a certain reaction and to stimulate the person’s ability to express oneself, one needs to learn how to combine the experience of others with personal ones. That’s how masters become participants and creators of the future, interpreting the existing reality and turning it into the future.

Navigating healthcare systems before and after resettlement: Exploring experiences and recommendations for improvement from the perspectives of a Bhutanese refugee community

BackgroundThough refugees often survive in refugee camps for many years, little is known about the impact of their interactions within the healthcare system during that time and how it may affect current concerns with the healthcare system after resettlement. Guiding our analysis was the Community Health Development model, which emphasizes the importance of understanding the impact of historical experiences on a community's health to identify specific current health needs, and plan solutions alongside the community to address and improve health concerns. ObjectiveTo better understand the healthcare system related experiences of Bhutanese refugees before and after resettlement, and describe potential solutions based on their perspectives to improve their health status. MethodsThis study used an explorative qualitative research design. Four focus group discussions were conducted with 40 female participants to examine their experiences within the healthcare system in Nepal (e.g. before resettlement) and the US (after resettlement). Focus group data were audio-recorded, translated, coded, and reported based on qualitative thematic analysis. ResultsFindings revealed that Bhutanese refugees were mistreated in the Nepalese healthcare system, often neglected from healthcare access and services because of their refugee status. Upon arrival to the United States after resettlement, study participants also reported experiencing challenges within the US health care system including cultural and linguistic barriers when interacting with medical interpreters during visits with their providers, as well as having inadequate time during the visit to fully express their concerns. Respondents’ recommendations to improve their overall health centered on their experiences with the US health care system including initiatives developing leadership skills for building community capacity towards advocating for the refuges, while increasing access to external resources. ConclusionThe result of this study outlines an account of Bhutanese refugees’ experiences and recommendations for improving their community's health based on such past experiences and their current needs. These findings provide a starting point for future research with underserved refugee migrant groups and indicate a need for health programs to be historically and culturally sensitive in order to be more effective. Further, the understanding of refugees’ collective history should inform the development of collaborative interventions with community members in order to be effective.

Quizzing as a tool for medical education: A student centric model to develop leadership skills

Quizzing as a tool for medical education: A student centric model to develop leadership skills

Perspectives on Leadership in Times of Crisis

As research evolves, new leadership models are proposed and it is increasingly necessary to adapt leadership behaviors to the organisation in which they are exercised. Given the highly competitive sphere in which most organizations operate in the XXIst century, leaders, whether formal or informal, must develop leadership skills and abilities to lead the organization toward continuous and competitive development. The year 2020, with its many crises, has brought even more to the spotlight the crucial role of leaders in sustainability and paving the way for the success of organisations.

Student Leadership Development as a new trend of Higher Education in Kazakhstan

In this paper, some specific issues of student leadership development in Kazakhstan universities were consid-ered. The authors draw attention to the fact that leadership development is now becoming an integral part of the undergraduate and graduate educational programs. This paper reviews different leadership approaches and theories to analyze the question of student leadership development and gives the historical classification of leadership studies in the USA. Likewise, in the paper, a brief review was given to the experience of Toraighyrov University in implementing a specific leadership development program, which is designed with taking into account the cultural, professional and educational uniqueness of the region. The researchers of the article offer another alternative way for leadership skills development — creation of a leadership school in the form of non-government organization. Based on the theoretical research conducted by the authors, the main ways of formation of leadership qualities and necessary skills due to several objective and subjective circumstances were identified.

BUILDING LEADERSHIP COMPETENCE WHILE TRAINING MASTERS OF EDUCATION IN UNIVERSITIES OF AUSTRALIA

Academic leadership plays a crucial role in promoting teaching and learning in higher education. In today's changing world future teachers should play a leading role in professional development. One of the main tasks of master's student training is innovative improvement of university education, which provides gradual and continuous development of general (universal) competencies, competitiveness in the foreign labor market, creating favorable conditions for professional development and development of leadership competence. The aim of our article is to identify and analyze the organizational and pedagogical features of leadership qualities in training masters of education at Australian universities. Leadership plays an important role in every aspect of students' lives, as they go through many stages of career development, where they need leadership skills, primarily related to employment issues and conflicts between what is desired and useful. Therefore, it is important that the teacher learns to navigate the models and styles of leadership, understand the impact of leadership on the personality development, gain the basics of leadership ethics and, as a result, create their own philosophy of leadership.Over the last four decades, Australia's higher education system has undergone significant changes. This was facilitated by social, economic and demographic changes in society and the country. It is they who have led to government reforms in Australia's education policy that promote quality and affordable higher education that builds, including leadership competence. Leadership skills help to overcome challenges, solve problems and analyze career choices. Therefore, it is important that leaders of leaders, i.e research and teaching staff, develop leadership skills in students. Higher education in Australia is responding quickly to the demands and needs of educational circles, expanding opportunities for educators to improve the quality of their training, in particular through postgraduate leadership programs, which are characterized by their flexibility and diversity. They have the opportunity to get a holistic view of pedagogical activities not only from the position of a teacher who implements educational policy, formed externally, but also from the position of the subject of educational policy of the state.It has been found that Australian universities offer teachers postgraduate leadership programs, including master's programs, leadership certification programs as an additional specialization, and leadership programs at the education specialist level. Leadership education is an integral part of leadership development and requires a structured and formal educational environment, which allows through specially organized training to form and improve the leadership qualities of future teachers. The cognitive component is an important component of leadership education.

Internal freedom as a value basis for the development of future psychologists' leadership skills

Introduction. The problem of development of future psychologists' internal freedom and leadership qualities as their key features has grown in importance in today's conditions. Aim: to study the features of internal freedom as a value basis for the development of future psychologists' leadership skills in general and in higher education institutions of various forms of ownership in particular. Methods. Questionnaires and mathematical statistics. Results. Future psychologists' inner freedom and leadership potential are quite weak. There are associations between future psychologists' inner freedom and their leadership potential in general and the ownership type of their higher education institution. Conclusions. The obtained results can be used in future psychologists' leadership qualities development training in higher education institutions.

Physician leadership during the COVID-19 pandemic: an emphasis on the team, well-being and leadership reasoning

BackgroundThe COVID-19 pandemic impacted many aspects of normal operations in academic medicine. While effective leadership is always important, the intensity and urgency of COVID-19 challenged academic medicine leaders to find...

A Comparative Examination of How Program Design Components Influence Youth Leadership-Skill Development

A growing interest in how adolescents can prepare for the workforce has contributed to the development of positive youth development (PYD) programs focused on youth leadership. This study explored what mechanisms and design components support leadership skill development among youth participating in 3 different PYD leadership programs. All of these programs involve high school students, have a focus on leadership, and emphasize college and workforce readiness. The aims of the study were to (a) examine what commonalities and differences in program design components contribute to skill development, (b) identify what leadership skills youth develop by participating in PYD leadership programs, and (c) explore what underlying mechanisms youth perceive contribute to their skill development over time. A total of 3 focus groups were conducted, each lasting 90 minutes, with a total of 18 youth (i.e., 6 youth per program). Nvivo, a qualitative software, and thematic analysis were used to distill common and differential themes related to the program design components the participants recognized as integral parts of the programs that contributed to their leadership skill development. Common skills developed across all 3 programs included working in groups, public speaking, and problem solving, yet differences in skills were also reported and linked to differences in program design. Additional findings showed several underlying mechanisms supported leadership skill development among youth participants. Findings can inform the development of effective youth leadership PYD programs, thereby further supporting youth in achieving their goals; avoiding harmful behaviors; and developing the competencies, confidence, and values youth need to successfully transition to adulthood.

An Exploration of an Induction Programme for Newly Qualified Teachers in a Post Primary Irish School

Abstract The Irish Teaching Council introduced a new model of school-based and National Induction Programme for Teachers (NIPT) called Droichead (meaning ‘bridge’ in Gaelic) in 2013/14. The Droichead process is an integrated professional induction framework for newly qualified teachers. It was designed to provide whole-school support for teacher induction in both primary and post-primary schools. This study explores the implementation of Droichead in a post-primary school, and to gain insights as to its effectiveness and the potential to bring about improvements. The study found that NQTs are un-prepared to assume full teaching duties after initial teacher education (ITE), and can benefit greatly from having mentors from within the school to guide them through their first year of teaching. The benefits of the process include emotional support for NQTs, practical help in terms of learning new teaching strategies, the promotion of reflective practice and assisting the professional development of teachers. Droichead was found to promote peer observation and can help leaders change the culture of an organisation to better embrace and support peer observation and review. The programme also promoted and developed leadership skills among the mentors, who cited a renewed enthusiasm for teaching from their involvement in Droichead. There were conflicting views on the involvement of the senior leadership team in the programme, and it would seem that the success of their inclusion depends largely on the individual style of leadership. The negative aspects of the Droichead process related to the ‘Cluster meetings’ which are compulsory for NQTs and were seen as being too similar to their initial teacher education.

Using the Role Play Method in Military Pedagogy

Abstract This paper aims to identify and discuss relevant issues, in terms of military pedagogy, regarding the using of role play in the training of future officers, given the characteristics of the military organization and the psycho-behavioral traits required of commanding officers. A secondary analysis of quantitative and qualitative data (collected through an opinion questionnaire) was conducted. The results show that role play is perceived as an effective method of training, especially for the psycho-behavioral and attitudinal component, and less for the intellectual component of personality. The data show that, although role play is a collective method, which can only take place with the participation of the military team, the process of developing leadership skills is an individual one. Every student, whether actor or observer during the role play, evolves on their own, regardless of their relationship with colleagues or their position in the military team. The timely and proper intervention of instructor-facilitator in the role play could increase the success rate of this pedagogical method.

Students’ Participation in Quality Assurance Management and Tertiary Institutions Effectiveness in Nigeria

The study investigated the level of students&amp;rsquo; participation in quality assurance management and tertiary institutions effectiveness in Nigeria. Four null hypotheses were formulated to guide the study. The design adopted was correlational research design. The population was made up of 423 2018/2019 session students&amp;rsquo; union officials. A sample of 160 was randomly selected from three (University of Calabar, Cross River University of Technology and Federal College of Education, Obudu) public tertiary institutions in the area. The instrument used for data collection was questionnaire (Students&amp;rsquo; Participation in Quality Assurance Management Questionnaire (SPQAMQ) validated by experts in test and measurement. It contained 28 items constructed in a 4-point Likert scale. Pearson Product Moment Correlation Statistics was used for data analysis. The result of the analysis revealed a significant positive relationship between students&amp;rsquo; participation in decision-making, discipline management, quality assurance committees and school plant maintenance and tertiary institution management when tested at 0.05 level of significance. Based on the findings it was recommended that students should be adequately motivated through quality participation in school governance to enhance their academic achievement and development of basic leadership skills.

Intrapersonal conflict as a students' leadership qualities development factor

Introduction. Based on empirical research, the author makes a qualitative analysis of the relationship between students' leadership qualities and interpersonal conflicts as well as discusses the features of student intrapersonal conflicts and their relationship with students' leadership potential. Aim. To explore the relationship between the humanities and engineering students' leadership qualities and intrapersonal conflicts. Methods. The study of the impact of intrapersonal conflicts on the development of humanities and engineering students' leadership qualities was conducted using the Lauterbach Intrapersonal Conflicts questionnaire. Results. According to the structure of leadership qualities proposed by the author, intrapersonal conflicts are a personal leadership potential development factor, which is a personal psychological characteristic. The author discusses in detail four types of intrapersonal conflicts (the conflicts between the needs for dominance and subordination, the conflicts between the need for achievement and the fear of failure, the aspirations-and-achievements conflicts, and the trust-and-self-sufficiency conflicts), which affect the development of the humanities and engineering students’ leadership potential. Conclusions. Intrapersonal conflicts indicate the presence of contradictions between the individuals' leadership qualities such as purposefulness, motivation, integrity, confidence, developed personality, and adequate self-esteem. Intrapersonal conflicts can both promote individuals' leadership skills and decrease them. Therefore, further research into personal leadership skills development is necessary to create developmental and training methods to control intrapersonal conflicts, which could help students in their future careers.

Equipping students for leadership through community engagement

The contribution of community engagement towards shaping leadership development in students is an area that is not well explored in research. A study was conducted to establish the type of leadership skills and values that were acquired by a group of students from an established private school in Johannesburg, South Africa, while they served an underprivileged community. The private school adheres to both Round Square discoveries framework and the International Boys’ School Coalition’s character education and practices the leadership development programs that have been developed by the two organisations. This was a qualitative research study within the constructivist paradigm with a phenomenological approach. Reflection sheets were used to collect data from 120 students. The data was analysed through discourse analysis, where all recurrent terms were coded, and the codes grouped into themes which were then matched against existing literature, the Round Square discoveries framework and the International Boys’ School Coalition’s character education. The study found that community engagement experience helped refine the character of the students, affording them opportunities to develop leadership skills and values that would see them adjust well into the 21st century way of life. The study was, however, not able to determine how other learning areas and developmental fields impacted on the leadership development of the students.

Indicators to Assist in Addressing Equity through Policy Adoption

Background/Context The introduction of a racial equity policy provided an opportunity for one school district to examine its systems. The policy addressed structural inequity, as well as cultural literacy issues, internal personal biases, and other power dynamic differences in a historically impacted city. Researchers from a local research-practice policy partnered with the district Director of Equity to support the implementation of a racial equity policy that could be informed by data and research. Purpose/Objective The purpose of this study was to investigate if early warning indicators, specifically indicators of organizational readiness and a Director's leadership skills, could guide the implementation of a racial equity policy. Research Design The study explored using two instruments adapted from Adaptive Leadership to provide iterative feedback on the implementation of a new, challenging policy. Through development of an interview protocol that included potential leading indicators as well as qualitative prompts focused on readiness challenges and successes, the research team and Director met every three weeks to generate data and reflect on preliminary themes. Findings/Results The team found that the indicators of organizational readiness and leadership skill were helpful in informing on the current status and developing new ideas and scenarios to ease implementation of the policy. The qualitative data yielded themes highlighting critical tensions and focus areas essential for practitioners to consider when implementing a racial equity policy. Conclusions/Recommendations The primary implication of the study is that leaders and researchers need to focus on systems-level organizational work and the development of leadership skills. Leaders must anticipate district and school staff defaulting to technical rather than adaptive solutions, especially when addressing the goal of equity. While technical solutions are expedient and comfortable, they will not lead to true or continuous improvement. Moreover, the professional development work required is not singular or temporary, but rather embedded work, likely over many years. Also critical is team learning through authentic conversations making space for individuals’ lived experiences. A final step for developing systems-thinking is iteratively defining the metrics each office and school should be using to support this work formatively. As districts engage in such efforts, a focus on proximal, process-based measures will be more immediately helpful, particularly measures for staff, and not necessarily student data.