Developing Leadership Capacity Research Articles

STRATEGI PENGEMBANGAN KAPASITAS KEPEMIMPINAN DALAM MEWUJUDKAN PENINGKATAN KINERJA PENGELOLAH JABATAN PADA BADAN KEPEGAWAIAN DAERAH PROVINSI SULAWESI TENGGARA

This study aims to explore the development of leadership capacity and empowerment of staff and to know the factors of leverage in the management of position mutations. This research was conducted in 2014. Analysis of the data used in this study was comparative analysis and SWOT analysis. The results of the research are (1) providing broad opportunities to participate in both relevant and accredited education to support the management of position mutations (2) Encouraging employees to take part in Leadership Training especially for structural office holders (3) Encouraging Civil Servants to participate in tiered Functional Training for functional office holders, (4) Encouraging Civil Servants to participate in Technical Training for staff and officeholders in order to strengthen the implementation of tasks, (5) Encouraging Civil Servants to attend short courses, (6) developing in-house training in the context of mastering assignments for staff. The policy strategy that can be carried out is to improve the quality of the apparatus resources through formal education of SI, S2, S3 and leadership training and tennis training, improve solid policy matching in the field of apparatus development and improve the facilities and infrastructure of personnel management information systems. Keywords: Development, Capacity, Leadership, Performance

Online Leadership Short Course for County Extension Directors

Engaging the Extension workforce in professional development is critical for learning, behavior change, and continued development. However, county Extension directors find it difficult to juggle the various demands on their time, including the need to develop the leadership competencies required to be successful in their roles. Online leadership training is one option that can be used to address this time demand faced by Extension leaders and provide an avenue for developing leadership capacity. We discuss the design and implementation of the 10-week online Leadership Short Course for county Extension directors and the reactions of participants.

Healthcare middle managers` experiences developing leadership capacity and capability in a public funded learning network

BackgroundHealthcare middle managers (HMMs) have, as the leaders closest to clinical practice, a crucial position in healthcare today. There is broad knowledge about the demands on HMMs’ capacity, their situation in general, and the challenges this presents for the improvement of healthcare quality. There is less knowledge about how to facilitate HMMs` capacity and capability with regard to their leadership and how to handle this in a complex context. The purpose of this study was to identify and discuss the facilitation of HMMs’ development of capacity and capability for leadership.MethodA critical hermeneutic design was chosen. Data were collected through three focus group interviews with Norwegian HMMs who participated in a learning network. A user representative (from among the recipients of public healthcare), involved in the same learning network, participated in all three interviews. A qualitative interpretive approach guided the analysis.ResultsThe results show two main themes: 1. Trusted interaction despite organizational and structural frames and 2. Knowledgeable understanding of a complex context.ConclusionThis learning network facilitated HMMs` development of capacity and capability for leadership. The development included a combination of understanding the complex context, knowledge, trust, and confidence. The approaches in the learning network were based on transformative learning, coherence, reflection, discussion, repetition, knowledge sharing, and short lectures. These approaches can be recommended for the facilitation and support of HMMs.

Developing senior leadership for clinical and translational science.

The fifth in a 5-part series on the clinical and translational sciences educational pipeline, this paper focuses on strategies for developing leadership capacity among senior faculty and administrators responsible for clinical and translational science (CTS) research. Although progression in academic rank recognizes scientific excellence in research or scholarship, neither disciplinary training nor experience alone prepare senior faculty for the leadership challenges they inevitably face. Yet these faculty are increasingly responsible for multidisciplinary teams working within complex organizations with unclear or conflicting incentives that demand innovation. In academic health centers with Clinical and Translational Science Awards (CTSAs), investing in leadership often includes career development support in the CTSA education and training pillar programs. Only a few CTSAs have taken an intentional approach to developing senior leadership capacity, however, and still fewer have focused specifically on building such capacity for current CTS leaders within the context of a growing emphasis on team science. This manuscript explains the need for senior leadership training and describes an established example of such a program, the year-long Leadership for Innovative Team Science program for senior CTS researchers at the University of Colorado. The development of the program over time, topical elements, and participant perspectives are provided.

Raising achievement of black Caribbean pupils: good practice for developing leadership capacity and workforce diversity in schools

ABSTRACTThis research aims to examine the success factors behind raising the achievement of Black Caribbean pupils with focus on leadership and work force diversity factors. Drawing on case studies and focus group methodological approaches of research the study findings identified a number of success factors including the strong leadership of the Headteacher, effective use of a diverse multi-ethnic workforce, valuing and celebrating cultural diversity, providing an inclusive curriculum that adds to gives pride in being Black Caribbean. What is particularly special about the case study schools is that the leadership of the schools are strong on equality and diversity issues and there are also plenty of opportunities for teachers and school staff to celebrate cultural diversity and reflect on the achievement of Black Caribbean pupils. Overall the study suggests that Black Caribbean pupils do well in multicultural schools with a strong school leadership on diversity and equality issues. Policy implications for developing leadership capacity and workforce diversity are discussed in the final section.

DO CARROTS MAKE YOU STRONG? MOTIVATIONAL AND TEAMWORK EFFECTS OF GAMIFICATION OF PROFESSIONAL DEVELOPMENT FOR FIRST YEAR ENGINEERING STUDENTS

Abstract – There is an increasing interest in developing leadership capacity among engineering students, but these efforts are often split between curricular and cocurricular initiatives. This paper reports on an attempt to bridge these two worlds by using in-class incentives for first-year students to participate in leadership workshops. Findings are that team leaders participate at higher than average rates, that students surveyed had attended a large number of workshops and gave on average more detailed feedback than previous cohorts. However, there was no major evidence of greater team-member effectiveness among those who participated in workshops.

LEADERSHIP PROFILE OF LAWYER CANDIDATES IN KAZAKHSTAN

There is a perception that lawyers differ from other professionals in a variety of ways. If ‘lawyer personality’ exists, we will attempt to explore the personality profile of Kazakhstani law students and predict their leadership skills. Understanding their strengths and weaknesses is an essential part of self-knowledge for leaders. The study examines the influence of 1) physiological (temperament and behavioral activation / inhibition system), 2) cognitive (brain dominance and intelligence), 3) personality (Myers-Briggs Type Indicator and locus of control), and 4) morality (career values) factors on the development of leadership capacity of future lawyers. To investigate this issue in Kazakhstani educational environment we surveyed 150 students of Law Department from Suleyman Demirel University. The results demonstrated the evidence of the impact of law students’ personality on leadership capacity: they are transactional leaders, decisive and responsible, making others readily follow them and get the job done. Hopefully, the preferences that the students demonstrated in interpersonal /intrapersonal intelligence and their desire to satisfy their status , service, and social relationship needs in law career will facilitate their move from narcissistic transactional towards success for transformational servant leadership style. Article DOI: https://dx.doi.org/10.20319/pijtel.2017.12.6274 This work is licensed under the Creative Commons Attribution-Non-commercial 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc/4.0/ or send a letter to Creative Commons, PO Box 1866, Mountain View, CA 94042, USA.

CSP leadership development programme: an approach to developing leadership capacity within the UK physiotherapy profession

CSP leadership development programme: an approach to developing leadership capacity within the UK physiotherapy profession

The Significance of Student Organizations to Leadership Development.

Student organizations have existed for almost as long as educational institutions have. This chapter examines the historical role of student organizations in developing leadership capacity in students, as well as their current roles on high school and collegiate campuses in creating transformational environments for student leadership learning and growth.

Promising Practices


 
 
 This study applies transformational leadership theory practices to examine the purposeful ways in which principals work to build the next gen- eration of teacher leaders in response to the shortage of K-12 principals. Given the impact, principals have on student development and the shortage of those applying for the principalship, the purpose of this cross-case analysis was to discover how principals build leadership capacity at their respective school sites and groom individuals for leadership roles. Further, this study explored teacher perceptions of the practices in addition to factors that facilitated or inhibited the implementation of the principals’ practices. Three school principals served as the primary participants for this research, and data were gleaned from interviews, observations, and artifacts. Findings indicated that the principals fostered leadership capacity by providing authentic administrative opportunities for teachers pursuing the administration credential. Additionally, the principals’ methods for building leadership capacity were positively perceived by the identified teacher leaders. Factors that facilitated leadership capacity development include school and district systems and structures, while factors that inhibited teachers’ development include psychological concerns. This study illuminates the need for principals to build leadership capacity at their school sites in order to purposefully prepare teacher leaders for principal succession.
 
 

Developing Leadership Capacity in Others: An Examination of High School Principals' Personal Capacities for Fostering Leadership

In this multisite case study, we examine the personal capacities of six high school principals who have developed the leadership capacities of other leaders in their respective schools. Participants were purposefully selected by two teams of researchers in two states of the United States, one on the east coast and one on the west coast, who engaged their professional networks of current and former educational leaders to obtain recommendations of high school principals known to develop the leadership capacities of formal and informal leaders in their schools. The findings indicate that the principals possessed a strong commitment to developing leadership capacity, understood leadership development as a process and tolerated risk. This study adds to the rapidly growing corpus of literature focused on distributed leaders by illustrating the complexities of developing leadership capacity in an attempt to increase organizational leadership capacity, and by highlighting the relevant characteristics of principals who have intentionally sought to do so.

Fanning and refuelling the flickering flame of faculty development

The challenges of healthcare provision in South Africa have led to initiatives to strengthen the public sector, increase the number of healthcare workers, improve the relevance of training programmes, and develop leadership capacity to enable more positive health outcomes in communities. These initiatives in health have been implemented concurrently with developments in education with the hope to improve the quality of, and to transform, learning for the very diverse student population enrolled at institutions of higher learning. In this context, faculty development is offered to staff to stay abreast of pedagogical and disciplinary developments. Faculty development essentially includes efforts at individual, institutional or system level to capacitate staff with knowledge and skills in areas considered essential for their function as faculty members.

Enhancing Nurse Leadership Capacity in Resource-Limited Countries

Background: Nurse leaders are essential contributors to global health and health care delivery systems. Developing and strengthening nurse leader capacity enhances quality care and improves patient outcomes so no one is left behind. Low workforce capacity leads to poor health outcomes for patients. Collaborations between institutions have been shown to strengthen nurse capacity in resource-limited countries and supplement the brain drain phenomenon. This discursive paper aims to share lessons learned from implementing a graduate nursing program to develop leadership capacity in a resourcelimited country and to discuss strategies to enhance partnerships, influence health policies, and improve global health care. Materials and Method: Develop nurse leadership capacity through a graduate nursing program. Results: To date, 51 students have been enrolled and 16 have successfully completed the master’s program with thesis. Most of the graduates now hold top management positions ranging from middle to senior management. These nurse leaders are in charge of operations and management, programming and policy implementation. Contributions of the program is demonstrated in changes in leadership capacity exemplified in marked infrastructural and process changes in the National Association of Gambian Nurses through increased nurse involvement at the Ministry of Health level, and enthusiasm and commitment to quality care for patients. Conclusions: Efforts to strengthen nurse leadership capacity through collaborations between developed and developing countries are essential to improve nurse leadership capacity, increase health policy engagement, and workforce retention. Workforce improvement and quality nursing services through these collaborations will strengthen nurse leadership and propagate positive health outcomes for patients as well as contribute to solving the brain drain in resource-limited countries.

Impact of MPH programs: contributing to health system strengthening in low- and middle-income countries?

BackgroundThe “health workforce” crisis has led to an increased interest in health professional education, including MPH programs. Recently, it was questioned whether training of mid- to higher level cadres in public health prepared graduates with competencies to strengthen health systems in low- and middle-income countries. Measuring educational impact has been notoriously difficult; therefore, innovative methods for measuring the outcome and impact of MPH programs were sought. Impact was conceptualized as “impact on workplace” and “impact on society,” which entailed studying how these competencies were enacted and to what effect within the context of the graduates’ workplaces, as well as on societal health.MethodsThis is part of a larger six-country mixed method study; in this paper, the focus is on the qualitative findings of two English language programs, one a distance MPH program offered from South Africa, the other a residential program in the Netherlands. Both offer MPH training to students from a diversity of countries. In-depth interviews were conducted with 10 graduates (per program), working in low- and middle-income health systems, their peers, and their supervisors.ResultsImpact on the workplace was reported as considerable by graduates and peers as well as supervisors and included changes in management and leadership: promotion to a leadership position as well as expanded or revitalized management roles were reported by many participants. The development of leadership capacity was highly valued amongst many graduates, and this capacity was cited by a number of supervisors and peers. Wider impact in the workplace took the form of introducing workplace innovations such as setting up an AIDS and addiction research center and research involvement; teaching and training, advocacy, and community engagement were other ways in which graduates’ influence reached a wider target grouping. Beyond the workplace, an intersectoral approach, national reach through policy advisory roles to Ministries of Health, policy development, and capacity building, was reported. Work conditions and context influenced conduciveness for innovation and the extent to which graduates were able to have effect.Self-selection of graduates and their role in selecting peers and supervisors may have resulted in some bias, some graduates could not be traced, and social acceptability bias may have influenced findings.ConclusionsThere was considerable impact at many levels; graduates were perceived to be able to contribute significantly to their workplaces and often had influence at the national level. Much of the impact described was in line with public health educational aims. The qualitative method study revealed more in-depth understanding of graduates’ impact as well as their career pathways.Electronic supplementary materialThe online version of this article (doi:10.1186/s12960-016-0150-7) contains supplementary material, which is available to authorized users.

Professional learning community process in the United States: conceptualization of the process and district support for schools

As the Professional Learning Community (PLC) process becomes embedded within schools, the level of district support has a direct impact on whether schools have the ability to re-culture and sustain highly effective collaborative practices. The purpose of this article is to share a professional learning community conceptual framework from the US, and to highlight recent findings relating to district level support for the PLC process in schools. The professional learning community conceptual model is organized around five dimensions: shared and supportive leadership, shared values and vision, collaborative learning and application, shared personal practice, and supportive conditions. The overarching question guiding this qualitative research study is: How do school district personnel (central office staff) support schools in the professional learning community process? Findings reveal the importance of transformative and proactive district involvement, and the use of transparency, trust, accountability, and autonomy in school re-culturing. It was also found that developing leadership capacity, embedding professional development, and focusing the culture on student success were critically important. As districts provide support for the PLC dimensions and themes, school leaders will have a foundation of curricular strategies, collaborative skills, and necessary resources to serve teachers and students through continuous school improvement.

Lessons that Last: LeaderShape-related Gains in Student Leadership Capacity over Time

The LeaderShape Institute is a popular immersion-based leadership program that is hosted on dozens of university campuses and conducted nationally each year. As part of a comprehensive research effort, a sample of 1,279 students at 21 participating institutions completed a pre-test prior to participating, as well as a post-test immediately after and a follow- up test three to four months later. Tests included measures of leadership skills, leadership- oriented self-efficacy, motivation to lead, and motivation to advocate for social issues. Results suggest students make gains in skill, confidence, and motivation to advocate for social issues, but that not all gains emerged similarly across social identity groups. Several differences emerged when comparing gains measured from pre-test to post-test and gains that included follow-up tests. This study provides support for the effectiveness of the LeaderShape Institute, and possesses several implications for the methods used in assessing the development of leadership capacity.

Reflections on Nutrition Leadership Capacity Development

Reflections on Nutrition Leadership Capacity Development

Why a renewed focus on regional governance is needed post-2015.

Why a renewed focus on regional governance is needed post-2015.

Recognizing postmodern intersectional identities in leadership for early childhood

Current interest in the development of leadership capacity within the early childhood profession provides an important opportunity to critically examine our field’s conceptualizations of leadership. Modernist binary leader/follower conceptions are not reflective of contemporary scholarship describing identities as multiple, dynamic, socially constituted, negotiated, complex and like the self, undergoing continuous transformation. Additionally, linear descriptions of leadership development contrast with research documenting professional growth and change as a nonlinear, cyclical, and contextually influenced process, and deny the existence of power relationships that afford and constrain the multiple and intersecting identities of practitioners in the early childhood field. Drawing on a multilevel model of intersectionality, we problematize how identities are described in discussions of early childhood leadership and propose the need to revisit, revise, and reimagine leadership concepts for our field by advancing a postmodern turn in our theorizing.

Lean and leadership practices: development of an initial realist program theory.

BackgroundLean as a management system has been increasingly adopted in health care settings in an effort to enhance quality, capacity and safety, while simultaneously containing or reducing costs. The Ministry of Health in the province of Saskatchewan, Canada has made a multi-million dollar investment in Lean initiatives to create “better health, better value, better care, and better teams”, affording a unique opportunity to advance our understanding of the way in which Lean philosophy, principles and tools work in health care.MethodsIn order to address the questions, “What changes in leadership practices are associated with the implementation of Lean?” and “When leadership practices change, how do the changed practices contribute to subsequent outcomes?”, we used a qualitative, multi-stage approach to work towards developing an initial realist program theory. We describe the implications of realist assumptions for evaluation of this Lean initiative. Formal theories including Normalization Process Theory, Theories of Double Loop and Organization Leaning and the Theory of Cognitive Dissonance help understand this initial rough program theory. Data collection included: key informant consultation; a stakeholder workshop; documentary review; 26 audiotaped and transcribed interviews with health region personnel; and team discussions.ResultsA set of seven initial hypotheses regarding the manner in which Lean changes leadership practices were developed from our data. We hypothesized that Lean, as implemented in this particular setting, changes leadership practices in the following ways. Lean: a) aligns the aims and objectives of health regions; b) authorizes attention and resources to quality improvement and change management c) provides an integrated set of tools for particular tasks; d) changes leaders’ attitudes or beliefs about appropriate leadership and management styles and behaviors; e) demands increased levels of expertise, accountability and commitment from leaders; f) measures and uses data effectively to identify actual and relevant local problems and the root causes of those problems; and g) creates or supports a ‘learning organization’ culture.ConclusionsThis study has generated initial hypotheses and realist program theory that can form the basis for future evaluation of Lean initiatives. Developing leadership capacity and culture is theorized to be a necessary precursor to other systemic and observable changes arising from Lean initiatives.