Developing Leadership Skills Research Articles

Mining Institute’s metallurgists: a tradition serving the Country, science and production industry

Being the climax of the mining science, metallurgy has always played an important role at the Saint Petersburg Mining University, where a community emerged over the past years comprised of graduates and staff who chose metallurgy as the area of their professional interest and application. The history of the community is yet to be studied in all details. As for the professional activity of the former students of metallurgy and their contribution to the common cause of this discipline, this also needs to be thoroughly analyzed. The purpose of this essay is to partially close and highlight the current historic gaps with the hope to see further research in the area. We shall also try and answer the following question: How adequate is the metallurgist community of the Mining Institute to the current concept of the science school in Russia. Many years ago, the Mining Institute saw the rise of a community of metallurgists with different specializations, which still exists and is active today. The members of the community are capable of solving complex problems, generating breakthrough ideas and develop leadership skills. Getting support from their centuries-long heritage and their genuine interest in the subject, the community ensures its continuity and resists external change. The contemporary philosophy of science highlights the phenomenon of Russian science schools and their role for science and society while pointing out important features and characteristics. The most precise and concise definition of science schools was given by A. S. Levin, who oversees support of leading science schools and grants of the President of the Russian Federation. His definition is quite comprehensive: “A science school is a Russian historic form of joint research work carried out by a team of researchers of different ages and qualifications led by a recognized leader towards a common goal and ensuring an efficient research work and upskilling”. It will be entirely fair to apply this definition to the Mining Institute’s metallurgist community comprised of creative individuals who cherish centuries-long traditions and who, without hesitation, continue to engage themselves in research, education and social activity in this 21st century.

Development and perceived value of a master's degree in health-system pharmacy administration training.

To describe the development, format, and alumni and employer perceptions of a program combining a master of science (MS) degree with a residency in health-system pharmacy administration and leadership (HSPAL). A multisite combined MS and HSPAL residency program was developed within the University of North Carolina at Chapel Hill Eshelman School of Pharmacy to increase leadership and management education. The program balances clinical and administrative experiences with didactic courses over 2 years. The program format and perceived value of MS degree training for HSPAL residents had not been previously described in the literature. In an online survey, alumni of the program, as well as their first supervisors after completion of HSPAL training, indicated perceived attainment of the program core competencies and outcomes. Supervisors also indicated that they were more likely to hire MS degree-trained pharmacists for administrative positions. Didactic training in the form of an MS degree as a part of comprehensive HSPAL residency training is perceived as beneficial by alumni and employers for promoting the development of core leadership and management skills and knowledge.

Perceptions of managers regarding prerequisites for the development of professional competence of newly graduated nurses: A qualitative study.

ABSTRACTAim and objectivesTo describe perceptions of managers regarding prerequisites for professional competence development of newly graduated nurses following a 1‐year residency programme.BackgroundIn general, managers are unsatisfied with the professional competence of newly graduated nurses. Therefore, they have been involved in residency programmes to support the nurses’ transition from being nursing students to professional nurses. However, perceptions of managers regarding the professional competence development of nurses have been sparingly studied.Design/MethodsQualitative, descriptive study with a data‐driven inductive approach with content analysis to obtain an understanding of the perceptions of nine managers through interviews. EQUATOR checklist COREQ is used (see File S1).ResultsThree themes emerged: (a) the nurses’ relationships with their teams and patients, (b) expectations regarding the development of practical skills and leadership skills and (c) prerequisites for continuing learning by supportive structures and a mutual responsibility between the manager and the nurse. Reflection was perceived by the managers as a cornerstone in the learning and development of professional competence. Learning theory was important, but learning practical clinical skills was essential for the nurses to develop competence and be able to perform their work, including being a leader of the team. Some structures discouraged continued learning in the development of professional competence, indicating a gap between the healthcare settings and the basic nursing programme.ConclusionsThere is a gap between the university and the healthcare settings in maintaining a structure for continued learning, which requires cooperation. This gap and tension can be a driving force for the learning process of competence development. Relationships with team members and patients are considered fundamental for developing professional competence.Relevance to clinical practiceTo overcome the gap between the university and the healthcare settings, the managers can facilitate nurses’ continued learning by creating structures for reflection.

Leadership skills development among engineering students in Higher Education – an analysis of the Russell Group universities in the UK

ABSTRACT Today, the engineering landscape is continually changing, and Higher Education Institutions (HEIs) have a responsibility to design curricula that address the growing demands of various industry sectors. Likewise, the roles and responsibilities of an engineer are evolving; requiring a further broadening of the current engineering curriculum. As a profession, engineering draws upon broad interdisciplinary knowledge, and when training twenty-first-century engineers, universities should follow a more comprehensive teaching and learning approach, with a focus on both technical and soft skills including the integration of leadership into engineering curricula. However, the spectrum of engineering leadership is not well-defined. Leadership is one of the most widely sought-after skills in the Science, Technology, Engineering, and Mathematics (STEM) industries; it is, therefore, clear that more investigation needs to be carried out into this area of engineering pedagogy. One of the most distinct gaps in the literature is that there is little or no consensus on what approaches should be undertaken to integrate leadership in engineering courses by those in academia. This paper seeks to shed light on some of these gaps, with the primary objective of the evaluation of the current state of leadership education using a nation-wide sample of BEng 1 Electronic Engineering course structures and contents at Russell Group 2 universities in the UK. It highlights the case study of the University of York, where there is a strong emphasis on the integration of engineering leadership and management skills within the current BEng Electronic Engineering course structure.

Leadership Programs for Academic Women: Building Self-Efficacy and Organizational Leadership Capacity.

Background: Although numerous programs have evolved to develop leadership skills in women, few have conducted rigorous longitudinal evaluation of program outcomes. The purpose of this evaluation study is to measure the continuing impact of the Hedwig van Ameringen Executive Leadership in Academic Medicine (ELAM®) program in its third decade of operation and to compare outcomes for graduates across the two programs (ELAM and Executive Leadership in Academic Technology, Engineering and Science [ELATES at Drexel®]), using a revised Leadership Learning and Career Development (LLCD) Survey. Methods: The LLCD survey was administered to program graduates between 2013 and 2016 upon entry, immediately after graduation, and 2 years after program completion. Two-way mixed effects analysis of variances were used to analyze differences between programs and changes over time. Descriptive statistics and narrative responses were analyzed for trends and themes. Results: Of 287 graduates, 69% responded to all three survey administrations. Respondents rated competencies in strategic finance, organizational dynamics, communities of leadership practice, and personal and professional leadership development as highly important at all points of measurement. Ratings of ability to conduct the selected competencies (i.e., self-efficacy), increased during the program and were maintained over the 2 years that followed. Applications and offers for leadership positions increased over the course of the program and the subsequent 2 years. Respondents showed a strong preference for serving the institution that both sponsored their participation in the leadership program development and supported their continuing contributions to the institution. Personal development goals became more elaborated, institutionally focused, and strategic. Conclusions: The findings support the effectiveness of two national leadership programs in supporting growth and maintenance of graduates' self-efficacy as they advanced in institutional leadership roles. The findings also provide practical direction for leadership professional development curricula and institutional support that can help to decrease the gender gap in academic leadership.

USING IMPROVISATION TO DEVELOP LEADERSHIP FOR A VOLATILE WORLD

Many scholars have noted the critical skills needed for leaders in the face of volatility, uncertainty, complexity, and ambiguity (VUCA). These skills include self-awareness, listening, communication, adaptability, critical thinking, and collaboration. Students who are able to develop these skills would be better equipped to lead in settings where the answers—and even the questions—are unknown. This paper details an approach to developing leadership skills to prepare undergraduate leadership students for a VUCA world, through the use of a classroom workshop on improvisational comedy. I have refined this improv workshop over sixteen course iterations spanning the past nine semesters, and students commonly point to the workshop as one of the most challenging and rewarding class sessions of the course. In this paper I review the literature that has informed my approach, explain the learning objectives addressed by the improv workshop, describe the approach I use, share quantitative and qualitative data that illustrate the success of the approach, and share my lessons learned, all in service of supporting colleagues who wish to try this approach.

ВИКОРИСТАННЯ КОМУНІКАТИВНИХ ВПРАВ НА УРОКАХ АНГЛІЙСЬКОЇ МОВИ У ПОЧАТКОВІЙ ШКОЛІ

Theoretical issues of formation of communicative competence of applicants according to the State standards of primary education are investigated. Communicative competence is the basis of a communicative approach to learning foreign languages. The article emphasizes that the child reveals his personal qualities in the process of communication, this is due to the fact that during communication the child acquires knowledge, values, means of activity. In the conditions of introduction of new State standards of primary education the problem of students’ communicative competence formation is especially actual, namely: ability of the person to apply in concrete communication knowledge of language, ways of interaction with environment, skills of work in group, possession of various social roles. In practice, this means that a successful primary school student is able to work with peers and find common ground with adults, trained to work in a team, has developed leadership skills, tolerant and, most importantly, communicative. The purpose of communicative competence is the formation of oral and written speech as a means of communication. Emphasis is placed on the use of communicative exercises to form primary school students’key skills. The didactic principles of construction of the above-mentioned system of exercises are defined, the group of exercises is formed. The development of communicative competence does not occur naturally, but with the help of special techniques, which are to create special situations of influence. All active people pursue one goal: to provide a socio-psychological impact on the individual, which contributes to the development and improvement of its communicative competence. Classifications of exercises, features and advantages of their use are considered; examples of their application in the process of communicative competence formation of primary school students at English lessons are given. The proposed selection of exercises will help make the learning process more interesting and effective and will contribute to the development and improvement of students communication skills.

Impact of Managerial Competency and Learning Orientation on Job Performance

The study empirically investigates the impact of managerial competency and learning orientation on job performance of individuals working in the software industry of Pakistan. Social skills have been introduced as a moderator alongside entrepreneurial leadership which acts as a mediator in both relationships. The data from 384 respondents, collected through survey, was analyzed using Structural Equation Modeling (SEM) through SmartPLS. The results suggested that managerial competency and learning orientation are positively related to job performance, and entrepreneurial leadership partially mediated the relationship of managerial competency and job performance, and learning orientation and job performance. Social skills moderate the relationship of managerial competency and job performance, while the moderating role of social skills was not found for the association of learning orientation and job performance.
 To the best of our knowledge, this is the first investigation of its kind, incorporating technical and behavioral aspects (social skills) in a single framework. The study contributes to the existing literature by analyzing the impact of aforementioned relationships in the Pakistani organizational context. The study may present vital insights for organizations to prioritize development of managerial competencies, learning orientation, entrepreneurial leadership and social skills for improved job performance.

Understanding the Perceived Sport-experiences of Athletes and Officials on the Leadership Skills Development through Sport

The on-going research is being done to understand the existing sport-experiences of players and officials about the expansion of leadership abilities via sport. This descriptive-analytical study was conducted on n=472 (394 players; 78 officials) participated in the Inter-Regional u-23 Games, 2018 organized by the Directorate General of Sport, Khyber Pakhtunkhwa, Pakistan. A valid and reliable questionnaire was used for the collection of required data. The software package SPSS-24 was used to evaluate the collected data sets. Sports engagement has been found to play an important role in the expansion of leadership skills (p<.05) and the interrelationship between participation in sport and augmentation of leadership skills (.471 ** at 0.01). The inferential analysis revealed no significant difference between male and female players and coaches on the role of sport in the development of leadership skills (p > .05). However, significant differences were measured concerning the role of sport in developing important skills of leadership based on the respondents’ sport experiences (p < .05). These findings can be attributed to the promotion of the sport proponents who argue that participation in sport is considered as an important tool that helps in developing important leadership skills among youth.

Understanding yourself as a leader: diagnostics and tools

As a leader, the ability to understand yourself is crucial, but is not as straightforward as it might seem. It not only concerns personality but includes our values, beliefs, emotions...

Big Need Not Be Bad: A Case Study of Experiential Leadership Development in Different-Sized Classes

Higher education classes have increased in size at a time of significant resource restrictions for universities. At the same time, employers are looking for graduates with relevant competencies and skills. This poses two key challenges: (1) how to design an experiential curriculum that produces significant skill development and (2) how to ensure that this program is scalable and effective in a large class context. In this case study, we describe the curriculum of a postgraduate experiential learning curriculum focused on leadership development, and report its effectiveness in developing leadership competencies in different-sized large classes. This case study demonstrates that effective large class experiential learning and leadership skills development is possible. We found comparable effectiveness across different-sized classes of up to 130 students. These results were achieved by combining experiential learning, intentional change theory, dedicated and experienced faculty coaches, feedback and coaching in small peer groups, and periodic self- and peer-evaluations. We observed that class size may differentially affect the effectiveness of experiential learning for leadership competency development at different stages of a course. Practical implications for course design and delivery are discussed, with a focus on the curriculum design elements that help make large class experiential learning impactful and manageable.

Craft your Future: diseñando desde la economía local, la artesanía y la tecnología

The Craft Your Future project brings together educational institutions, students, local authorities, creative centers and (social) companies in the creation of a strategy that helps regions use intangible cultural heritage to increase their attractiveness, boost local economies and build a future based on these regional resources. The Craft Your Future strategy is based on the vision that young people are the source of tomorrow’s economy and, therefore, should lead the design of future strategies. The development of student leadership skills, proactivity and business mentality will drive change and innovation.

Development and validation of Psychological Safety leadership skills and Self-efficacy Scale

Development and validation of Psychological Safety leadership skills and Self-efficacy Scale

Leadership/Teamwork Self-Efficacy Scale: Longitudinal Confirmatory Factor Analysis in the Context of an Energy Science Intervention

The Leadership/Teamwork Self-Efficacy Scale has been shown to be an effective tool for measuring interpersonal competence beliefs in science, technology, engineering, and mathematics academic settings. However, little is known about its psychometric properties. The present research explored the measure’s longitudinal factor structure in the context of an energy science intervention for high school students. Results of multiple group confirmatory factor analysis yielded evidence of a two-factor structure, as the measure demonstrated strong measurement invariance and excellent test–retest reliability. Results also indicated that latent leadership and teamwork means increased significantly from pretest to posttest, thus also highlighting the efficacy of the intervention in promoting these attributes. Development of leadership and teamwork skills is discussed from trait-based and contextual perspectives.

Portuguese Principals’ Professional Development Needs and Preferred Learning Methods

Due to the crucial role principals have on school outcomes, investing in their training is a cost-effective approach for schools’ improvement. Research shows that principals attribute pertinence to their ongoing professional development. However, little research has been conducted on principals’ training needs from their viewpoint, particularly in Portugal. Through individual interviews (n = 19) and a questionnaire (n = 117) to principals, we collected data that enable us to understand principals’ perceptions on their training needs, focusing on learning areas, skills to be developed and learning methods. Results show considerable variability, reinforcing the relevance of tailored and contextualised approaches to professional development. Globally, principals request management skills and training opportunities that enable them to develop leadership skills (e.g., personal, interpersonal/socioemotional). Moreover, principals need training on instructional and distributed leadership practices. Collaborative and reflective methods are the ones principals prefer. Practical implications for the design of systematic professional development practices, in a lifelong perspective, are also discussed.

Coaching and mentoring: an overview for trainers in psychiatry

SUMMARYAlthough mentoring has been widely accepted as a support mechanism for newly appointed consultants, there are many other applications of coaching and mentoring that are less widely appreciated, such as in the development of leadership skills or in having coaching conversations with trainees to facilitate learning. This article summarises some of the basic principles and practices of coaching and mentoring, with a focus on useful knowledge for psychiatric trainers. It describes some of the qualities and skills needed in a coach or mentor; the use of questioning techniques and models; and how the coach or mentor needs an awareness of the importance of the contract in the coaching and mentoring relationship, of the role of coaching or mentoring supervision, and of the ability to evaluate coaching or mentoring. It also discusses some of the organisational context, challenges and opportunities of embedding coaching and mentoring more deeply into the work culture. It is argued that coaching and mentoring as supportive interventions have not been prioritised in the National Health Service in the same way that they have been in the private business sector, where performance and financial success are measurably increased by these techniques.

Leadership and mentoring in medical physics: The experience of a medical physics international mentoring program

Mentoring aims to improve careers and create benefits for the participants' personal and professional lives. Mentoring can be an individual or a shared experience for a group, while the mentor’s role remains the same in both models. Mentors should increase confidence, teach, inspire, and set examples, helping the mentees to mould their path, contributing to the pursuit of their personal and professional goals. This study aims to report on the experience of early-career medical physics professionals and postgraduate students participating in a global mentoring program and to assess the impact of this activity on their professional development. The objectives of this mentoring program are to develop leadership roles among young medical physicists and to provide guidance and support. An online questionnaire was administered to the mentee participants. The analysis of their responses is reported in this work and the current status of the programme was examined using a SWOT analysis. In general, the mentoring experience had a positive impact on the mentees. The mentors were found especially helpful in the decision-making situations and in other conflicts that may arise with career development. Additionally, the mentees felt that mentoring contributed to the development of leadership skills required for the job market and assist in personal development. This paper concludes that participation of young medical physicists in a mentoring group program is beneficial to their career and therefore should be encouraged.

Professional Competences in STEM Education

The ongoing changes in the modern world - represented with nano-, bio-, info- and cognitive technological development - requires a certain skill set, mastering of which is necessary for any professional and above all - a STEM-specialist. Thus, alongside the technological advancement, leading global corporations seek to employ candidates exhibiting particular soft-skills, among which leadership and emotional intellect are in especially high demand. The purpose of the article is to formulate a comprehensive STEM portfolio, consisting of soft, emotional and leadership skills (SELS). Consequently, a new method of developing leadership skills in the STEM educational process is offered. As opposed to traditional methods of management, the new approach is based on the principle of emotional intellect, thus allowing to influence employees on a level that engages them personally, hence more effectively. The offered methodology is applicable in both educational and corporal spheres of professional STEM activity.

Volunteer work and a course in developing leadership skills for school students In Al-Tayyeba and Al-Wasatia Brigades; Irbid Governorate: العمل التطوعي ودوره في تنمية المهارات القياديّة لدى طلبة المدارس في مديرية الطيبة والوسطية بمحافظة إربد

The study aimed to real the role of voluntary work in the development of leadership skills among school students in the directorate of education of Al-Tayyeba and Al-Wasatia Also, This study relied on the descriptive survey method. Moreover, The study population consisted of (4052) male and female students from the eighth, ninth and tenth grades. The sample of the study was chosen by stratified random stratified method representing the study population, The sample of the study was (413) male and female students, The study used the questionnaire as a tool for the study to reach its goals; statistical program (SPSS) was used to process data statistically. Furthermore, The results of the study showed that The role of voluntary work in developing leadership skills among school came largely As the study recommended, to allocate a student project concerned with volunteering for each student in the basic stage in the service of society, and to strengthen the partnership between the Ministry of Education and the Ministry of Social Development.

Impact of the experience of urological senior physicians in Germany on professional and personal aspects

Urological senior physicians in Germany are a heterogeneous group with various clinical priorities and career objectives. To date, there are no reliable data concerning the impact of the time span for which senior physicians have been holding their position on professional, personal and position-linked aspects. The objective of this study was a comparative analysis of perspectives, private and professional settings, specific job-related activities and individual professional goals of urological senior physicians in Germany based on their experience in this position assessed as number of years (dichotomised at 8 years as senior physician). As part of a cross-sectional study, a 55-item web-based questionnaire was designed, which was sent via a link to members of a mailing list of the German Society of Urology. The survey was available for urological senior physicians between February and April 2019. Group differences were evaluated using multivariate regression models. 107 of 192 evaluable questionnaires were completed by senior physicians holding this position for less than 8 years (< 8y senior physicians), 85 were completed by senior physicians holding this position for at least 8 years (≥ 8y senior physicians). < 8y senior physicians worked significantly more often at university hospitals (42.1 % vs. 18.8 %, p = 0.002). Overall, 82.4 % of ≥ 8y senior physicians assessed themselves autonomously safe in performing open surgery, compared to 39.3 % among < 8y senior physicians (p < 0.001). No significant differences concerning the self-assessment were found for endourological procedures (94.1 % vs. 87.9 %) and for the overall lower-rated self-assessment concerning laparoscopy (29.4 % vs. 20.6 %) and robotic surgery (14.1 % vs. 10.3 %). Despite the high management responsibility associated with their position, only about one third of participants (34.8 %) had received specific postgraduate education preparing them for managing and executive tasks. This study shows significant differences among senior physicians regarding surgical skills depending on the time span they hold their position. Moreover, there is considerable dissatisfaction regarding the development of leadership skills and the preparation for managing tasks. In order to ensure availability of senior staff members for the field of urology in the future, it is important to consider their professional needs and to overcome existing shortcomings by education programs within well-orchestrated human resources development strategies.