Leadership Development Model Research Articles

Key Competencies among Engineering Leaders in the Malaysian Construction Industry

In the rapidly evolving field of engineering, effective leadership is essential for the successful completion of complex projects. However, engineers often hesitate to take on leadership roles and are underrepresented in leadership positions (Jamieson & Donald, 2020). While there is a growing body of literature on engineering leadership, much of it lacks empirical rigor and tends to focus on managing engineers rather than leadership competencies (Schell et al., 2021). Moreover, research specific to engineering leadership, particularly in Malaysia, is limited. This study addresses these gaps by exploring the key competencies required for engineering leaders in Malaysia’s construction industry. Using a qualitative research design, data was collected through in-depth interviews with 17 engineering leaders. Purposive sampling was employed to select participants based on specific criteria. Constant comparative analysis revealed three primary competencies: (1) the ability to establish and work toward a set vision, (2) the ability to frame and address engineering project issues, and (3) the ability to manage resources effectively. This study contributes valuable insights into the competencies that define effective engineering leaders, offering practical implications for leadership development and engineering management practices. By cultivating these competencies, organizations can enhance leadership capabilities and improve project outcomes. The findings suggest that focusing on strategic vision, problem-solving, and resource management can help foster better leadership in engineering projects. Ultimately, this research lays the foundation for further exploration into engineering leadership, particularly in non-Western contexts, and provides a model for leadership development tailored to the engineering domain.

A leadership and policy development model for driving operational success in tech companies

In the fast-evolving landscape of technology companies, leadership plays a critical role in shaping operational policies that align with long-term business goals. This review introduces a leadership and policy development model designed to drive operational success in technology-driven organizations. The model emphasizes the importance of visionary, collaborative, and data-driven leadership in developing and implementing operational policies that not only enhance day-to-day efficiency but also support sustainable growth and innovation. The framework is built around key leadership pillars, including visionary leadership that sets a clear operational direction, collaborative leadership that fosters cross-functional engagement, and data-driven leadership that leverages analytics to inform policy decisions. It highlights the process of policy creation and implementation, beginning with an assessment of existing operational challenges, followed by the development of scalable policies that align with business strategies. The model also incorporates agile leadership, which promotes adaptability in response to rapid technological advancements and market shifts, ensuring that policies remain relevant and effective. Moreover, the model focuses on promoting operational innovation by embedding policies that encourage research and development, cross-department collaboration, and continuous improvement. Leaders are encouraged to integrate Lean and Agile methodologies within policies to streamline processes, reduce inefficiencies, and improve overall operational performance. Through real-world case studies and applications, this review demonstrates how technology companies can benefit from leadership that actively shapes policies to foster operational excellence. The proposed model serves as a strategic tool for tech leaders, helping them align operational policies with long-term objectives, drive innovation, and maintain competitive advantage in the global market. By adopting this leadership-driven policy approach, tech companies can enhance their ability to scale effectively and sustain operational success in an ever-changing environment.

Growing Greener: Cultivating Organisational Sustainability Through Leadership Development.

Organisations significantly contribute to climate change, making them essential targets for climate mitigation strategies. There is an opportunity to curb organisations' environmental impact by increasing the amount of pro-environmental behaviour (PEB) among employees. Many social and psychological factors impact an employee's likelihood of performing PEBs. Among social-psychological factors influencing employee PEB, leadership is unique as it is a social-psychological factor that can control or influence other factors. Leadership makes performing PEBs at work and home different. Due to its unique position, leadership has garnered attention from practitioners and researchers for how it can affect organisational environmental sustainability. There is limited research focusing on how leadership development can promote employee PEB, thereby increasing organisational environmental sustainability. Researchers conducted a narrative review that provided an overview of how leadership uniquely affects employee PEB, bringing together findings from various fields. Through this review, the authors propose the ICERR model for leadership development, which outlines five key capability areas and three desired outcomes for leadership development related to environmental sustainability. This model consists of 14 proposals that provide a framework for future research and identify critical areas for leadership development programmes looking to impact environmental sustainability.

Maximizing the Impact and ROI of Leadership Development: A Theory- and Evidence-Informed Framework.

Globally, organizations invest an estimated USD 60 billion annually in leadership development; however, the workplace application of learning is typically low, and many programs underperform or fail, resulting in wasted time and money and potential harm. This article presents a novel theory- and evidence-informed framework to maximize the outcomes and return on investment (ROI) of leadership development programs. The foundation of the framework derives from four separate literature reviews: three systematic reviews on leadership development, including the only two to isolate gold-standard elements of effective design, delivery, and evaluation, and one on "training transfer". Informed by innovative principles of leadership development and unique theoretical models and frameworks, this framework consists of 65 evidence-informed strategies that can be applied as a foundation (9), and before (23), during (17), at the conclusion of (11), and sometime after (5), programs, to maximize impact and ROI. Implications for practice and further research are also presented. Given the stakes, there is an urgent need for evidence and tools to maximize the impact and ROI of leadership development. This novel framework provides robust theory- and evidence-informed guidance for governments, policymakers, and those funding, designing, delivering, and supporting development.

A conceptual model of authentic leadership in cross-cultural context

The objective of this research paper is to present a conceptual model of authentic leadership in a cross-cultural context, aimed at exploring how cultural elements influence the development and perception of leaders’ authenticity. This model draws upon authentic leadership development model and incorporates a followership perspective to study authentic leadership. It posits that culture assumes three critical roles within this framework: expanding, enabling, and encoding. In the expanding role, the concept of authentic leadership is broadened in scope due to varying self-concepts across cultures as individuals from different cultural backgrounds express diverse expectations of what an authentic leader should be. In the enabling role, exposure to different cultures through international experiences enable leaders to enhance their cross-cultural psychological capital and cultural intelligence, allowing them to navigate variations in authenticity effectively. Finally, for the encoding role, the perception of leader’s authenticity, which is related to behavioral integrity, value congruence, and emotional authenticity, becomes intricate as the three factors are encoded due to the differences between leader’s and follower’s cultural norms and values.

A Model for Developing Academic Leadership of Teachers in the 21st Century Under the Office of Primary Educational Service Area in Thailand

This research aimed to present a model for developing the academic leadership of teachers in the 21st century under the Office of Primary Educational Service Area. This study used an integrated research method divided into two phases. Phase One aimed to study the current state of academic leadership of teachers in the 21st century under the Office of the Primary Educational Service Area. The sample group of this phase included 335 educational institution administrators, teachers, and heads of the academic department at schools under the jurisdiction of the Primary Educational Service Area Office Government Inspection Area 14, derived from stratified random sampling and three exemplary educational institutions. Phase Two aimed at creating a model for developing teachers’ academic leadership in the 21st century under the Office of the Primary Educational Service Area. The sample group of this phase consisted of 12 experts for a focus group meeting, obtained from purposive sampling. The research tools used were questionnaires, interviews, and evaluation forms. Data were analyzed to investigate average, standard deviation, and content analysis. The research results showed that the current overall condition in every aspect was practiced at a high level. In addition, there were five academic leadership development models for teachers in the 21st century under the Primary Educational Service Area Office: principles of the model; objectives of the model; methods of operation of the model; evaluation of the model, and conditions for success of the model. The models were appropriate and the overall feasibility was high.

The Impact of Experiential Learning and Emotional Intelligence Towards Leadership Development of Undergraduate Students

Introduction/Main Objectives: To investigate the impact of emotional intelligence on the development of effective leadership, with mentorship activities embedded within student's participating in Magang dan Studi Independen, Merdeka Belajar Kampus Merdeka (Certified Internship and Independent Study Merdeka Belajar Kampus Merdeka, MSIB MBKM) as a moderating element. Background Problems: Scholarly investigation on experiential learning has demonstrated its superior efficacy as a pedagogical approach compared to traditional lecture-based teaching methods. MSIB MBKM is created on this basis however, to date minimum research is available. Novelty: This study will generate insight to understand the moderating effects of mentoring in MSIB MBKM towards the relationship between emotional intelligence and leadership development. Methods: Hayes process model 1 was conducted to address the research questions. Secondary data was obtained from a questionnaire by the MBKM committee to monitor and evaluate the process of MBKM. The questionnaire was administered for 4 months and obtained 4,007 responses. Finding/Results: Emotional intelligence significantly affects the leadership development of undergraduate students (comparing t statistics value to t table value; 19,367 > 1,648). Evidently, an R value of 0,430 shows that there is a 43% relationship. Therefore, it has empirically demonstrated its major impact on the enhancement of leadership skills among undergraduate students. The additional moderating contributes 44.2% to the explanation of the variance effect of the aforementioned relationship. Conclusion: This study contributes to the development of a program model for leadership development by evaluating the complementary effects of emotional intelligence and mentoring activities on optimal leadership performance.

The Military Medicine Leadership Life Cycle: A Model for Longitudinal Leadership Development for Staff Physicians.

Leadership development is a challenge for all health care systems. Military Medicine has unique challenges with increased frequency of physician turnover and more junior leaders taking on positions of leadership earlier in their careers. Military medical corps officers are also challenged with leading in clinical, academic, and operational settings. Effective leadership within the Military Healthcare System requires an intentional and ongoing leadership development process across the careers of military medical corps officers. This article describes the leadership lifecycle of military medical corps officers, highlighting existing leadership development opportunities and providing an example of a leadership lifecycle from junior staff to senior executive for other organizations. The article concludes with specific recommendations that will allow military medicine to continue to strengthen the leadership skills of its officers to meet ever growing challenges.

Model for Global Leadership Development in Multinational Corporations (MNCs)

Model for Global Leadership Development in Multinational Corporations (MNCs)

The Military Medicine Leadership Life Cycle: A Model for Longitudinal Leadership Development in Medicine-Undergraduate and Graduate Medical Education.

Physicians must be leaders more than ever with innumerable challenges. Despite this need, there is a paucity of consistent leadership development (LD) from medical student to staff physician. Military medicine has additional challenges-working within a large health care organization, constant turnover, working in a variety of contexts-that make the need for LD even more pressing. The purpose of this paper is to describe the LD life cycle for military undergraduate and graduate medical education (UME and GME), providing examples for other organizations while identifying steps to meet the future needs in military medicine. The Health Professions Scholarship Program produces over 75% of graduates for military medicine each year. Yet, since learners are dispersed throughout civilian medical schools any LD results in a heterogeneous experience. Uniformed Services University has a 4-year LD program required for all students as well as other opportunities for leadership professional growth. Military GME programs are unique, requiring a military unique curriculum to prepare graduates for their initial assignments. Military unique curriculum vary, but include clinical topics relevant to military medicine as well as leadership. There is no Military Healthcare System-wide leadership curriculum used by everyone at this time. Based on these UME and GME approaches to LD, there have been multiple lessons learned formed on the authors experience and published literature: learners do not typically see themselves as leaders; learners want applicable curriculum with less lecturing and more application and discussion; programs are often siloed from one another and sharing curriculum content does not typically occur; no one-size-fits-all model. On the basis of the lessons learned and the current state of UME and GME leadership education, there are 5 recommendations to enhance UME and GME leadership programs: (1) develop a Health Professions Scholarship Program Leadership Curriculum; (2) develop a MHS GME Leadership Curriculum; (3) integrate UME and GME Leadership Curricula; (4) develop faculty to teach leadership; and (5) conduct research on UME and GME in military and share lessons learned. We suggest a roadmap for strengthening LD within military medicine and civilian institutions.

Learn and Lead: Implementation of a Leadership Development Pilot Program at the Centers for Disease Control and Prevention.

The Centers for Disease Control and Prevention (CDC) needs leaders at all levels who can address technical and adaptive challenges in a changing public health landscape. We assessed the feasibility of implementing an enterprise-wide leadership development model. In June 2023, we launched a pilot program, Learn and Lead, for nonsupervisory staff in early and mid-career levels. One hundred sixty-nine participants registered, and 149 completed at least 6 weeks of the 8-week program. We gathered quantitative and qualitative data through weekly electronic surveys and in-depth interviews. We calculated frequencies for closed-ended Likert-scale items and performed content analysis of open-ended items to assess most frequently mentioned themes. We based the pilot's design on CDC's leadership development framework to assess application of the framework and alignment of curriculum to the framework. Three themes emerged: logistics and facilitation, leadership development curriculum, and making connections with self and others. Findings for logistics and facilitation highlighted preferences for course length, small breakout groups, mixed weeks, and value of staff support. Findings for the leadership development curriculum underscored the relevance of the US Office of Personnel Management's fundamental competencies to leadership development. Findings for making connections with self and others supported the cohort model and the importance of networking. The pilot curriculum aligned well with the CDC leadership development framework. Feedback provided by pilot participants is being used to help shape CDC's ongoing leadership development efforts.

Developing African Christian Leaders for Global Transformation

Christianity is growing massively in the Global South, while it is declining in the rest of the world. This has changed the trajectory of missionary work. Africans used to be recipients, but are now benefactors who promote the gospel and lead mega-churches beyond their motherlands. Correspondingly, African Christian leaders ought to develop their capacities. While some of them appreciate the importance of leadership development, as confirmed by publicized leadership seminars and conferences, few African churches have contextualized Christian leadership development frameworks.Most problematically, countless Christian leaders have been the subjects of disturbing controversies, and they age and die without having prepared people to succeed them. By failing to do so, they betray the mission of God and the Church. Although having a call is invaluable for ministry and leadership, continuous leadership development is highly necessary for effectiveness, as ministerial needs grow daily while the capacities of Church leaders are limited. Applying grounded research as theory and engaging with contemporary literature, this paper reviewed African Christian leadership, and drew on leadership development models from the Old and New Testaments, in view of Malphurs and Mancini’s (2004) leadership development framework. This paper identified the necessity of contextualizing leadership development, appraising incumbent leaders, and addressing their situational challenges and needs, and recommends consistent holistic capacity enhancement in correspondence with changing times, contexts, people and places. Keywords: Christian Leadership, Mission, Leadership Development, Sustainability, Transformation

Foundational Leadership and Organizational Wellness (FLOW) Model: Designing leadership learning for individuals and organizations.

This article shares the foundational leadership and organizational wellness (FLOW) model, which is a leadership development model that seeks to better understand the relationship between individual leadership development and organizational development and wellness. The model is presented as a whole, followed by deep exploration by each piece of the model undergirded in existing scholarship and practical discussion throughout. Implications for practice and future research are shared to conclude the article.

The Strategic Role of Social Networks in Academic Leadership Development

University leaders navigate a complex and dynamic environment, balancing the diverse expectations of students, faculty, policy makers, and governmental bodies. Proficiency in these roles requires deep academic understanding, contextual knowledge, and effective management and leadership skills. This study explored how faculty members serving as department chairs developed their leadership capacity when entering the role. The investigation utilized social network theory and a leadership development model to examine department chairs’ experiences at a Canadian research-intensive university. It employed a qualitative research approach combining constructivist philosophy, case study design, and inductive research techniques. Drawing on the key themes of role entry, role understanding, and skill development, the study found that social networks played a central role in the participants’ leadership development. Post-secondary institutions may consider supporting leadership networks and providing equitable access to learning opportunities to increase academic leadership capacity.

A Guide for Leaders in Higher Education: Core Concepts, Competencies, and Tools

"A Guide for Leaders in Higher Education: Core Concepts, Competencies, and Tools" authored by Brent D. Ruben, Richard De Lisi, and Ralph A. Gigliotti, is a comprehensive exploration of leadership in the complex landscape of higher education. The book begins by establishing the foundational importance of leadership development and adeptly guides leaders through the dynamic challenges inherent in the ever-changing higher education environment. The authors address organizational and strategic challenges, offering practical insights derived from their extensive experiences. Notably, the book delves into the missions, purposes, and principles shaping colleges and universities, acting as a practical compass for leaders to navigate diverse stakeholder expectations. A significant portion of the book is dedicated to an in-depth examination of leadership concepts and competencies, providing practical tools and strategies for leadership development. The authors explore university cultures, communication skills, and the roles of leaders, empowering them not just to survive but thrive in their roles. The final section presents a panorama of leadership development models, offering a diverse array of approaches, characteristics, and programs. The inclusion of supplementary materials, such as communication behavior scales and leadership competency scorecards, adds a practical dimension. Beyond theoretical exploration, the book showcases real-world implications, exemplified by leadership programs from the Big Ten Academic Alliance. Tailored for higher education leaders, administrators, and educational professionals, the book serves as a companion in the challenging journey of leadership. The academic tone ensures a depth of understanding matching the complexity of the subject matter. In a higher education landscape undergoing continual transformations, this guide stands as a beacon, addressing broader themes like strategic planning, change management, communication, and leadership development. It emerges as a cornerstone in literature on higher education leadership, leaving an indelible mark by empowering leaders with the knowledge and wisdom needed to navigate complexity and foster positive change.

Assessment of the prevention and problem solving of drug problem with participation in schools under the local administrative organization in Sisaket province

The objectives of this research were (1) to assess the suitability and feasibility of participatory approaches for the prevention and solution of drug problems of schools under Sisaket Provincial Administrative Organizations and (2) to create a consensus proposing a leadership development model that influences driving effectiveness, management and performance on drug prevention of schools under the local government organization. The informants were the study administrators and teachers who were responsible for prevention and correction drug problem of school, each group of 5 people, and the total of 10 people, obtained by purposive selection. The research instrument was a semi-structured interview. The interviews were conducted during January to March 2023. The research results showed that (1) Participatory approaches for the prevention and solution of drug problems of schools under the local administrative organizations in Sisaket Province of every created item had a suitability assessment at a level higher than the specified criteria and the possibility of implementing the guidelines; and (2) leadership development model that influences management and results of drug prevention operations in schools under the local government organization can be summarized in 5 issues: (1) raising awareness and education (2) developing communication skills (3) building trusted teams (4) being a good role model, and (5) self-reflection and assessment.

Leadership training and just-in-time nudges: A field experiment on the transfer of learning into action

Government agencies use leadership training programs to improve human capital and public service provision. However, existing research ignores how limited cognitive capacity and task overload in the aftermath of leadership training programs can reduce the transfer of learning into action. Integrating insights from behavioral science on choice architecture with research on leadership development, we propose a leadership development model with “just-in-time” implementation nudges. In a field experiment involving 226 Danish public managers and their 4,442 employees, we found that employees perceived their managers as exhibiting more transformational leadership behaviors following our leadership development intervention. The intervention combined classroom training with just-in-time implementation nudges that targeted goal-oriented development dialogues. We also found that these dialogues mediated the treatment effect on transformational leadership behavior. Our results highlight the need to consider choice architectural approaches in designing leadership development efforts in the public sector.

Tailoring a specific medical leadership development program for faculty members: the Lyon-Ottawa experience

ABSTRACT The development of leadership skills has been the topic of several position statements over recent decades, and the need of medical leaders for a specific training was emphasized during the COVID-19 crisis, to enable them to adequately collaborate with governments, populations, civic society, organizations, and universities. However, differences persist as to the way such skills are taught, at which step of training, and to whom. From these observations and building on previous experience at the University of Ottawa, a team of medical professors from Lyon (France), Ottawa, and Montreal (Canada) universities decided to develop a specific medical leadership training program dedicated to faculty members taking on leadership responsibilities. This pilot training program was based on a holistic vision of a transformation model for leadership development, the underlying principle of which is that leaders are trained by leaders. All contributors were eminent French and Canadian stakeholders. The model was adapted to French faculty members, following an inner and outer analysis of their specific needs, both contextual and related to their time constraints. This pilot program, which included 10 faculty members from Lyon, was selected to favor interactivity and confidence in older to favor long-term collaborations between them and contribute to institutional changes from the inner; it combined several educational methods mixing interactive plenary sessions and simulation exercises during onescholar year. All the participants completed the program and expressed global satisfaction with it, validating its acceptability by the target. Future work will aim to develop the program, integrate evaluation criteria, and transform it into a graduating training.

Empowering the Next Generation: Unveiling Leadership Motivators for Millennial Women in Christian Higher Education

Over the past decade, the rate of presidential turnover in higher education has accelerated, prompting research on what motivates the next generation of leaders. This article focuses on millennial women in Christian higher education, a sector where White male leaders have historically dominated: Women have remained underrepresented in college presidencies despite earning the majority of degrees at all levels. Although leadership literature has addressed that women have broken beyond the glass ceiling toward improved gender equity, both gender and generational barriers continue to impede a woman’s ambition to pursue a presidency. The research herein was conducted using the theoretical framework by Dahlvig and Longman, a women’s leadership development model, to investigate further millennial women’s intrinsic and extrinsic motivators to aspire and pursue a presidency in Christian higher education. This article explores the relevant literature and examines the findings from interviews of 12 millennial women participants who work at Christian colleges and universities within the Council for Christian Colleges & Universities. Seven major themes emerged from the data: (a) patient preparation for the presidency; (b) the value of relationships, recognition, and representation; (c) how the experiences of current leaders differ; (d) what it means to be intrinsically wired as a leader; (e) care for the well-being of the institution; (f) exercising faith over fear; and (g) transformation through developmental relationships with mentors, coaches, and sponsors. These findings contribute to an understanding of the motivators of millennial women as they contrast with previous generations. Findings also support the adapted model proposed here, the millennial women’s leadership development model, as well as offering practical implications for campus leaders and aspiring women presidents.

The leadership development model influencing drug prevention management and performance of schools under the local administrative organization

This study employs a mixed-methods approach, combining quantitative and qualitative research methodologies to investigate the dynamics of leadership, management, and performance in the context of drug prevention within schools under local administrative organizations. The research pursues three main objectives: (1) to examine the key elements of leadership, management, and performance related to drug prevention in these educational institutions, (2) to analyze the direct, indirect, and combined influences of leadership on the management and performance of drug prevention efforts, and (3) to formulate policy recommendations for influential leadership development models tailored to enhance the management and performance of drug prevention initiatives. Quantitative data were collected from 400 personnel within educational institutes under the Sisaket Local Administrative Organization, utilizing stratified random sampling and a questionnaire with a high-reliability score of 0.978. Concurrently, qualitative insights were from 12 purposively selected educational institutes in the same administrative context through the focused group. The analytical toolkit included frequency, percentage, mean, standard deviation, structural equation analysis, and content analysis. Key findings indicate the appropriateness of utilizing trait-based, behavior-based, and situational leadership alongside Principles of management to construct a comprehensive structural equation model. The performance emerges as primarily influenced by Principles of management, all statistically significant at 0.01 level. In terms of policy suggestions, the focus centers on fostering a knowledgeable and collaborative team, developing leadership skills through cooperation, and creating an organizational culture that supports learning and development. This integrated leadership development approach is the picture to significantly impact the effective management and prevention of drug abuse in schools under local administrative organizations.