Effectiveness Of Leadership Development Research Articles

Formación de líderes académicos en la educación superior. La importancia del contexto para el desarrollo eficaz del liderazgo

Amidst the changing nature of higher education, one may wonder how leaders of higher education institutions [HEIs] can succeed and thrive in today’s highly uncertain environments. This qualitative case study examined the factors, practices, and competencies that contributed to effective leadership development of academic leaders at one Canadian university. Through the document analysis and qualitative interviews with academic leaders, it explored the organizational context and individual strategies and competencies that supported leaders in their roles in higher education [HE]. The analysis showed the significance of context as a crucial factor in the effectiveness of leadership development. The findings support further work on developing a different approach to leadership development for academia; one that is founded on an understanding of what academic leaders and their institutions require to succeed and flourish during this time of unprecedented change.

Effect of Learning Goal Orientation on Leadership Development

Effective leadership development has eluded many organizations and academia for a long time. Those who have attempted to improve the practice and study of leadership development focus on the same old elements of leadership development. The traditional elements of leadership development that have been studied and implemented previously include: the content of the leadership development programs, the delivery of leadership development programs, the length of the programs and advocating for leadership development programs that are entrenched in leadership theory. Despite numerous studies and implementation of the studies’ findings on leadership development, there exists widespread dissatisfaction with leadership development outcomes. Some scholars have observed that leader developmental readiness may be the missing ingredient in leadership development. Learning goal orientation is one of the five elements of leader developmental readiness. Therefore, this study examines the effect of learning goal orientation on leadership development. The study reveals that learning goal orientation has a significant effect on leadership development, F(1,286) = 62.346, p < 001. In addition, learning goal orientation accounts for 17.9% of the variation in leadership development. Thus, enhancing participants’ learning goal orientation should be part and parcel of any leadership development program in order to improve the effectiveness of leadership development.

The effects of leadership development on women's career success

The effects of leadership development on women's career success

The effects of leadership development on women's career success

This study extends our knowledge of leadership development, specifically Master's in Business Administration (MBA) programs, from a gender perspective. It presents a comprehensive case, women-only development program and conducts an empirical, longitudinal, qualitative study of the effect of one of the program modules, namely, the women-only MBA, on the women's career success. The empirical study focused on self-efficacy mechanisms for explaining the women's appraisals of their changes in abilities affecting their career success during the MBA program. The participants were interviewed twice: once at the beginning of the MBA and then after completing it. A trusting atmosphere, social support, new business competencies, and the participants' ability to re-frame their mindsets concerning women's career potential were detected as significant sources of self-efficacy gained from the MBA. Encouragement from significant others, typically respected males, was also found to be a promoting factor.

School leadership development in China: a case study of schools in one district education bureau

ABSTRACTThis paper considers the effectiveness of leadership development (LD) processes in relation to school leaders’ needs within an eastern Chinese District Education Bureau (DEB). The analysis is based on Chinese and English sources relating to LD, documentary analysis of DEB initiatives and interviews with ten school leaders from two schools. The findings reveal that LD within the district stalled at principal level because of the tension between their managerial interpretation of the role and the expectation that they should develop as leaders. Although leaders reported that the emphasis in development activities on classroom teaching and learning, the interpretation of policy initiatives and school visits were helpful, much of what the government is doing is counter-productive. Informants also said that poor outcomes tended to arise from factors beyond the scope of the LD programme itself, for example from the centralised regulatory system, from their own lack of power and influence, from the absence of programme-based or wider in-school support, and from limited evaluative studies. School leaders believed that they needed to be trained to review their own real-world work collaboratively and to devise improvement. They suggested that policy-makers should encourage an inquiry-based approach.

Leading nurses: emotional intelligence and leadership development effectiveness

PurposeThe purpose of this paper is to examine the effectiveness of an emotional intelligence (EI) and leadership development education program involving 20 nurse leaders at nursing homes. Also, it investigates the relationship between EI and transformational leadership.Design/methodology/approachThree research questions are posed. Correlation analysis and t-tests were conducted to answer the questions posed.FindingsThe findings of this paper indicate that the EI educational development was effective, while the personal leadership development was not. The data also showed a positive significant relationship between EI and transformational leadership.Research limitations/implicationsThis paper is limited by the small sample size; thus, a causal relationship between EI and leadership could not be investigated. Additionally, the sample was not randomly selected because of the commitment needed from the participants. Furthermore, the paper was focused on nurse leaders in nursing homes, so it may not be generalizable to other populations.Practical implicationsWith the increasing need for nursing home facilities and the limited training generally provided to nurses who move into managerial roles in these facilities, it is critical for organizations to understand the effectiveness of educational programs that exist. Moreover, the findings of this paper may provide information that would be useful to others who wish to develop EI and/or leadership education for nurses.Originality/valueWhile much research exists on EI and transformational leadership, little of this research focuses on nurses in nursing home facilities. Thus, this paper fills a gap in the literature.

Improving organizational learning through leadership training

PurposeThis paper aims to evaluate whether training of managers at workplaces can improve organizational learning. Managers play a crucial role in providing opportunities to employees for learning. Although scholars have called for intervention research on the effects of leadership development on organizational learning, no such research is currently available.Design/methodology/approachThe training program consisted of theoretical and practical elements aimed to improve line managers’ transformational leadership behaviors and, in turn, improve organizational learning. The study used a pre- and post-intervention evaluation survey. Line managers’ and their subordinates’ perceptions of organizational learning were measured with the Dimensions of Organizational Learning Questionnaire and with post-intervention single items on organizational learning.FindingsComparisons between pre- and post-intervention assessments revealed that managers’ ratings ofcontinuous learningand employees’ ratings ofempowermentandembedded systemsimproved significantly as a result of the training. The leadership training intervention had positive effects on managers’ perceptions of individual-level and on employees’ perceptions of organizational-level aspects of organizational learning.Originality/valueThe study provides empirical evidence that organizational learning can be improved through leadership training. Both line managers and their subordinates perceived that organizational learning had increased after the training intervention, albeit in different ways. Implications for developing leadership training programs and for evaluating these are discussed.

Revisiting leadership development: the participant perspective

PurposeThe purpose of this paper is to address limitations of prevailing approaches to leadership development programmes and make suggestions as to how these might be overcome. These limitations are an outcome of the dominant rational functional approach to leadership development programmes. Based on empirical research, and underpinned by organisational theory, the paper suggests a shift towards a socio‐constructivist perspective on design and implementation of leadership development programmes. The explorative study proposes that context and participant differences need to be recognised as factors impacting on the effectiveness of leadership development initiatives.Design/methodology/approachThe paper is based on a review of relevant literature and qualitative data collected using the case study method. The study presented is explorative.FindingsThe paper finds that participant interaction with leadership development programmes varies depending on individual and/or contextual factors. Current design logic neither recognises nor utilises such situatedness as programmes develop their linear and unidirectional logic. Designers of programmes underestimate the extent to which programme participants create a context‐specific understanding of leadership learning as they interact with the programme. Their personal and organisational context shapes this interaction. A socio‐constructivist perspective can provide theoretical foundation for the argument that leadership development programmes can become more effective if context‐specific dimensions are recognised as shaping and constraining factors impacting on programme participants.Originality/valueThe paper argues that it is time to move away from offering leadership development programmes which emphasise input over interaction. The paper encourages commissioners and designers of leadership programmes to recognise that an overly didactic approach may limit the effectiveness of such programmes.