Tool For Leadership Development Research Articles

The use of META (virtual simulations) in Canadian junior military leadership development

The use of META (virtual simulations) in Canadian junior military leadership development

Coaching to Leadership Trust Towards an Intrapreneurial Framework

Leadership trust is a crucial element in fostering effective leadership and building strong relationships between leaders and their teams. Coaching has gained recognition as a powerful intervention to enhance leadership capabilities and cultivate trust within the workplace. This study explores the impact of coaching on leadership trust, aiming to uncover the mechanisms through which coaching interventions influence trust perceptions among leaders and their team members. The study addresses the perceived gap in the existing literature by providing nuanced insights into the relationship between coaching and leadership trust. It examines how coaching facilitates the growth of key trust-building factors, such as effective communication, empathy, and transparency, and explores how these factors positively impact leader-follower relationships. The findings from this study contribute valuable implications for leadership development and organizational effectiveness. The research highlights the transformative potential of coaching in fostering authentic and trustworthy leadership, resulting in increased employee engagement, improved team dynamics, and higher levels of organizational commitment. Based on the findings, the following are recommended; 1) Implementing a Leadership Coaching Program: Organizations should design and implement comprehensive coaching programs that focus on developing leaders’ emotional intelligence, communication skills, and ethical decision-making. This approach fosters an authentic leadership style, engendering trust among team members. 2) Aligning Coaching Objectives with Organizational Values: Coaching interventions should be aligned with the organization’s core values and strategic objectives. This alignment ensures that coaching outcomes directly contribute to building a trust-driven organizational culture. 3) Promoting a Coaching Culture: Encourage a coaching culture within the organization, where coaching is seen as a valuable tool for leadership development and trust-building. Cultivate a mindset that embraces coaching as a continuous learning process rather than a remedial measure. 4) Integrating Coaching with Leadership Development Initiatives: Integrate the leadership coaching program with broader leadership development initiatives within the organization. A cohesive approach ensures that coaching complements other learning experiences, reinforcing leadership trust at multiple levels. By embracing these recommendations, organizations can harness the potential of a leadership coaching program to cultivate authentic leadership, engender trust, and foster a culture of continuous growth and innovation. As leadership trust continues to be a foundation of organizational success, this research offers valuable insights for organizations seeking to leverage coaching to build and sustain trust-driven leadership, leading to improved employee engagement and organizational performance. Keywords: coaching, leadership trust, intrapreneurship, leadership development, leadership coaching

Academic leaders navigating change: a comprehensive bibliometric review paper of crucial leadership capabilities and managerial competencies

ABSTRACT This paper explores the intertwined yet distinct roles and responsibilities of leadership and management within higher education institutions. The study underscores the importance of identifying key differentiating indicators of academic leadership and management while emphasizing the need to enhance leadership and management development programs to align with the ever-evolving higher education landscape. Our focus centers on crucial leadership capabilities and managerial competencies exhibited by academic leaders, placing particular emphasis on the value of the academic leadership capability framework as a facilitative tool for academic leadership and management development. After establishing the context of the study, we conduct a selective review of relevant research aimed at identifying effective academic leadership qualities. Next, we delve into the academic leadership capability framework, offering comprehensive insights into its applicability. The paper proceeds to introduce the bibliometric methodology employed, explaining how 610 Scopus-indexed publications on academic leadership and management development, spanning 53 years (1970 to mid-July 2023), were systematically analyzed. Presenting the bibliometric results, we engage in a comprehensive discussion concerning the theoretical and practical/societal implications derived from our findings. Finally, the paper concludes by providing recommendations for future research in this vital domain.

Nurse practitioner affecting systems change in the context of a LEADS leadership framework: Experience from the field.

This paper highlights a new role of Advanced Practice Nurse/Nurse Practitioner as the clinical planning lead in the development of a unique model of care and service delivery for children living with health complexity, in the context of a LEADS leadership framework and related capabilities. The LEADS in a Caring Environment Framework is an effective tool for leadership development and systems change. An experienced Advanced Practice Nurse/Nurse Practitioner hired into a leadership role contributes to system change for a complex population across a large geographic area. World Health Organization, Canadian Nurses Association and other websites, academic databases (PubMed and CINAHL) and relevant books were explored, and the expertise and knowledge of the authors and the redevelopment project team were utilized. The Advanced Practice Nurse/Nurse Practitioner (first author) shares and reflects on her own lived experience as a leader in the planning for programmes and services at the new centre utilizing the five LEADS domains and related capabilities. The utilization of the LEADS in a Caring Environment Capabilities Framework showcases the strengths and skills of an Advanced Practice Nurse/Nurse Practitioner shifting from direct clinical care to successfully leading system-level change. By incorporating the LEADS framework into practice, in any setting or role, Advanced Practice Nurse/Nurse Practitioners can both evaluate and develop their leadership skills while positively effecting system transformation. The LEADS framework fosters ongoing professional development and can be used to measure the added value of Advanced Practice Nurses within an organization. Advanced Practice Nurses improve outcomes within the health care system. Leaders must consider this evidence in health workforce planning, ensuring that Advanced Practice Nursing roles become fully integrated and are supported in the context of national and regional health systems.

Instructional Supervision and Leadership Skills of Master Teachers in the Division of Manila: Input for an Enhancement Training Program

Abstract The goal of this study is to assess the quality of instructional leadership and supervision among master teachers of the elementary school in the Division of Manila. One of the numerous duties of a master teacher is to mentor other teachers, provide technical support for subject and skills challenges, plan programs to build capacity, and carry out action research in their local schools. The item "Assisting the school head in instructional monitoring of teachers." received the highest weighted mean of 4.21 and was interpreted as "Highly Manifested," meaning that master teachers provided outstanding assistance in monitoring teachers in the classroom when the school head was not present. This is also one of a master teachers' primary duties and responsibilities. The weighted average score overall was 4.07, which was considered extremely manifest. It denotes that master teachers excelled at coaching teachers' performance, providing technical support for subject and skill challenges, designing capacity development programs, and carrying out action research in their own schools. In light of the study's noteworthy results and conclusions to achieve the objectives of strengthening the concrete, focused, and recognized roles of master teachers, the schools should organize a thorough Master Teacher's Enhancement Leadership Training Program and carefully planned activities with desired goals for instructional management and operation undertakings. Execute and assess the master teachers' enhanced leadership program, which is an important leadership development tool for them since it forms the foundation for addressing their needs as instructional leaders. Keywords: correlating, enhancement training, instructional supervision, leadership skills, master teachers

The Impact of Leadership Program Formatting on Perceived Development Within Pharmacy Cohorts

Objective. To assess the impact of variable leadership development program formats on perceived participant growth.Methods. In 2020, the Phi Lambda Sigma national office began offering national Leader Academies to members, while University of South Florida Health Taneja College of Pharmacy simultaneously offered a Leader Academy program to its Phi Lambda Sigma students. Both programs used virtual leadership development tools from GiANT Worldwide, but differed in meeting frequency, content focus, and participant diversity. A 17-question pre- and postsurvey was developed from the Emotional Intelligence Leadership Inventory. Descriptive and inferential statistics were used to compare the cohorts.Results. Twenty-two respondents in the national cohort (66.7% response rate) and 15 in the single-institution cohort (100% response rate) were included. There was more diversity in age, ethnicity, and previous education in the national cohort. Significant improvements in perceived growth were noted in almost all areas. The only decrease noted was the national cohort response to "I strive to improve myself." The overall change in mean response values was generally higher for the single-institution cohort. Qualitative data supported these results and showed more notable references to emotional intelligence in the national cohorts (∼50%) as compared to the single-institution cohort (<25%).Conclusion. Study results suggest that participation in a longitudinal leadership development program, regardless of cohort format, leads to perceived participant improvement in three categories. However, perceived benefit within each of these categories may vary depending on the cohort. Future studies are needed to further evaluate specific leadership arenas and validate the leadership assessment tool.

Comparison of group and individual soft skills development programs -

Competitive pressures are increasing demands on managerial performance and, thus, on creating effective management development programs. The purpose of this study was to compare group and individual approaches to developing line and middle managers. The Managerial Tools and Managerial Training Simulator programs were used, with 256 managers participating. We examined the following five soft management skills: effective goal setting, giving feedback and evaluating performance, accepting feedback as a manager, management coaching, and leading discussions and team meetings using a facilitative leadership style. After both types of development programs, both groups of managers showed improvements in developing skills as assessed by their subordinates. At the first measurement, individual and group development resulted in the same positive increase in subordinates' perceptions. However, in terms of a long-term effect (the second measurement), this positive increase was maintained for the individual development programs but not group programs, where it decreased. Thus, the effect of the individual development programs appears to be longer-term. Overall, we found no significant difference between line and middle managers - both groups responded similarly to the development activities. Regarding developing individual skills, the smallest change was found in the ability to set goals and provide feedback. The most considerable change was the ability to accept feedback, coach, and facilitate. This research provides information for specialists in education and development and may help select appropriate leadership development tools, particularly for individual programs with longer-term impacts.

Job Rotation As A Leadership Development Tool in Malaysia Education Sector

Job Rotation As A Leadership Development Tool in Malaysia Education Sector

Peer Coaching Groups to Bring Development for Everyone.

Peer coaching in groups (PCG), also called peer advisory groups or personal board of advisors by practitioners, has been praised as an effective tool for staff and leadership development. It is used by hundreds of business communities, such as Young Presidents’ Organization or Vistage; dozens of Fortune 500 companies, including Microsoft, Walmart, and Amazon; and prominent business schools. Since organizations’ approaches and settings vary widely, they could benefit from empirical data on the factors that make PCG effective for personal and professional development. However, there is scarce research on PCG in a business context, leaving practitioners without sufficient evidence-based answers. This empirical study employs critical incident interviews and thematic analysis to investigate the experiences of participants from 61 groups in 24 different PCG settings in a business context. The findings help to understand factors of engagement of peer coaches, relevant characteristics of matching peers in a group, nature of peer accountability, proper group size, and role of friendship in a peer growth group. A new research-based definition of PCG is provided. The results will facilitate further scholarly discussion in the field and better understanding among scholars and practitioners.

Research on Harmonious Management Leadership Based on Action Learning

Leadership development is considered to be the main way to promote organizational change and deal with environmental challenges, and action learning is an effective way to quickly improve leadership. Action learning is often ranked first in surveys on the best ways to develop organizational leadership. The concept of action learning has been mentioned frequently in domestic literature, but its role in leadership development is quite rare. In reality, due to multiple values, intertwined contradictions and entangled interests, the organization is facing greater challenges in achieving strategic objectives and healthy development. As a new way of leadership development, action learning is being practiced and recognized by more and more organizations. Action is like a necklace, which strings together leadership development tools such as assessment, curriculum, coaching and management consulting around the theme like pearls. It has the characteristics of accuracy, effectiveness and experience, and finally achieves the dual purposes of problem solving and leadership promotion. Based on the related theories of action learning and leadership development, this paper discusses the relationship and function between the core concept of action learning and the development of leadership by action learning.

School strike for climate are leading the way: how their people power strategies are generating distinctive pathways for leadership development

AbstractSince November 2018, Australian high school climate strikers have become leaders in the movement for climate action, giving rise to a new generation of young people who have learnt how to lead change. This article focuses on the question of leadership across social movements and in global youth movements. It then investigates the different forms of leadership emerging in School Striker for Climate (SS4C) through a qualitative survey of its leaders. We argue that leadership is multifaceted, shaped by the different strategies that movements use to engage people in collective action. We present three different people power strategies – mobilising, organising and playing by the rules – and explore how these different strategies generate varied pathways for leadership development. We identify the strengths and limits of each strategy, and we find that peer learning, mentoring, learning by doing, confrontation, reflective spaces and training are important leadership development tools. This article’s greatest strength comes from the positionally of us as researchers – two of us are student strikers, and the third is an active supporter, giving us a distinctively engaged perspective on a powerful movement for change.

Developing character-based leadership through guided self-reflection

The call for ethical, empathetic, and self-aware leaders has been amplified in recent years as communities and responsible businesses grow keenly aware of the positive impact such leadership can have on individual and organizational behavior (and the detrimental impact felt when such leadership is not present). Management educators are poised to answer this call by implementing character-based leadership development throughout business school curricula. In this paper, we propose guided self-reflection as an evidence-based and practical tool for character-based leadership development and present two illustrative applications of using guided self-reflection within varied management education contexts. We approach character-based leadership development as an opportunity to integrate across theoretical leadership frameworks that share a common emphasis in character strengths, and focus our illustrative applications on servant leadership, authentic leadership, and intercultural leadership. In our first illustration, we describe how we use guided self-reflection as the basis of an undergraduate leadership course and present data supporting the impact of this approach on authentic and servant leadership development. In our second illustration, we describe an application of guided self-reflection within a study abroad program, and share results of pre- and post-study abroad assessments to support the impact on intercultural leadership development.

Oral History: Utilising the Experience of Others

The Irish Defence Forces Leadership Doctrine emphasises the need for lifelong study and experiential learning, and the Defence Forces have considerable experience in managing oral history projects, including the Bureau of Military History and the Military Archives Oral History Projects. However, Irish doctrine does not outline any formal method to capture these experiences as a leadership development tool or to enhance organisational memory. The aim of this paper is to examine the value of utilising oral history for leadership development and organisational memory. It demonstrates that there is a risk to organisational memory unless a formal methodology is in place to capture the experiences of Defence Forces members and connected personnel. The use of tacit knowledge, which has facilitated the handover of information to date, is not sufficient nor is the written record alone. This paper shows that a combination of multiple primary sources, including the written record and oral history, provides an opportunity to enhance leadership development. It also demonstrates that the use of oral history provides an opportunity to capture the social and human aspect of Defence Forces activities to not only enhance organisational memory but to understand the context within which decisions were made.

Can mentoring programmes develop leadership?

ABSTRACT Mentoring programmes are popular within organizations as well as educational institutions. Research has shown that mentoring can be an effective tool for employee career development broadly; however, there has been a relatively small amount of research on the effectiveness of mentoring as a tool for leadership development specifically. This paper reviews the research on mentoring relationships, leadership development programmes, and the overlap of the two. Additionally, it provides a qualitative review of the three extant longitudinal intervention studies that have explicitly evaluated the impact of mentoring programmes for leadership development. The review shows that mentoring programmes are promising arenas for developing leadership capabilities for both mentees and mentors, but more evidence is needed to reach a definitive conclusion. The article concludes with recommendations for human resource development practitioners who would like to use mentoring for leadership development purposes.

The Cultural Competence of Educational Leaders: Developing a Conceptual Framework and Assessment Tool for Leadership Development

The purpose of this article was to describe the foundational development of a conceptual framework for cultural competence of educational leaders based on an extensive literature review and to develop the CCEL instrument. Exploratory factor analysis (EFA) procedures were used on the data ( n = 252) to determine the psychometric properties of the CCEL and its validity and reliability. The purposefully selected participants were Master’s degree students in educational leadership programs with University Council for Educational Administration institutional membership. EFA of the data revealed three factors of cultural competence: cultural beliefs and motivation, cultural skills, and cultural knowledge.

Facilitating Transfer of Learning in Professional Development Programs: A Cognitive-Behavioral Tool

Cognitive-behavioral theories offer a long-standing theoretical approach in clinical psychology that has wide-ranging implications for management education. We designed a cognitive-behavioral–based learning transfer tool for executives to enhance their application of leadership skills from professional development programs. We summarize the primary research-based principles underlying this transfer tool for leadership development, provide a template, describe how the tool is used, and offer evidence of executives’ reactions to the tool at the beginning and end of a 9-month program.

CEO outside directorships and managerial efficiency: The role of host board capital

AbstractResearch Question/IssueDo CEO outside board directorships improve or reduce CEO managerial efficiency? What is the role of host board capital in this relationship?Research Findings/InsightsWe explore the value of CEO outside directorships on managerial efficiency by identifying a unique empirical setting where a CEO's number of outside board seats is exogenously decreased by a merger that eliminates the board of a host firm the CEO is serving on. Using this event as our empirical instrument, we find that outside directorships decrease a CEO's managerial efficiency while host board capital reduces this effect.Theoretical/Academic ImplicationsProponents view outside board service as a valuable leadership development tool to mentor the CEO while others promulgating an agency view argue that outside board service detracts from the CEO's ability to improve the efficiency of the home firm as it leads to busyness of the CEO. We shed light on this debate by arguing that CEO outside directorships might reduce CEO's managerial efficiency; however, this effect might be contingent on the characteristics of the host board.Practitioner/Policy ImplicationsOur findings offer insights to practitioners about the value of multiple directorships and the importance of the host board capital while informing policy makers about the potential restrictions on outside board assignments.

Strategic Planning as a Leadership Development Tool for Midlevel Leaders

AbstractMidlevel leaders are key players in institutional change, yet many often feel disconnected from the framing and execution of academic strategy. Actively engaging midlevel leaders in the institutional strategic planning process creates an opportunity for professional development and accountability for the success of the strategic plan.

COMPETITION AS LEADERSHIP PEDAGOGY: An Initial Analysis of the Collegiate Leadership Competition

The Collegiate Leadership Competition (CLC) is a fast-growing tool for post-secondary student leadership development. There, teams practice with a coach for several months, then compete against teams from other institutions to win competitions based on achieving outcomes and demonstrating effective leadership practices (e.g., authentic collaboration, positive conflict management techniques). In this study, 135 students participated in at least one wave of data collection. Initial results suggested that leadership capacity among participants showed a steady increase from initial pre-test through their competition date to a post-test measured months later. Scores among participants who identified as a man or woman did not statistically differ. These findings, though initial, may indicate that placing students in competitive environments can serve as an important tool to support their leadership development.

Urban Youth Scholars: Cultivating Critical Global Leadership Development through Youth-Led Justice-Oriented Research.

Educational researchers and practitioners have cited the need for new directions in youth leadership studies as it relates to globalization. Globalization is considered one of the most important economic, cultural, and social trends of the last century, yet there is much debate about the educational curricula that best support the development of global leadership in youth. Most existing global-focused programs (i.e. IB/AP) engender grave inequities in access and opportunities, particularly for urban youth, and do not often allow youth to critically interrogate the myriad injustices that plague the world. There is, however, a burgeoning body of scholarship centered on critical youth studies as a transformative process for youth development. This phenomenological case study shares the findings from the Urban Youth Scholars program, an after-school program focused on cultivating the global leadership development of five youth in the program. This study utilized a Social Justice Youth Development framework to explore the development of the youth’s self, social/community, and global awareness through critical consciousness building and critical social analysis. Findings depict youth perceptions of global leadership development and include implications for scholars and practitioners for centering youth-led justice-oriented research as a tool for global leadership development.