Leadership Development Project Research Articles

An ASCO leadership development project to understand barriers to clinical cancer research in the Asia-Pacific.

96 Background: There are huge challenges in conducting clinical research, with gross disparities in trial access for patients in the Asia-Pacific (APAC). ASCO initiated a leadership development program in 2021, and one of the projects involved understanding the barriers to conducting clinical research and trials regionally. Methods: We conducted a cross-sectional survey on barriers to clinical research using a 29-item questionnaire which covered potential barriers to establishing clinical groups to support trials, and respondents’ demographic and other information. We targeted oncology healthcare professionals (HCPs) from APAC via national societies, locoregional hospitals, and via social media channels. Data were collected through the SurveyMonkey platform. Countries were classified into high-income (HICs), upper-middle (UMICs), and lower-middle income countries (LMICs) according to the World Bank criterion. We hypothesized substantial differences in the responses of HCPs by income (HICs vs UMICs vs LMICs) due to political, cultural, ethical, and socioeconomic factors and evaluated the univariate association of each potential barrier using Chi-square test. Multivariable logistic regression models evaluated the association between the top five significant potential barriers and country grouping, adjusting for age, gender, specialty and affiliation. Results: Three-hundred responses were received from May to July 2022, representing 21 APAC countries and regions in total. Among these, 102 (34%), 57 (19%), and 137 (46%) HCPs practiced in HICs, UMICs, and LMICs, respectively, with 51% of respondents being female. Most HCPs practiced in medical oncology (35%), radiation oncology (29%), and surgical oncology (13%). Just under 70% of respondents had <= 10 years of training. Overall, the top five reported barriers included competing demands (reported by 88% of respondents), lack of financial support (86%), healthcare access issues for patients (75%), lack of research environment and infrastructure (72%), and lack of expertise of staff (68%). Adjusting for other factors, among these barriers lack of financial support, research environment and infrastructure, expertise, and healthcare access differed significantly between HICs and LMICs with respondents from LMICs more often reporting these barriers than those from HICs (p<=0.02 for all). Conclusions: This is the largest survey exploring the research and trial landscape in APAC that revealed common and specific challenges affecting different countries, thus emphasizing the importance of targeted measures when addressing these barriers. These findings will inform future potential action plans by ASCO and the APAC Regional Council such as skills training, embedding clinical research within practice and facilitating cross border interaction; to empower research in the region.

Distributed Leadership and its Affect to Self-efficacy of University Teachers: Toward a Faculty Leadership Development Program

This paper aims to explore the influence of distributed leadership on university teachers' self-efficacy, and puts forward a teacher leadership development project. By literature review and analysis, this paper analyzes the theory of distributed leadership of university teachers and related research, and puts forward a teacher leadership development project, which includes four steps: explore teachers' leadership potential, establish corresponding distributed leadership training programs for teachers, promote teacher team cooperation and communication and establish a distributed leadership development community for teachers. Through the implementation of this project, university teachers can enhance their leadership and self-efficacy, and improve their teaching performance and student satisfaction.

Identity Leadership, Employee Burnout and the Mediating Role of Team Identification: Evidence from the Global Identity Leadership Development Project.

Do leaders who build a sense of shared social identity in their teams thereby protect them from the adverse effects of workplace stress? This is a question that the present paper explores by testing the hypothesis that identity leadership contributes to stronger team identification among employees and, through this, is associated with reduced burnout. We tested this model with unique datasets from the Global Identity Leadership Development (GILD) project with participants from all inhabited continents. We compared two datasets from 2016/2017 (n = 5290; 20 countries) and 2020/2021 (n = 7294; 28 countries) and found very similar levels of identity leadership, team identification and burnout across the five years. An inspection of the 2020/2021 data at the onset of and later in the COVID-19 pandemic showed stable identity leadership levels and slightly higher levels of both burnout and team identification. Supporting our hypotheses, we found almost identical indirect effects (2016/2017, b = −0.132; 2020/2021, b = −0.133) across the five-year span in both datasets. Using a subset of n = 111 German participants surveyed over two waves, we found the indirect effect confirmed over time with identity leadership (at T1) predicting team identification and, in turn, burnout, three months later. Finally, we explored whether there could be a “too-much-of-a-good-thing” effect for identity leadership. Speaking against this, we found a u-shaped quadratic effect whereby ratings of identity leadership at the upper end of the distribution were related to even stronger team identification and a stronger indirect effect on reduced burnout.

Sparking a Movement for a Healthy Climate Through Leadership Development.

Climate change is increasingly impacting health, and health care is contributing to climate change through carbon emissions. Nurses can help mitigate climate change and its effects through leadership development initiatives to expand the impact of the efforts of a single person by activating others. This article describes one such nurse-led leadership development project. The intervention adapted a workshop series curriculum for faith community audiences to a health professional audience. The program gave participants the ability to assess their assets, understand the psychology of communication of climate change, and design appropriately-scaled actions to help mitigate climate change. The program consisted of three in-person workshop sessions plus bi-weekly individual consultations with participants. The seven participants included physicians, nurses, physician and nurse educators, a public health professional, and a veterinary medicine student. The workshops included content on communicating about climate change, crafting a public narrative/storytelling, and tools and methods for organizing in the climate movement. Participants completed action plans including a broad range of leadership efforts as part of the intervention; all participants completed at least the first step of their action plan during the program period. Qualitative interviews highlighted facets of participants' experiences. Nurses and other health professionals are leading the way in mitigating climate change; leadership development programs such as this are one way of taking effective climate action.

Enhancing Collaborative Leadership Among Parents of Children With Disabilities

Parent involvement and leadership have evolved over time and carry different meanings within various educational contexts in the United States. In special education, parent involvement includes the roles that parents of children with disabilities play in the development of their children’s Individualized Education Programs (IEPs), as well as in leadership and policy development and evaluation. In spite of the purported benefits of parent leadership in educational planning and policy, little research has been conducted on models that intentionally build critical skills and leadership opportunities among parents of children with disabilities. This article describes results associated with a leadership development project known as “Parents as Collaborative Leaders” (PACL) in which parents from across the United States participated in a leadership curriculum and individualized internship experiences at the local, state, and national levels. Participants reported a number of positive outcomes, including skills and experiences gained through curriculum and internship experiences, increased participation in leadership and policy activities, increased networking and relationships, and a sense of leading for a larger purpose. The article describes the development and implementation of the PACL model, outcomes associated with a subset of participants, and implications for policy and practice.

Mentoring: An Approach to Developing Leadership in Nurse Faculty Through an Innovative Clinical Simulation Project

An 18-month Nurse Faculty Mentored Leadership Development (NFMLD) program provided the opportunity for a novice nurse faculty to collaborate with an expert faculty leader to develop exemplary leadership skills and lead a team-based simulation project. The concept of a mentoring triad served as the relationship foundation. Each scholar and mentor dyad was linked to a faculty advisor to form a triad. The 3 goals of the NFMLD were individual leadership development, advancement of nursing education practice through a team-based leadership development project (LDP), and organizational change.

Developing Arizona Turnaround Leaders to Build High-Capacity Schools in the Midst of Accountability Pressures and Changing Demographics

Today’s accountability policies and changing demographics have created conditions in which leaders must rapidly build school capacity and improve outcomes in culturally diverse schools. This article presents findings from a mixed-methods evaluation of an Arizona Turnaround Leadership Development Project. The project drew on studies of turnaround leadership, capacity, and turnaround leadership development projects. Leadership teams attended institutes and regional coaching sessions focused on assessment literacy, curriculum, culturally responsive practices, organizational redesign, and community relationships. Results indicated gains in turnaround leadership knowledge and the importance of district support, full participation, and relationships with culturally diverse community members.

Early-Career Professionals Kick Off Leadership Development Project

Early-Career Professionals Kick Off Leadership Development Project

Impact of clinical leadership development on the clinical leader, nursing team and care-giving process: a case study

This study explored the dynamics related to a leadership development programme and their impact on the clinical leader, the nursing team and the care-giving process. While there is a growing conviction about the need to invest in transformational leadership in nursing, further insight into the true complexity of leadership development and, more specifically, how leadership can make a difference in nursing and patient outcomes is essential. A single instrumental case study was conducted in a unit of a large academic hospital where a Clinical Leadership development Project (CLP) was implemented successfully. We used mixed methods with multiple sources of data to capture the complexity of leadership development. Data were collected through individual interviews, focus groups and observation of participants. A purposive sample of 17 participants representing a wide variety of team members has permitted data saturation. The data were categorized and conceptualized and finally organized into a framework describing leadership development on the unit and its impact on the leader, the nursing team and the care-giving process. Leadership development is an ongoing, interactive process between the clinical leader and the co-workers. The head nurse became more effective in areas of self-awareness, communication skills, performance and vision. The nursing team benefited because more effective leadership promoted effective communication, greater responsibility, empowerment and job clarity. Improved clinical leadership seemed also to influence patient-centred communication, continuity of care and interdisciplinary collaboration. The results of the study give more insight into the processes underlying the leader's progress towards attaining a transformational leadership style and its impact on the team members. The impact of leadership on the care-giving process, however, remains difficult to describe. The interactive nature of leadership development makes CLP a challenge for the leader as well for the team members. Through its impact on the leader and the nursing team, CLP is a valuable instrument for improving work environments of nurses, contributing positively to patient-centred care.

Personal Leadership Conundrum

The Personal Leadership Conundrum leadership development project is a semester-long, personal leadership inquiry that provides students with a self-directed learning opportunity. The guiding framework for this leadership inquiry is a personal leadership conundrum developed by students based on their experience. Students engage in problem-based learning and reflect on their experience to develop a clear understanding of their conundrum and how they might resolve it in practice. The exercise provides a structure through which students can become lifelong learners. In addition to the students' personal development, through interviews conducted by the students with leaders, the project creates a community of inquiry into leadership within the institution and/or field that it is employed.

Education for Transformative Leadership in Southern Africa

This article argues that education for transformative leadership in a southern African context needs to nurture an understanding of the relationship between spirituality and charisma. This argument is based on a review of some literature pertaining to transformative learning, transformative leadership, and African value systems. The article explores the relationship between transformative leadership and transformative learning and education theories, and relates them to a specific southern African context. It proposes three arguments. First, transformative education may facilitate the transformative leadership development process. Second, transformative education and transformative leadership, although offering features that are sympathetic to African indigenous values, must also take account of particular African contexts. The article does not claim to be reporting from empirical research on this issue but, to support its position, draws on recent literature from an ongoing southern Africa leadership development project and some early empirical data from a small, related study in one southern African country. Third, the article suggests that a key difference between transformative learning and transformative leadership perspectives is the transformative leadership focus on charismatic qualities that inspire motivation to change. However, a defining conceptual thread of spirituality runs through the transformative learning and leadership literature that resonates with southern African core value systems. It is this thread that provides the overall conceptual link between the different strands of thought.

Evangelism and Church-State Partnerships

Journal Article Evangelism and Church-State Partnerships Get access Ronald J. Sider, Ronald J. Sider associate professor of theology Eastern Baptist Theological Seminary, Wynnewood, Pennsylvania Search for other works by this author on: Oxford Academic Google Scholar Heidi Rolland Unruh Heidi Rolland Unruh associate director, Congregations, Communities, and Leadership Development Project Eastern Baptist Theological Seminary in Wynnewood, Pennsylvania Search for other works by this author on: Oxford Academic Google Scholar Journal of Church and State, Volume 43, Issue 2, Spring 2001, Pages 267–295, https://doi.org/10.1093/jcs/43.2.267 Published: 01 March 2001

Financial and Operational Skills for Nurse Managers

The nurse manager role has changed from managing one inpatient unit to responsibility for multiple units, more employees, larger operating budgets, and clinical services outside the traditional nursing inpatient setting. The increasing complexity of the role requires the manager to function at a higher level of financial and operational performance. The article describes a leadership development project that utilized "partnerships" to coach managers in financial and operational management skills. It describes the analytic tools used to evaluate unit performance and shows how the utilization of these tools provides managers with the data they need to develop appropriate solutions to problems on their units.

Theory in Educational Administration: An Instructional Module Teaching Approach

An instructional module approach to the teaching of theory in educational administration is presented. It is suggested this ap proach has a potential to meet identified criteria of competency- based instruction. The approach is designed to incorporate both methodological procedures of theory construction as well as sub stantive content of administrative and organization theory. The author is Assistant Professor of Administration and Foundations of Education at Kansas State University, and KSU Coordinator of Project Kansas 76, a USOE/EPDA educational leadership develop ment pro ject.

AAHPER's Leadership Development Project on Smoking and Health Education Reports

AAHPER's Leadership Development Project on Smoking and Health Education Reports

SMOKING EDUCATION: THE SCHOOL'S RESPONSIBILITY1

Journal of School HealthVolume 41, Issue 8 p. 444-445 SMOKING EDUCATION: THE SCHOOL'S RESPONSIBILITY1 First published: October 1971 https://doi.org/10.1111/j.1746-1561.1971.tb05141.xCitations: 2 1 This statement, originally released in 1965, was revised by the Advisory Committee of the AAHPER Leadership Development Project on Smoking and Health Education, approved by the School Health Division Executive Council, and officially approved and endorsed by the AAHPER Board of Directors. AboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinked InRedditWechat No abstract is available for this article.Citing Literature Volume41, Issue8October 1971Pages 444-445 RelatedInformation

Community Response to Urban Race Riots

Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsKent LloydThe author was formerly research associate at the School of Public Administration, University of Southern California. He took his degree in political science at Stanford and was a consultant for the McCone Commission investigating the Los Angeles riot of 1965. He is co-principal investigator in a community leadership development project in Watts, and has recently become director of Public Executive Development and Research, Inglewood, California.