Framework For Leadership Development Research Articles

Leadership Dynamics in the Modern Era: A Comparative Study of Transformative and Controversial Leaders

Embarks on a critical exploration of leadership effectiveness against the backdrop of escalating global crises, such as catastrophic events, conflicts, poverty, infectious diseases, and corruption. Asserting the contemporary world's dire need for capable leadership, this study aims to dissect the core criteria and standards essential for developing leaders proficient in navigating the complexities of modern societies. With a focus on the descriptive and comparative analysis of both transformative and controversial leaders from various sectors and countries, the research meticulously examines their leadership styles, strategies, and ethical considerations to discern the qualities that distinguish effective leaders in times of crisis. The study is driven by the objective to answer pivotal questions regarding the criteria for capable leadership and the standards necessary to cultivate future leaders who can adeptly address and mitigate the multifaceted challenges plaguing modern countries. Through a comprehensive evaluation of case studies, the research aims to illuminate the patterns, divergences, and commonalities in leadership approaches, decision-making processes, and their consequential impact on societal well-being and governance. Anticipating the establishment of a robust framework for leadership assessment and development, the study underscores the importance of ethical standards, resilience, and strategic foresight in shaping leaders equipped to lead with integrity, innovation, and inclusivity. By contributing to the scholarly discourse on leadership, this research aspires to provide actionable insights and recommendations for the development of future leaders capable of confronting and surmounting the current era's global challenges with competence and ethical consideration. This in-depth analysis is not only timely but essential for understanding the dynamics of leadership in the modern era, offering a blueprint for cultivating leaders who can truly make a difference in a world rife with crisis and uncertainty.

Reflective learning: a new leadership development framework driving engineering innovation

ABSTRACT Innovation is an organizational learning process that demands a reflexive perspective to take on uncertainties and question deeply held assumptions, propelling leadership and organizational structures forward. Discussions on the relationships between innovation and reflexivity predominantly focus on individuals rather than considering it a shared capability within an organization. This study elucidates the impact of reflexive-learning-based leadership development on promoting collective reflexivity, navigating its implications for organizational leadership and structures in innovation. A reflexive-learning-based leadership development program is a set of collective actions comprising four fundamental steps: acknowledging problems, reassessing assumptions, thinking of alternatives, and developing new perspectives. This study demonstrates its effectiveness in developing collective reflexivity within an engineering organization by repurposing the After-Action Review (AAR) as reflexive learning training. The findings underscore reflexive learning, making leaders exhibit the traits of ambiguity tolerance and interdisciplinary knowledge that favor innovation. This research contributes to an academic framework, opening avenues for future investigations into organizational development from a reflexive perspective and providing a proven managerial practice to improvise an effective solution to overcome those uncertainties in real-world innovations.

The classroom as laboratory: A theoretical grounding of the intentional emergence framework for leadership development.

Leadership development, like other professional areas such as medicine, teaching, and law, requires students to become as adept at practicing leadership as they are at understanding the theory behind it. For example, K-12 teachers have student teaching, medical students have residencies, cadavers, and virtual reality-but where is the learning laboratory for leadership? The intentional emergence (IE) pedagogy provides a framework for instructors and learners that both honors the role of the instructor as a goal/outcome-setter while also embracing the complexities of the leadership development space as a living laboratory and practice field for leadership. Additionally, IE attempts to bring unconscious and default behaviors to the foreground so that critical components of leadership development such as power, privilege, and identities can be seen and included.

Training future leaders: A qualitative study exploring leadership development in predoctoral dental curricula.

Commission on Dental Accreditation (CODA) accreditation standard 2-19 states predoctoral dental schools must assess students' ability to function successfully as the leader of the oral health care team. This study aimed to explore how dental schools incorporate leadership training into their curriculum to better understand the leadership skills students learn, the ways students engage in leadership training, and the opportunities students have to practice leadership skills with their peers. The aim of this 2022 qualitative phenomenology study was to use semi-structured interviews with academic Deans at CODA-accredited dental schools and one subject matter expert to uncover types of cognitive, behavioral, and environmental factors influencing leadership training through the lens of social cognitive theory. All interviews were recorded on Zoom, transcribed, de-identified, and analyzed for recurring themes using NVivo. Eight academic Deans and one subject matter expert participated in the study. Four major themes emerged from the data: leadership is essential for dental professionals, leadership is incorporated into the curricula in diverse ways, students most often engage in leadership training opportunities with dental peers and interprofessional opportunities could be expanded, and dental schools often face barriers to incorporating leadership training. Vertically integrated case presentations and team-based practice management simulations are meaningful leadership development activities. Prominent barriers include time constraints, lack of faculty champions with teaching leadership expertise, and prioritizing the development of hand skills. Standard practices for student leadership development and assessment do not appear to exist across dental school curricula. Findings support the need for a leadership development framework.

Tying leaders' identity work and executive coaching research together: an overview of systematic reviews and agenda for research

PurposeDespite the interest in leaders' identity work as a framework for leadership development, coaching psychology has yet to expose its active ingredients and outcomes.Design/methodology/approachTo do so, the authors reconcile published systematic literature reviews (SLRs) in the field to arrive at a more thorough understanding of the role of identity work in coaching. A total of 60 eligible SLRs on identity work and coaching were identified between 2010 and 2022. Four were included in the data extraction after selecting and screening, and the full texts of 196 primary studies reported therein were analysed.FindingsAmongst the coachee-related factors of effective coaching, the coachee’s motivation, general self-efficacy beliefs, personality traits and goal orientation were the most frequently reported active ingredients, and performance improvement, self-awareness and goal specificity were the most frequently supported outcomes. The analysis indicates that leaders' identity work, as an active ingredient, can be a moderator variable for transformative coaching interventions, while strengthening leadership role identity could be one of the lasting outcomes because coaching interventions facilitate, deconstruct and enhance leaders' identity work. Further research is needed to explore the characteristics of these individual, relational and collective processes.Originality/valueThis study adds value by synthesising SLRs that report coachee-related active ingredients and outcomes of executive coaching research. It demonstrates that the role of leaders' identity work is a neglected factor affecting coaching results and encourages coaching psychologists to apply identity framework in their executive coaching practice.

The Action Based Effective Leadership Development and Influence Framework: From Program to Full Course

The Action Based Effective Leadership Development and Influence Framework: From Program to Full Course

Program for advancing supervisor skills among pharmacy technicians.

This publication outlines the development and implementation of a leadership enhancement program for pharmacy technician supervisors at University of Michigan Health (UMH). The program aims to equip these supervisors with the skills and knowledge necessary to excel as leaders in the pharmacy field, addressing the pressing need for strong leaders in healthcare. UMH recognized the need to cultivate effective leaders within its pharmacy department due to the impending shortage of pharmacy leaders and the rising demand for technicians and future pharmacists. To meet this need, a leadership enhancement program was introduced, offering flexibility and a comprehensive framework for enhancing the skills of pharmacy technician supervisors. The program covers annual, biennial, and flexible rotating topics and offers a structured monthly format for active participation. Additionally, the program utilizes a rigorous selection process for training resources and continuous quality improvement efforts to ensure effectiveness. Through developing leadership skills among technician supervisors, the organization aims to achieve tangible benefits, including decreased turnover rates and increased employee satisfaction. The program for enhancing supervisor skills at UMH is a flexible and adaptable framework for leadership development in pharmacy. Its success in enhancing leadership skills for future pharmacy leaders is crucial in the evolving healthcare landscape and supports the growth of leaders in this domain. By acknowledging the value and expertise that pharmacy technicians bring, organizations can harness their potential and, in turn, benefit the entire healthcare system. This program's principles are transferable to other organizations seeking to empower their employees with tools to thrive in new leadership roles, thus contributing to their growth and success.

Practice development amidst a pandemic: a pilot programme to develop leadership in infection prevention and control professionals

PurposeThis paper aims to describe the design and evaluation of a pilot leadership development programme for infection prevention and control (IPAC) professionals during the COVID-19 pandemic. The programme’s aim was to improve IPAC knowledge and capacity in the health-care system by developing the leadership skills and capacities of novice and advanced Infection Control Professionals (ICPs), to respond flexibly, and competently, in their expanding and ever-changing roles.Design/methodology/approachThe leadership programme was piloted with seven nurses, who were part of a clinical nursing team in New South Wales, Australia, over a 12-month period between 2021 and 2022. The programme was designed using a leadership development framework underpinned by transformational leadership theory, practice development approaches and collaborative and experiential learning. These principles were applied during programme design, with components adapted to learners’ interests and regular opportunities provided for collaboration in active learning and critical reflection on workplace experiences.FindingsThe authors’ evaluation suggests that the programme was feasible, acceptable and considered to be effective by this cohort. Moreover, participants valued the opportunities to engage in active and experience-based learning with peers, and with the support of senior and experienced ICPs. The action learning sets were well-received and allowed participants to critically reflect on and learn from one another’s experiences. The mentoring programme allowed them to apply their developing leadership skills to real workplace challenges that they face.Research limitations/implicationsDespite a small sample size, the authors’ results provide empirical evidence about the effectiveness of using a practice development approach for strengthening ICP leadership capacity. The success of this pilot study has paved the way for a bigger second cohort of participants in the programme, for which further evaluation will be conducted.Practical implicationsThe success of this leadership programme reflects both the need for leadership development in the IPAC professions and the applicability of this approach, with appropriate facilitation, for other professions and organizations.Originality/valueICP leadership programmes have not been previously reported in the literature. This pilot study builds on the growing interest in IPAC leadership to foster health system responsiveness and change.

임원 승진을 위한 리더십 평가 사례 연구

The purpose of this study was to explore and propose the improvement of leadership evaluation and development process for executive promotion candidates through A Company’s case. To this end, this study went through a preliminary diagnosis, case and achievement data collection, evaluation process and result collection, and evaluation procedures for sharing and adjusting evaluation results. Evaluation data were collected through organizational personnel data for multi-source evaluation and multi-faceted evaluation, self-essays, Hogan diagnosis, and interviews with respondents in the organization, and analyzed and evaluated according to A Company's leadership competency diagnosis frame. As a result of the study, first, the current leadership and future integrated executive leadership potential were finally derived from the cases of 2 executive candidates. Second, after restructuring using “accountability” and “complexity management” as a framework to confirm the future potential of executives, it was decided through an executive promotion recommendation matrix. Third, using the executive promotion recommendation matrix derived through leadership diagnosis, leadership development measures were derived according to the short-term and long-term leadership development framework. Through this study, it is expected that executive promoters will be provided a turning point for soft landing in their roles as executives.

International Counseling Student Leadership Development Framework: Exploration Acculturation Systemic Expansion (EASE)

International Counseling Student Leadership Development Framework: Exploration Acculturation Systemic Expansion (EASE)

Entrepreneurial leadership development in teams: A conceptual model

Entrepreneurial leadership is an emerging paradigm of enquiry that has gained increased attention in research and practice in recent times. However, due to lack of conceptual clarity and theoretical foundations, various dimensions of entrepreneurial leadership competencies and their development specifically in group contexts lack theoretical and conceptual underpinning. This research seeks to narrow this gap by outlining a conceptual framework for team-based entrepreneurial leadership learning and development. According to the proposed model, developing entrepreneurial leadership skills is a dynamic and complex social process. Entrepreneurial leaders can gain knowledge and skills by participating in a variety of team-based learning activities, including peer observations, group-based experiential learning, self-regulated learning and team learning.

Leadership development framework for women in policing in South Africa: Overcoming leadership barriers

In South Africa, the population composition reveals more females than males. However, the workforce participation data affirms a more male-dominated outlook. Such disparity between male and female workforce participation is especially evident in the law enforcement institutions like police departments. Although the prevailing laws have ensured access to employment opportunities, advancement in leadership roles by female police officers (FPOs) is found to be lacking. In this regard, this study examines the challenges faced by South African women in attaining leadership roles in policing. Furthermore, the study develops a leadership development framework for ensuring the advancement of women in policing. To accomplish this aim, the study acquired information from 8 male and 100 female police officers through questionnaire and interview methods, respectively. Queries were made to understand the experiences, challenges, and ways forward. Results elucidate that there is a lack of strategic policy in place that can ensure the advancement of women as leaders in the policing field in South Africa. Moreover, the overall outlook of male police officers is affected by stereotypical assumptions about females’ strengths and abilities.

Instructional Leadership Development Practices in Ethiopia: Curriculum Development and Implementation Practices, and Career Development Frameworks

The purpose of this study is twofold: to examine the curriculum structure for instructional leaders’ training and development against the desired competences; and to evaluate the career development framework of instructional leaders. With these ends in view, the study examined the instructional leadership framework, the curriculum document, and the instructional leaders’ recruitment, selection and retention strategies. Unstructured interviews were made with purposely selected thirty-one (31) interviewees until information saturates. Hence, the perspectives of instructional leadership trainers, instructional leaders, zone education department heads, and national level education experts who were selected using a purposive sampling technique were explored through one-on-one interviews. The data analysis and presentation was made based on the major themes identified as purposes of the study. In the light of these, the qualitative data analysis discloses the absence of national instructional leadership framework from which instructional leadership curriculum should have emerged. It was also understood that the loosened curriculum development culture ultimately resulted in the curriculum’s lack of relevance to the desired competences for instructional leadership development. It was further learnt that there existed an absence of context specific recruitment, selection and retention strategies for instructional leaders. It is, therefore, concluded that the instructional leadership development practices of Ethiopia, seemed to have been deviating from expectations. Hence, it is recommended that there is a need to design a national instructional leadership development framework based on which the instructional leadership curriculum development and implementation practices could be managed. The recruitment, selection, and retention strategies should also involve incentive packages that could attract competent candidates to the profession. It is further recommended that there is a need to promote positive mindset exercises for instructional leaders to take their own professional development initiatives.

The Development of Leaders: Suggested Modules for Education

The development of leaders is critical for the education of all professionals and, particularly, those in the field of occupational therapy. Current accreditation standards offer a limited perspective on leadership, and educators should consider a more holistic viewpoint to leadership development, especially as many programs are moving to the doctoral level. The adult learning theory of andragogy in conjunction with social learning theory, experiential learning theory, and leadership theories can help guide educators’ creation of integrative learning opportunities. This paper proposes a framework for leadership education that promotes building leadership capacity through leadership skill, identity, and mindset formation. Suggested evidence-based learning strategies and assessment methods complement the leadership development framework.

A case study on the use of Public Narrative as a leadership development approach for Patient Leaders in the English National Health Service.

BackgroundIn 2016 the National Health Service (NHS) England embraced the commitment to work for maternity services to become safer, more personalized, kinder, professional and more family-friendly. Achieving this involves including a service users' organizations to co-lead and deliver the services. This article explores how Public Narrative, a framework for leadership development used across geographical and cultural settings worldwide, can enhance the confidence, capability and skills of service-user representatives (or Patient Leaders) in the National Health Service (NHS) in England. Specifically, we analyse a pilot initiative conducted with one cohort of Patient Leaders, the Chairs of local Maternity Voices Partnerships (MVPs), and how they have used Public Narrative to enhance their effectiveness in leading transformation in maternity services as part of the NHS Maternity Transformation Programme.MethodsQualitative two-phase case study of a pilot training and coaching initiative using Public Narrative with a cohort of MVP Chairs. Phase 1 consisted of a 6-month period, during which the standard framework was adapted in co-design with the MVP Chairs. A core MVP Chair Co-Design Group underwent initial training and follow-up coaching in Public Narrative. Phase 2 consisted of qualitative data collection and data analysis.ResultsThe study of this pilot initiative suggests two main ways in which Public Narrative can enhance the effectiveness of Patient Leaders in service improvement in general and maternity services in specific. First, training and coaching in the Public Narrative framework enables Patient Leaders to gain insight into, articulate and then craft their lived experience of healthcare services in a way that connects with and activates the underlying values of others (“shared purpose”), such that those experiences become an emotional resource on which Patient Leaders can draw to influence future service design and decision-making processes. Second, Public Narrative provides a simple and compelling structure through which Patient Leaders can enhance their skills, confidence and capability as “healthcare leaders,” both individually and collectively.ConclusionsThe Public Narrative framework can significantly enhance the confidence, capability and skills of Patient Leaders, both to identify and coalesce around shared purpose and to advance genuine co-production in the design and improvement of healthcare services in general and maternity services in specific.

Exploring Mindfulness and Leadership Development: Lessons Learnt Using Grounded Theory Through the Study of the Performing Arts

The article investigates mindfulness mechanisms and leadership attributes as reflected by performing artists. This qualitative study analyses major categories to develop a theoretical framework of mindful leadership development employing performing arts. The present study uses interpretivism to explore respondents’ experiences and unique phenomena. The grounded theory (GT) methodology aided in exploring grounded data and theory construction. Abstract core category ‘immense concentration and self-control’ captured the abstract and inclusive meaning as understood by the participants in this study. The qualitative coding analysis helped explore the data-driven abstract phenomena. Results of the present study exhibited that all performing artists require high concentration and self-control to exemplify mesmerizing Koodiyattam performing arts. Theoretical reflections on the relationships between the relevant categories are provided in depth. The connections of five major categories between mindfulness mechanisms, leadership attributes, motivation components, values and beliefs, and personality dispositions are particularly intriguing.

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.

A transformative professional learning meta-model to support leadership learning and growth of early career teachers

ABSTRACT This paper explores leadership learning of seven early career teachers who attended eight leadership for inclusion community of practice (LIn-CoP) workshops in the Republic of Ireland. A meta-model was used to inform this research drawing upon a community of practice approach using participatory action learning action research processes, evidence-based frameworks of teacher leadership development (focused on growth as a teacher, researcher, leader and personal growth) and the six facets of equity to support inclusion. Findings attest to enhanced individual competencies; growth as a teacher, researcher, leader and personal growth, with no one growth aspect more important than another. This paper adds to the existing research showing how certain growth aspects were more aligned to evolving needs at particular points in a teacher’s professional learning journey. Furthermore, growth was influenced by teachers’ personal and contextual challenges and needs thus questioning existing research on the use of the leadership development framework within PLCs in schools. Findings contribute empirical evidence of leadership learning among early career teachers, when prospectively using the framework, within a school university partnership model. The study answers the call for research into models of professional learning to empower teacher leadership through using the meta-model of professional learning.

Teachers’ Perceptions about Leadership: Towards an Innovative Collaborative Teacher Leadership Development Framework for Schools

The development of the literature on teacher leadership in the academic realm has been exponential, but the quest for more leadership knowledge seems to be inexhaustible. The purpose of this paper is to analyze teachers’ perceptions with respect to their leadership abilities. Email interviews were conducted with nine teachers from two primary and two secondary schools to obtain their views regarding teacher leadership, whilst affording them opportunities to make suggestions for collaborative teacher leadership development. Having employed a phenomenological approach and thematic analysis as method, this paper proposes a collaborative teacher leadership development framework (CTLDF). Significant about the CTLDF is that teacher leaders should consider ausgang as a way of opening the door for collaboration, homo economicus as a collaborative act and parrhesia as autonomy towards collaborative teacher leadership. The findings reveal that teacher leaders should cultivate a readiness to create opportunities for collaborative leadership development. The study recommends that teacher leaders should first have to be cognizant about their own individual strengths, whilst slowly starting initiatives to collaborate in order to sustain improvements in teacher leadership practices.

Leadership Complexity Capacity: A Leadership Development Perspective of Intentional Tension

The purpose of this paper is to propose a new leadership development framework that is focused on the leader’s ability to manage and understand the role of complexity in organizational systems. We refer to this ability to manage complexity within systems as leadership complexity capacity (LCC). The LCC development approach considers how the leadership process can serve as tension and enact tensions within a system. In doing so, leader and leadership development is examined through a complexity leadership theoretical perspective. As a result, the leadership function is positioned as a paradox of serving as either a stabilizing or destabilizing tension on the system that enables the system to reach and remain in a region of effective organizing while avoiding the anchor points of dysfunctional equilibrium and chaos. The premise is that developing leaders to know when and how to serve as an intentional tension on a system is important in organizational effectiveness. This paper contributes a different perspective of leadership development by demonstrating how the leadership process can be enacted and engaged for the purposes of creating complexity capacity. The perspective proposed considers the development of the leader and the leadership process as both are necessary for effective leadership functioning and reinforce each other to maintain a system in the region of effective organizing.