Increasing Leadership Capacity Research Articles

Factors facilitating or inhibiting the capacity for effective leadership among front-line nurse managers: A scoping review.

The purpose of this scoping review is to map and synthesize research studies addressing the factors that impact leadership behaviours of front-line nurse managers. Leadership is a fundamental component of the role of front-line nurse managers. Ineffective leadership is associated with costly outcomes; thus, organizations seek effective strategies to facilitate consistent demonstration of leadership behaviours. Using a scoping review methodology, findings from 26 empirical studies were mapped to identify barriers and facilitators of leadership among front-line nurse managers. Major categories included personal and environmental factors with subthemes of personal characteristics, competencies and social support. Available evidence captures the influence of personal characteristics, education, competency and formal social support on leadership capacity. The role of informal social support was not captured. Multiple personal and environmental factors influence the capacity for leadership behaviours among front-line nurse managers. Strategies such as leadership development programmes, mentorship and peer support programmes, and work environments that support relational and structural support may increase leadership capacity for front-line nurse managers. Senior nurse leaders can use the results of this review to guide implementation of evidence-based strategies to recruit and retain front-line nurse managers.

Self-Efficacy and the Nurse Leader

Self-efficacy refers to a person’s belief in their ability to succeed in completing tasks or achieving goals. Cultivating self-efficacy is thus an important concept to incorporate in increasing leadership capacity for the future. The purpose of this article is to discuss the concept of self-efficacy and explore its applicability to building nursing leadership capacity that enhances motivation, behavior, and performance.

Economic Transformation: The New Spiritual Leadership Model In Blimbingsari Village Jembrana Bali

A spiritual leader can appear in any situation. It can not be just a genetic theory that allows a person to be a spiritual leader but is supported by social theory and ecological theory. In addition to the above theory, there is one more the most fundamental theory of the emergence of a spiritual leader of Divine theory. 
 The aim of this study is to identify the meaning of spiritual leadership in Blimbingsari Village, to identify the principle of spiritual leadership in Blimbingsari Village, and to analyze what does the spiritual Leader do to the economic transformation of Blimbingsari village. 
 The methodology used is qualitative with data collection techniques are participant observation or participatory nature of direct involvement, interview, literature review, case study, and documentation. 
 Village leaders Blimbingsari always increase leadership capacity through the intervention of the factors of spiritual values, work ethics, social capital, and entrepreneurial factors. These factors are growing in the middle of the village of Blimbingsari understood as a pattern of beliefs, values, and behaviors and leaders as agents of change do the role and relationship with the community intensive because it is influenced by historical trends, social attitudes, and socioeconomic factors.

Pengaruh motivasi, kepuasan kerja, dan kepemimpinan terhadap kinerja karyawan pada PT. XYZ

This study aims to determine whether there is influence between motivation, job satisfaction, and leadership on employee performance of PT XYZ. This research uses a quantitative approach by distributing questionnaires to 45 employees of PT XYZ. The result shows that motivation and leadership have a significant effect on employee performanc, but job satisfaction variable has no significant effect. The implication of this finding is that increasing leadership capacity and motivation simultaneously can be determinants of employee performance.

PENGUATAN KEPEMIMPINAN KEPALA SEKOLAH DALAM LINGKUP INTRA DAN EKSTRA SEKOLAH

The objective of this study is to describe strategies in selecting school principal as school community figure and model. This study uses library analysis and observation to collect data. The observation took place on January to March 2015 at SMKN 8 Purworejo, Central Java. Focus Group Discussion was also used complimentary to observation as well as seminar involving Association of Principal of SMK (MKKS SMK) in Purworejo County. This study reveals six steps to identify such the principal: (1) to increase principal competenecy, (2) to increase capacity of human resources management, (3) to increase strategies to motivate teachers and students, (4) to increase leadership capacity, (5) to increase networking with DUDI, and (6) to increase development of school productivities.

Taking a value network from concept to reality: Canadian Health Leadership Network (A case study)

This article describes, in a step-by-step way, how the value network concept has been put to work to increase leadership capacity through the Canadian Health Leadership Network (CHLNet). The three phases in evolving the network are described: start-up, value creation, and consolidation phases. This is a case study that underscores the fact that networks are best facilitated rather than administered; that trust and reciprocity are the twin pillars for sustaining any network; and that leadership without ownership can be a driving force behind the success of a value network.

Meeting Undergraduate Life Science Education's Leadership Needs

T understand how to best support academic leaders who are working to improve undergraduate life science education, AIBS conducted a yearlong study, with support from the Howard Hughes Medical Institute (HHMI). During the summer of 2013, AIBS interviewed administrators of 16 leadership development programs to learn about their offerings for life science faculty leaders. In the fall, AIBS conducted a followup survey (see doi:10.1525/bio.2013.63.7.5 for results from the initial survey), to which just over 550 individuals responded. Fifty-nine percent of the survey respondents had held leadership positions, and 85 percent had played a lead role in shaping change within their academic department or unit. Through the survey results, we learned in which leadership development programs the respondents had participated and their perceptions of the programs’ impacts, the kinds of large-scale changes taking place at colleges and universities, the challenges and opportunities facing leaders of change, and their interests and needs in developing leadership skills. “Individuals leading change want to learn how to balance their traditional workload while moving significant curricular change forward,” says Muriel Poston, outgoing chair of the AIBS Education Committee and dean of faculty at Pitzer College. The study culminated in a synthesis meeting in March at HHMI, at which AIBS brought together a group of 25 leaders within the life sciences education community with a diverse set of perspectives and expertise in leadership development. The group worked to develop a shared conceptual understanding about leadership development for change and to identify mechanisms or questions that need to be addressed in order to increase leadership capacity. The HHMI investment in this study reflects its concern about the future of science—specifically, the interactions between scientific enterprises and society, explained Cynthia Bauerle, HHMI’s assistant director for undergraduate and graduate science education. At the meeting, she highlighted the growing disparities between those traditionally underrepresented in the sciences and those who have had greater opportunities in terms of college access, undergraduate retention, and academic leadership. “Our undergraduate programs must engage and inspire all students to become part of a future life sciences workforce that is representative of our diverse community and therefore prepared to innovatively address the challenges facing our modern society,” said Bauerle. James P. Collins, professor at Arizona State University, expanded on the challenges facing higher education by describing its state of “hyperchange.” He cited many reasons for this condition, including increases in the percentages of both contingent faculty members and nontraditional students, budgets that are stretched thin while tuition costs rise, and uncertainty among the public about the value of higher education. The fact that biology research no longer operates within distinct borders but, rather, takes place at the intersection of the life, physical, and social sciences and is constantly evolving new research areas only adds to the complexity. He argues in this month’s Viewpoint that to achieve the vision for undergraduate life science education, as it has been described by Bauerle and in multiple national reports, the academic community must place significant value on leadership, across all of higher education. We need to continue recruiting faculty and training students not only for interdisciplinary research and education but also for their leadership qualities, such as adaptability, social intelligence, strategic thinking, and a commitment to continual improvement, said Collins. Teri Balser, professor at the University of Florida and incoming chair of the AIBS Education Committee, engaged the participants in a dialogue about leadership in higher education. If we are to realize the goals that we have for life science education, academia will need to value a new kind of leadership, she stressed. “The culture of higher education is not traditionally one of shared leadership responsibility,” said Balser. We need to consider how to develop organic, adaptive, shared leadership throughout all of higher education, so that every stakeholder, not just those who hold leadership positions, is empowered to own the collective agenda and strategies to improve undergraduate education. Given these challenges, the participants identified gaps and barriers in leadership development and proposed strategies to address key priorities to increase leadership capacity. AIBS is preparing a report on the gathering’s outcomes to share with its more than 140 member scientific organizations, as well as academic institutions and the broader science, technology, engineering, and mathematics education communities. The report will chart a course forward for life science education and guide AIBS in developing its future programs.

Emergent School Leadership: Creating the Space for Emerging Leadership through Appreciative Inquiry

Much has been written on the importance of increasing leadership capacity in schools and managed systems for leadership development; however, little focus has been given to creating conditions to facilitate the emergence of leadership. This research study examines associations of strength-based reflexive processes to the emergence of educational leadership. Specifically, through qualitative analysis, the author explores the emergence of school leadership during an appreciative inquiry initiative in a large, urban school district and identifies the features of appreciative inquiry that were conducive to such emergence. In addition, the author notes that the initiative also provided participants with many of the elements considered vital to leading a healthy learning community: a greater understanding of the big picture, opportunities for professional reflection and sense making, a safe and affirming learning community, time to dialogue with others in the system regarding their core values and commitments, a collaborative work culture, space for networking, and the freedom to take action. Keywords: Emergent Leadership, Appreciative Inquiry, School Improvement

From leader to leadership: clinician managers and where to next?

Individual clinician leadership is at the forefront of health reforms in Australia as well as overseas with many programs run by health departments (and hospitals) generally focus on the development of individual leaders. This paper argues, along with others, that leadership in the clinician management context cannot be understood from an individualistic approach alone. Clinician managers, especially in the ranks of doctors, are usually described as 'hybrid-professional managers' as well as reluctant leaders for whom most leadership theories do not easily apply. Their experiences of leadership development programs run by health departments both in Australia and internationally are likely to be based on an individual leader-focussed approach that is driving health care reforms. These approaches work from three key assumptions: (1) study and fix the person; (2) give them a position or title; and (3) make them responsible for results. Some would argue that the combination of these three approaches equates to heroic and transformational leadership. Several alternative approaches to leadership development are presented to illustrate how reforms in healthcare, and notably in hospitals, must incorporate alternative approaches, such as those based on collective and relational forms of leadership. This does not mean eschewing individual approaches to leadership but rather, thinking of them differently and making them more relevant to the daily experiences of clinician managers. We conclude by highlighting several significant challenges facing leadership development for clinician managers that arise from these considerations.

Increasing leadership capacity for HIV/AIDS programmes by strengthening public health epidemiology and management training in Zimbabwe

BackgroundIncreased funding for global human immunodeficiency virus prevention and control in developing countries has created both a challenge and an opportunity for achieving long-term global health goals. This paper describes a programme in Zimbabwe aimed at responding more effectively to the HIV/AIDS epidemic by reinforcing a critical competence-based training institution and producing public health leaders.MethodsThe programme used new HIV/AIDS programme-specific funds to build on the assets of a local education institution to strengthen and expand the general public health leadership capacity in Zimbabwe, simultaneously ensuring that they were trained in HIV interventions.ResultsThe programme increased both numbers of graduates and retention of faculty. The expanded HIV/AIDS curriculum was associated with a substantial increase in trainee projects related to HIV. The increased number of public health professionals has led to a number of practically trained persons working in public health leadership positions in the ministry, including in HIV/AIDS programmes.ConclusionInvestment of a modest proportion of new HIV/AIDS resources in targeted public health leadership training programmes can assist in building capacity to lead and manage national HIV and other public health programmes.