Developing Leadership Capacity Research Articles

A Theoretical Framework of Developing Leadership Capacity for Successful Organizational Outcomes

A Theoretical Framework of Developing Leadership Capacity for Successful Organizational Outcomes

An Overview of Distributed Leadership and its Shortcomings in Educational Settings

"Distributed leadership has emerged as a prominent approach in educational settings, emphasizing the collective and collaborative nature of leadership. This article provides a comprehensive overview of distributed leadership, exploring its theoretical foundations, models, and growing popularity, using PRISMA methodology. The benefits and positive aspects of distributed leadership are examined, including enhanced decision-making, increased creativity and innovation, empowerment of team members, development of leadership capacity, and shared responsibility. These benefits highlight the potential of distributed leadership to foster inclusive and effective leadership practices. However, it is essential to acknowledge the potential shortcomings and limitations associated with distributed leadership. Challenges such as role ambiguity, conflicting priorities, and power struggles can arise when multiple individuals share leadership responsibilities. Ensuring effective communication, coordination, and clarity in roles and decision-making processes is crucial to mitigate these challenges and maximize the effectiveness of distributed leadership. To navigate the potential pitfalls of distributed leadership, organizations must consider the contextual factors, organizational culture, and readiness for distributed leadership implementation. Additionally, ongoing support, professional development, and clear guidelines are essential for individuals involved in distributed leadership roles. By understanding both the benefits and shortcomings of distributed leadership, educational institutions can make informed decisions about its adoption and implementation. Balancing the positive aspects with the potential challenges allows for a more comprehensive and nuanced understanding of distributed leadership, enabling practitioners to harness its potential and mitigate its limitations in order to create effective and sustainable leadership practices. "

Assessing Leadership Capacity in the Food System: The Issue Leadership Scale.

The food system represents a complex, interrelated, and interdependent network of individuals and organizations. Despite the unique characteristics of the food system domain, there has never been a comprehensive analysis of leadership capacity amongst food system professionals. The present study provides an empirical assessment of food system leadership capacity using many leadership instruments. The study included pilot (n = 125) and primary (n = 4185) data collection across 27 food system-related leadership development programs. The results validate the Issue Leadership scale, which comprises seven capacity areas: action, change, communication, critical thinking, strategic planning and visioning, interpersonal traits and characteristics, leadership process, and leadership skills. The Issue Leadership scale captures both perception of importance and current skill level. The study results indicate that food system professionals perceived communication and critical thinking, strategic planning and visioning as the most important leadership capacity areas. Furthermore, respondents indicated the highest level of self-perceived skill in critical thinking, strategic planning and visioning, and interpersonal traits and characteristics. Overall, respondents had higher perceived importance levels (m = 4.17) than skill (m = 3.44), indicating the need for additional leadership capacity development amongst food system professionals. Respondents also indicated similar levels of opinion leadership (m = 3.92), servant leadership (m = 3.82), transformational leadership (m = 3.78), and transactional leadership (m = 3.70), providing an additional empirical assessment of food system professional leadership capacity.

Steadfast Implementation of Restorative Practices During the COVID-19 Pandemic: A Case Study of Consultancy and Leadership in an Elementary School

ABSTRACT Prior to 2020, schools across the nation undertook school discipline reform. Then, the COVID-19 pandemic struck. Unknown is whether schools remained steadfast in their commitment to restorative practice (RP). The current case study examined student (n = 53–86) and staff surveys (n = 49–62) before and during the pandemic. It also examined the nature of the RP consultancy and leadership values and strategies, based on principal and staff interviews (n = 15). Survey results showed that despite disruption in the trainings and consultation, the school remained steadfast in offering activities to foster community, social emotional learning, and repairing harm. Training data showed that the RP consultancy had an upfront focus on developing leadership capacity. The qualitative analyses found that the principal drew on restorative values focused on relationships, equity, and restoration. Implications are that RP committed leaders combined with a capacity-building RP consultancy may support steadfast implementation of RP.

Leadership Caderization Development at Pesantren Darunnajah Jakarta

This research was motivated by the writer's anxiety about the weaknesses of pesantren institutions in educating successive leaders because pesantren rarely survived more than a century. As a form of effort toward realizing ideal leadership capacity development, the writer chose Pesantren Darunnajah Jakarta as a subject of research. This type of research is qualitative according to the Case Study Research Theory. Based on the results, the researcher found that the concept of leadership cadre is delegation, transformation based on the values of Islamic teachings that involve all pesantren staff in the educational process from the pesantren leadership, and implementation of leadership cadre development at the pesantren Darunnajah Jakarta, which is contained in the guidance and coaching system, namely the Total Quality Management system, for 24 hours so that prospective cadres of leaders always receive supervision, guidance, and coaching.

Teacher Leadership Roles and Leadership Capacity Development in Bayelsa State Nigeria

The study investigated the influence of teachers’ leadership roles on leadership capacity development in Bayelsa State, Nigeria. To guide the study, five objectives were stated, five research questions were posed, and five hypotheses were developed. The study was anchored on traits theory of leadership. A descriptive design was used to carry out the study. The population of the study consisted of 2,893 teachers in 147 public secondary schools from the 12 educational zones in the 8 local government areas in the state, with a sample size of 338 teachers. A simple random sampling technique was used to select the respondents. Teachers’ Leadership Roles and Leadership Capacity Development Questionnaire was used for data collection. The instrument was validated and tested for reliability, with a reliability index of 0.816 derived through Pearson’s Product Moment Correlation. Out of the total copies of 338 questionnaires distributed, 326 copies of the questionnaire retrieved were used for further analysis to achieve the specific objectives of the study. Mean and standard deviation was used to answer the research questions, while the null hypotheses were tested using independent t-test at the 0.05 significance level. The findings of the study revealed, among other things, that there is no significant gender difference in the perception teachers have about their leadership role in secondary schools in Bayelsa State, and there is no significant gender difference in the extent to which teachers' instructional leadership roles influence their leadership capacity development in Bayelsa State. The study concluded that teachers' leadership roles are crucial in promoting school effectiveness and student achievement, and that it is important for schools to provide opportunities for teachers to develop their instructional leadership capacity, mentorship capacity, and leadership capacity building through professional development programmes and other supportive measures. The study, therefore, recommended, among others, that administrators of secondary schools in Bayelsa State should provide adequate training and support for teachers to enhance their leadership skills and effectively carry out their roles and responsibilities in the classroom and school community

Kajian Kebutuhan Perawat terhadap Pengembangan Kapasitas Kepemimpinan

This study aims to examine the needs of nurses for leadership capacity development at the Ganeas Health Center and the Sukagalih Health Center in the Sumedang Regency. The research method used in this research is descriptive qualitative. The results showed that the nurse leadership capacity development study consisted of leadership, commitment, resources, culture, spirituality, and technology. The strategy for developing the capacity of nurses in health services can be realized through education and training. Capacity building is a process of developing and improving organizational resources' skills, talents, and capabilities as a necessity to grow the organization in an era of rapid change. Implementing nurse leadership capacity development in puskesmas has yet to run optimally. This has implications for an organizational structure that could be running more effectively because of weak coordination between the team of nurses and other health workers. Commitment, communication, collaboration, and delegation of staff responsibilities are soft, and the use of health resources could be more optimal. In conclusion, community leadership is different from specific organizations or individuals. Leadership in society must be able to quickly assess needs and trends, use all available data and information sources, then develop innovative actions, and plan and evaluate results using quality monitoring systems.
 
 Keywords: Leadership, Capacity Building, Nurses, Puskesmas

Distributed Leadership in Projects: The Contributions of Stakeholders

This article examines how stakeholders contribute to leading a project. Using a longitudinal study of a project embedded in a public project portfolio, the article uncovers a leadership configuration in which project portfolio and project actors come together in four patterns: top-down influence, transactional exchange, pooled leadership, and co-leadership. This configuration reveals integrated leadership units, the possibility of senior managers to both constrain and channel project manager contributions, and a wider variety of leadership patterns in horizontal and vertical relationships. These insights offer a more comprehensive account of distributed leadership that contributes to the development of leadership capacity in projects.

MANAJEMEN HAMBATAN KOMUNIKASI ORGANISASI HIMPUNAN MAHASISWA ISLAM (HMI) DALAM MEMBANGUN KEPEMIMPINAN TRANSFORMATIF

The purpose of this research is to find out the management of organizational communication
 obstacles of the HMI Central Board for the period 2021-2023 in building transformative
 leadership, as well as to find out the organizational communication strategy in this process. The
 approach used is qualitative with descriptive method. In the early stages, from the time HMI
 Center put forward a discourse on transformative leadership to the rise of public demands
 regarding the issue of HMI's existence in various new media, the organizational communication
 strategy used was the pull model. This model is focused on developing leadership capacity at the
 central level that is pro-active and adaptive in absorbing external aspirations, objectifying
 demands and socializing moderate Islamic organizational communications. As for the
 phenomena of leadership disruption at various layers which are very dynamic, the push
 organizational communication strategy is used. This is intended to build leadership that has a
 target of innovation and creativity in fostering cadres in all branches. This push strategy is also
 an inspiration for HMI Center in expanding cadre development partners, both bureaucrats,
 scholars, mass organizations and academics, due to increasingly complex role demands due to
 carrying the label of Islam in the organization

Kebutuhan Perawat terhadap Pengembangan Kapasitas Leadership di Tatanan Pelayanan Kesehatan Komunitas


 This study aims to analyze the needs of nurses for leadership development in community health service settings. The research method used in this literature review is a narrative review. The literature sources used in the article search process are databases from PubMed, EBSCO cinahl, and Google Scholar. The study's results show that nurse leadership capacity development analysis consists of leadership, commitment, resources, culture, spirituality, and technology. Capacity building is a process of developing and improving organizational resources' skills, talents, and capabilities as a necessity to grow the organization in an era of rapid change. Implementing capacity building for nurse leadership in the community has yet to run optimally. This has implications for an organizational structure that only works effectively due to weak coordination between nurses and other health workers. Commitment, communication, collaboration, and delegation of staff responsibilities are soft, and the use of health resources could be more optimal. Capacity building is an effort to improve the ability of nurses in terms of knowledge, skills, attitudes, and behavior. In conclusion, community leadership is different from specific organizations or individuals. Leadership in society must be able to quickly assess needs and trends, use all available data and information sources, then develop innovative actions, and plan and evaluate results using quality monitoring systems.
 
 Keywords: Leadership, Community, Capacity Building, Nurse

MANAJEMEN HAMBATAN KOMUNIKASI ORGANISASI HIMPUNAN MAHASISWA ISLAM (HMI) DALAM MEMBANGUN KEPEMIMPINAN TRANSFORMATIF

The purpose of this research is to find out the management of organizational communication obstacles of the HMI Central Board for the period 2021-2023 in building transformative leadership, as well as to find out the organizational communication strategy in this process. The approach used is qualitative with descriptive method. In the early stages, from the time HMI Center put forward a discourse on transformative leadership to the rise of public demands regarding the issue of HMI's existence in various new media, the organizational communication strategy used was the pull model. This model is focused on developing leadership capacity at the central level that is pro-active and adaptive in absorbing external aspirations, objectifying demands and socializing moderate Islamic organizational communications. As for the phenomena of leadership disruption at various layers which are very dynamic, the push organizational communication strategy is used. This is intended to build leadership that has a target of innovation and creativity in fostering cadres in all branches. This push strategy is also an inspiration for HMI Center in expanding cadre development partners, both bureaucrats, scholars, mass organizations and academics, due to increasingly complex role demands due to carrying the label of Islam in the organization.

From the Editor

This Spring issue is a fascinating mix of manuscripts, all serendipitously related to ways Christian educators can lead, influence, and develop leadership capacity. The issue opens with Patrick Otto’s call for Christian intellectualism. Belcher and Pebesma describe a study of technology teaching and learning for preservice teacher educators. Cavner and Bryant explore ways to plan integrated lessons for deep learning and life change. Farris and Purper share their experiences developing partnerships with public organizations in their local community. The issue concludes with two book reviews focusing on leadership in schools, one related to supporting students with special educational needs, the other on leadership for flourishing.

Self-Leadership Is Critical for All Physical Therapists.

Evidence that supports the explicit need to develop leadership skills at all levels of clinical practice is prevalent,1-8 yet intentional development of "self-leadership" within health care, and particularly within physical therapy, remains slow, fragmented, and inconsistent. Delineation and standardization of the definition of leadership, and the approach to developing leadership skills in individuals practicing within health care continues to be debated, producing several key dilemmas. Moreover, there is a lingering misperception that developing leadership capacity is reserved for physical therapists who assume positional or formal roles as "leaders" within communities, health care organizations, practices, or teams. This misperception focuses leadership development on "leading others" rather than "leading self." Similarly, challenges exist between balancing the leadership development needs of the leader as a positional role and the act of "leading" as physical therapists practice and engage within all levels of care and within different communities-as individuals and within teams. This tension further complicates when and how best to prepare physical therapists to meet this essential skill set in clinical practice. The purpose of this perspective is to describe nonpositional self-leadership and its importance to physical therapy practice, to propose common or contemporary leadership-related terminology, and to suggest a framework for leadership development. Through accomplishing these purposes, readers may be encouraged to change and adopt recommendations.

Non-Native English Speakers and the Development of Socially Responsible Leadership During College

Non-Native English Speakers and the Development of Socially Responsible Leadership During College Jiajun Liu (bio), Shouping Hu (bio), and Ernest T. Pascarella (bio) Developing leadership capacity for college students is a fundamental goal of higher education institutions (Astin & Astin, 2000). Contemporary perspectives consider leadership development of college students to be a process toward equity, social responsibility, and positive changes to the community (HERI, 1996). This process values the importance of understanding oneself and working with others for college students from all backgrounds. Further, promoting socially responsible leadership among college students is increasingly important with the ongoing pandemic and the growing awareness of racial injustice. At the same time, colleges and universities have been striving to meet the needs of diverse student populations. Since conveying ideas and working in teams are integral in leadership development, language background can be an important factor shaping college students' leadership capacities. In this study, we were interested in the leadership development of non-native English-speaking (NNES) students. NNES students are likely to be Students of Color, immigrants, or born in the US but speak another language at home (Liu et al., 2019; Nuñez et al., 2016). These students are receiving increased attention given their growing numbers in educational systems. According to the U.S. Census Bureau (2020), about 1 in 5 US residents speaks a language other than English at home. To date, there remains a dearth of knowledge regarding the leadership development of this student group. This presents a challenge to postsecondary educators and practitioners in their effort to meet the needs of these students. As such, the research question guiding our study was: Is being a non-native English speaker related to student leadership development during college? LEADERSHIP DEVELOPMENT AND NNES STUDENTS Perspectives on leadership development have evolved over time (Astin & Astin, 2000). Early research at the college level examined the attributes of student leaders (Astin, 1993). Later, scholars advocated for exposing all students to socially responsible leadership as a process for acquiring the values and perspectives necessary for leading positive changes. As such, leadership development should not focus on a select few [End Page 218] but on all who desire to work with others and make changes (HERI, 1996). More recent studies have explored the influence of student demographics on leadership development. Dugan et al. (2008) found that women had higher scores than men on socially responsible leadership. Hu (2011) examined high-achieving low-income students and found that scholarship awards can motivate students to engage during college and, hence, gain desired leadership development. Duckworth (2002) suggested that family values and cultural networks could influence the leadership involvement of international students. For NNES students, coming from a different language background can influence how ideas are communicated and understood. Additionally, NNES students tend to be less engaged during college due to family responsibilities and financial constraints (Nuñez et al., 2016), suggesting that they may experience difficulties in developing leadership capacity. The present study explored this possibility. CONCEPTUAL FRAMEWORK This study drew on linguistic capital and the social change model (SCM) for theoretical guidance. According to Bourdieu (1977), the dominant language in a society is imbued with symbolic capital—that is, linguistic capital. Individuals speaking the dominant language possess communicative codes that can help them better access legitimate resources. For those who do not speak the dominant language, their ability to gain desired resources and outcomes can be limited. Linguistic capital is related to other forms of capital. More linguistic capital can help an individual gain other forms of capital, such as social capital. The SCM conceptualizes socially responsible leadership as inherently connected with making changes to benefit the common good (HERI, 1996). It includes eight core values: consciousness of self (awareness of one's values and beliefs), congruence (consistency between actions and thinking), commitment (motivation and passion to serve), collaboration (team effort to achieve common goals), common purpose (ability to work with shared goals and values), controversy with civility (being able to accept different viewpoints and discuss the differences openly with civility), citizenship (connections to community and society through leadership activities), and change (adaptation to the changing environment while maintaining group values) (Dugan et al., 2008). In this study...

The impact of developing leadership capabilities in achieving organizational excellence – A field study on King Abdulaziz University employees –: أثر تنمية القدرات القيادية على تحقيق التميز التنظيمي لدى موظفي جامعة الملك عبد العزيز: دراسة ميدانية

This study aimed to study the impact of leadership development on achieving organizational excellence at King Abdulaziz University, knowing the reality of organizational excellence at the university from the point of view of the study sample, and investigating the reality of leadership capacity development at the university from the point of view of the study sample, and providing scientific recommendations based on the results. The study helps in knowing the effectiveness of leadership development programs and how they affect the achievement of organizational excellence. To achieve the objectives of the study, the researcher used the descriptive analytical approach, and data was collected by means of a questionnaire, and a simple random sample of (230) was taken from the study population, which numbered (537) leaders. Academic and administrative staff at King Abdulaziz University, and the data were treated statistically using the statistical package for social sciences program. The study reached many results, the most important of which is that there is interest and knowledge of the dimensions of organizational excellence within the university, and there is an application and interest in developing leadership human capabilities to a very high degree, while the development of intellectual capabilities leadership to a high degree, and this indicates the university’s interest in developing leadership capabilities in a way that achieves its goals, and that there is agreement from the majority of the study sample to know ways to solve the problems facing the administration, by relying on the various experiences and skills and benefiting from them in the decision-making process. Brainstorming, which helps in developing the intellectual leadership capabilities of leaders, and there is a need to provide employees with the scientific methods used at work, and to conduct workshops to develop their organizational capabilities, and it is necessary to enhance the benefit of proactive studies in the field of business, analyze strengths and weaknesses, and identify Opportunities, challenges and risks facing management, by knowing the appropriate analytical tools.

Healthcare leadership development during a pandemic: do not stop, adapt.

Research carried out in 2016 by two of the authors of this article investigated the role that leadership 'theory' plays within an individual's leadership development and identified other components of clinical leadership programmes that are key to enabling the development of future leaders. While early career doctors identified leadership theories and concepts as important within their development as clinical leaders, these must be closely tied to real-life practices and coupled with activities that aim to develop an increased self-awareness, understanding of others, clinical exposure and leadership tools that they can use in practice. During a healthcare crisis, such as a global pandemic, maintaining a focus on leadership development (particularly for more junior clinicians) might not be seen as important, but leadership is needed to help people and organisations 'get through' a crisis as well as help develop leadership capacity for the longer term. This article, drawing from contemporary literature, the authors' own research and reflections, discusses how leadership development needs to continually adapt to meet new demands and sets out tips for those involved with clinical leadership development.

Evaluating the impact of the first 10 years of the Cambridge Masters in Conservation Leadership

AbstractConservation lacks sufficient well-trained leaders who are empowered to catalyse positive change for the natural world. Addressing this need, the University of Cambridge launched a Masters in Conservation Leadership in 2010. The degree includes several features designed to enhance its impact. Firstly, it recruits international, gender-balanced cohorts of mid-career professionals, building leadership capacity in the Global South and providing a rich environment for peer learning. Secondly, teaching includes applied leadership training in topics such as fundraising, leading people and networking, as well as interdisciplinary academic topics. Thirdly, the degree is delivered through the Cambridge Conservation Initiative, a partnership of international NGOs and networks, facilitating extensive practitioner-led and experiential learning. We present details of programme design and evaluate the impact of the Masters after 10 years, using data from course records, student and alumni perspectives, and interviews with key stakeholders. The course has broadly succeeded in its design and recruitment objectives. Self-assessed leadership capabilities, career responsibilities and the overall impact of alumni increased significantly 5 years after graduation. However, specific impacts of alumni in certain areas, such as on their professional colleagues, have been less clear. We conclude by outlining future plans for the Masters in light of growing demands on conservation leaders and the changing landscape of leadership capacity development. These include reforms to course structure and assessment, long-term support to the alumni network and developing a conservation leadership community of practice.

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

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

Navigating Dynamic Tensions: A Social Network Framework for Leadership Development

Leadership development trajectories among women in higher education leadership are permeated with a multitude of dynamic tensions. Paving the way to advancement, dynamic tensions encompass perpetual ‘holding’ patterns of enabling and constraining forces on the path to development. What frames the continuum of these bidirectional forces is the social context of institutions and organizations as systems of interdependent social interactions. In other words, institutions and organizations are imbued with the sociality of (1) cognitive-affective schemas, (2) dynamics of relational exchange, and (3) innerworkings of structural coordination among collectives. The multilevel interplay between these three domains is activated within channels of interactions – the visible and invisible social networks weaved into the fabric of social systems. At the intersection of these domains in social networks is social capital. Social capital mobilized within social networks can cast light on salient pathways to leadership development. Yet even when illuminated, such pathways are nonlinear, since the bidirectional forces within social networks introduce dynamic tensions into the scope of developmental trajectories. How can women in higher education leadership navigate the dynamic tensions in social networks and mobilize social capital to develop leadership capacity? Drawing on social cognitive and social exchange theories, I explore this question by delineating a conceptual framework that captures the multilevel context of enabling and constraining forces on the path to leadership development. In doing so, I offer a developmental roadmap for women in higher education leadership that articulates tensions in aims, values, and expectations driving individual and collective action.

Leading in complex environments: the role of leadership in multi-school organization improvement

ABSTRACT School improvement in chronically under-performing schools remains a formidable challenge for school leaders. Recent policies in the U.S. have created incentives for school leaders to attempt new strategies to improve outcomes, and increasingly, school leaders of charter management organizations and other multi-school organizations (MSOs) are taking on this work. Research suggests that the most successful school leaders of MSOs have established robust systems of instruction and professional development. This article is based on a longitudinal qualitative case study of a school leadership team at a new MSO and uses the framework of epistemic communities to consider how leaders can generate, manage, and transfer knowledge within and across school boundaries while operating within an accountability-focused school turnaround context. Given the diverse professional backgrounds of U.S. educators, creating the capacity for school leaders and teachers to develop a common theory of action and leverage common tools may both be necessary for improvement in student outcomes but also complex and resource-intensive work. Developing highly capable MSOs is an iterative process that requires significant time and resources in school leadership positions to build a shared curriculum, align on instructional design, and develop leadership capacity to support teaching and learning within and across schools.