Leadership Development Training Research Articles

Leadership Development Needs for School Principals

The main purpose of this study was to investigate leadership development needs of School Principals in selected schools in Omuthiya circuit in the Oshikoto Region, Namibia. The study used a mixed research approach, a convergent parallel research design. Data were collected using a questionnaire and structured interview guide. Twenty participants (20) were purposefully selected from 30 schools in Omuthiya Circuit in the Oshikoto Region. The study revealed that most school Principals in the study area do not have leadership skills and knowledge needed to set direction for schools; redesign their institutions, develop their staff and conduct instructional supervision. This lack of appropriate leadership skills and knowledge is impacting negatively on their execution of work. Another key finding was that the Regional Directorate has failed dismally to induct newly promoted Principals despite conducting fast tracked hand-over take-over mini-inductions. The presence of the CPD has not helped the Principals in acquiring the highly needed skills for the job, since very few workshops have been held due to financial limitations and lack of time. The study recommended that school Principals Omuthiya Circuit in the Oshikoto Region need to undergo leadership development training across all the four key practices, namely setting direction, instructional supervision, developing people and redesigning the organization, for them to be able to provide and demonstrate quality leadership skills which help improve their schools’ results.

Leadership Development Interventions to Reduce Imposter Phenomenon in the STEM Fields in Minorities

Background: There is a significant lack of diversity in the Science, Technology, Engineering, and Mathematics (STEM) fields. Evidence shows that lack of representation can feed into feelings of imposter phenomenon which in turn influences leadership qualities. Objectives: An argument is made that by providing leadership development training to minorities in science, technology, engineering, and mathematics fields, confidence will be boosted, feelings of imposter phenomenon will be reduced, and thus these students will be retained. Approach: Theories explored to explain this challenge include the imposter phenomenon, servant leadership, and transformational leadership. Results: The goal of this article is to demonstrate the need for research into leadership development of minorities in the science, technology, engineering, and mathematics fields. Conclusions: A program proposal is also introduced as a suggested plan of action based on the findings.

Supporting healthcare professionals from ethnic minority backgrounds to ‘Step Into’ a clinical academic career

Background: There is a need to develop research focussed healthcare professionals with the clinical experience and academic skills to meet the needs of a diverse population. Yet, healthcare professionals from ethnic minority backgrounds are often faced with personal, structural or organisational barriers, which prevent them from accessing and applying for development opportunities. Aim: To undertake an evaluation of the Step into Clinical Academic Careers’ programme. The programme was designed specifically for nurses, midwives and allied healthcare professionals (NMAHPs) working in NHS organisations, from ethnic minority backgrounds, who had the ambition to pursue a research or clinical academic career. Methods: Qualitative individual interviews and online evaluations were conducted to identify the views, perspectives and experiences of participants who undertook the programme. Participants were also followed up after 6 months. Results: Participants provided insights into four key areas relating to outcomes of the programme. These were (1) increased confidence, (2) increased motivation, (3) developing networks and (4) inspiring people. Conclusions: Organisations must work purposefully and collaboratively to realise equitable support for individuals from ethnic minority backgrounds, through targeted mentoring and leadership development training. Failure to do this will result in a continuation of limited diversity amongst clinical academic and clinical research leaders.

The Powerful Influence of Appreciation and Work Environment on Retention in Saudi Arabia's Manufacturing Sector

This study aimed to analyze the impact of appreciation and work environment on the employees’ turnover in the Saudi Manufacturing Sector. The combination of unfavorable work environments and restrictive leadership styles creates significant challenge to talent retention in this sector. Addressing these challenges is crucial to attract and retain skilled individuals. In particular, the researcher observed the impact of manager appreciation and work environment on employees’ performance and how it relates to the employee’s retention. In this context, quantitative and qualitative analysis approaches were used to address the research objectives. Accordingly, 578 employees from this sector had participated in the survey questionnaires. Moreover, 30 employees working in panel boards manufacturing factory were purposely selected to participate in face-to-face interviews for the qualitative part. Findings from the quantitative analysis were verified using qualitative analysis. Results showed that the majority of the participants believed that appreciation and quality of the work environment are significantly impacted their decision to stay or leave the company. The research recommends providing competitive compensation packages, and the organization should invest in employees development, especially in leadership development programs and training which can improve managers and supervisors’ emotional skills, and Encouraging the creation of a healthy and productive work environment.

Increasing Diversity in Academic Medicine Via a Strategic Intermural Housestaff Leadership Development Program.

By 2055, the United States will no longer have a single race or ethnic majority. As the nation's demographics change, the field of medicine must also change to meet the needs of diverse patients. In 2013, UT Southwestern Medical Center implemented the Housestaff Emerging Academy of Leaders (HEAL) program, which provides leadership development skills and training to underrepresented in medicine physician residents in preparation for academic medicine careers. Program leaders hypothesized that by providing housestaff with structured mentorship, career coaching, and individualized development plans, HEAL would increase interest in pursuing academic careers and prepare residents for faculty positions. HEAL has since expanded to graduate medical education programs nationwide. From 2013 to 2018, HEAL included housestaff at UT Southwestern and other Texas medical centers, totaling 392 enrollees. In 2019, the program increased to include housestaff from around the country. The first HEAL USA program had 39 housestaff, which increased to 173 in 2019, including 60 faculty from 31 U.S. academic medical centers. The 2019 HEAL USA preassessment survey (32 trainee responses) revealed that 10 (31%) of the housestaff were "extremely interested" in academic medicine, but only 1 (3%) felt "extremely confident" to pursue an academic medicine career. Postassessment responses to these same items (5 trainee responses) were 3 (60%) and 1 (20%), respectively, with 3 (60%) also feeling "extremely prepared" (1 [20%]) or "very prepared" (2 [40%]) to pursue an academic medicine career. Of 70 evaluable participants who attended at least 2 sessions and have graduated from residency, 47 (67%) have attained academic faculty positions, whereas 23 (33%) have pursued positions at nonacademic centers. The next steps for HEAL USA will be continued expansion to additional medical centers and effective delivery of career development and leadership training to encourage participants to pursue academic medical careers.

The Role and Impact of Saudi Vision 2030 in Leadership Development

Organizations continually try to improve the level of leadership capability and increase the number of qualified successors for leadership positions by supporting leadership development (LD) training program. This qualitative research explores the influence and impact of Saudi Vision 2030 in developing potential and existing leaders to succeed as leaders and support the realization of Saudi Vision 2030. The study is conducted to bridge the gap and highlight the influence and impact of Saudi Vision 2030 in LD. Analyzing the influence of Saudi Vision 2030 in LD will significantly help HR leaders to assess, identify, and evaluate the needs of LD programs in the organization. The study is aimed at two main objectives: First, identifying the LD programs in light of Saudi Vision 2030. Second, assessing the impact of LD programs in achieving the goals of Saudi Vision 2030. A purposeful sample of seven participants is drawn from semi-structured interviews conduced by a researcher from Oil & Gas Company at Saudi Arabia. The results provide evidence that LD programs are essential. The results provide evidence that designing and implementing LD programs to fill a leadership gap is productive. The study supports the influence and impact of Saudi Vision 2030 in LD, by the expansion and implementation of LD programs in the Saudi labor market. Participants who pursued LD opportunities indicated the importance of institutional involvement in LD programs.

Investigation of gender-based needs in academic otolaryngology.

Gaps in gender-based equity persist in academic otolaryngology. Here we present a needs-based assessment of otolaryngology faculty and trainees regarding facilitators and barriers to professional satisfaction and career development in academic medicine. A qualitative study of otolaryngology faculty, trainees, and administrators who identify as women at an academic tertiary care center was performed from 2020 to 2021 using focus groups and semi-structured interviews. Five confidential, virtual focus group sessions moderated by a third-party executive coach were audio-taped, transcribed, and reviewed for thematic content. Of 48 women invited, 77% participated (18 faculty/administrative leaders, 10 residents/fellows, 4 audiologists). Participants noted direct patient care, support from colleagues who identify as women, and the transition to virtual meetings as facilitators of current professional satisfaction. Five themes emerged as barriers to workplace satisfaction and career development including (1) limited professional schedule flexibility, (2) competing commitments such as childcare exacerbated by pandemic, (3) lack of visible departmental leadership who identify as women, (4) perceived lack of organic sponsorship within subspecialty divisions, and (5) frequent identity-associated microaggressions from patients and staff outside the department. Strategies identified for improving gender-based equity included (1) promoting department-wide awareness of workplace gender-based differences, (2) implicit bias training within established programming such as grand rounds conferences, and (3) novel faculty programming such as leadership development training and formal junior faculty mentorship. Confidential needs-based assessment of otolaryngology faculty and trainees identified both persistent gaps and strategies to enhance recruitment, support career development, and grow professional satisfaction of women within academic otolaryngology. 3.

Role of Emotional Intelligence in Conflict Resolution and Prevention in Colombia

Purpose: To aim of the study was to analyze role of emotional intelligence in conflict resolution and prevention in Colombia.
 Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries.
 Findings: Research shows power dynamics and organizational justice significantly impact conflict outcomes and satisfaction. Power imbalances exacerbate conflicts, leading to dissatisfaction. Unequal power distribution can escalate conflicts due to perceived unfairness. Conversely, organizational justice fosters positive outcomes and higher satisfaction levels. Fostering equitable power dynamics and promoting justice mitigate conflict and enhance satisfaction.
 Unique Contribution to Theory, Practice and Policy: Social cognitive theory, emotional labor theory & affective events theory may be used to anchor future studies on the role of emotional intelligence in conflict resolution and prevention in Colombia. Organizations should implement targeted emotional intelligence training programs aimed at enhancing employees' conflict resolution skills. Policy-makers should advocate for the inclusion of emotional intelligence competencies in leadership development programs and training initiatives.

An empirical study on the role of leadership development program and its impact on entrepreneurial activities

Organizations support leadership development training programs to continuously improve the level of leadership competence and the supply of suitable applicants for leadership roles. One of the skills that entrepreneurs should cultivate to become “leaders” is leadership competency. In entrepreneurship, leadership has a significant role. Therefore, the purpose of this study is to explore the role of leadership development programs that include personal development, self-assessment, team management, strategic leadership, skilled knowledge, and relationship development, to know the way they influence entrepreneurial activities. To test the hypothesis under study, this research applies the Structural Equation Modelling (SEM) approach to the data being gathered from 365 employees and managers of entrepreneurial business firms in India. The obtained results show that personal development, skilled knowledge, and relationship development have a beneficial impact on entrepreneurial activities. In contrast, self-assessment, team management, and strategic leadership are found to have no beneficial impact on entrepreneurial activities. The combination of the ideas of leadership and entrepreneurship is suggested in this study, filling the gap in the previously provided cross-sectional data of the literature.

Pengaruh Kepemimpinan Instruksional Terhadap Prestasi Siswa: Pendekatan Manajemen Pendidikan yang Efektif

This study investigates the practice of instructional leadership with qualitative methods with a descriptive approach to analysis. Involving principals, teachers, and teaching staff with a total of 15 respondents. The data collection method used is through observation, documentation and interviews. Data analysis techniques through data collection, data presentation and data verification. The results show that instructional leadership includes concrete steps in shaping an inclusive and proactive learning culture. These findings are in line with the literature emphasizing the positive role instructional leadership plays on teacher motivation and commitment. However, to evaluate its concrete impact on student achievement, further research is needed. The study recommends developing leadership training programs, strengthening teacher collaboration and participation, and developing supportive school policies. Periodic monitoring and evaluation is also proposed as an important step in ensuring the effective implementation of instructional leadership practices. Through the implementation of these recommendations, it is expected to continue to improve the quality of education and contribute to the development of the literature on instructional leadership

Maintenance Efficiency Optimization through Effective Leadership and Emotional Intelligence

This study examines the relationship between effective leadership, emotional intelligence (EI), and maintenance efficiency. It investigates the effects of leadership and EI initiatives on maintenance efficiency in three production facilities situated in Nigeria’s Niger Delta region. Important metrics such as Mean Time Between Failure (MTBF), Mean Time to Repair (MTTR), Downtime hours (DT), and Failure rate (λ) were employed in this study. Results reveal significant improvements in the employed metrics across all three facilities following the implementation of effective leadership and EI strategies. The case study facilities, EOC, OPP, and KGP experienced average improvement values of -73.25, -89.75, and -75.00 respectively. Despite variations in the level of improvement, the facilities witnessed enhancements in MTTR, MTBF, DT, and λ. The negative average improvement values signify improvements in maintenance efficiency post-implementation. The findings emphasize the positive impact of leadership and EI initiatives on maintenance practices and continuous improvement in organizations. By investing in leadership development and EI training, organizations can improve operational efficiency, optimal reliability, and cost reduction. The integration of these skills has significantly enhanced maintenance efficiency in the facilities studied, highlighting their significance in maintenance-intensive industries.

Trends in dental hygiene academic leadership development: Influencers, barriers, and enabling mechanisms.

This quantitative exploratory study was designed to learn about trends and forces impacting leadership development (LD) opportunities for dental hygiene (DH) program directors. A 10-item electronic survey was created and disseminated using Qualtrics system to directors of all accredited DH programs in the United States (N = 325). Surveys included closed and open-ended response items to capture quantitative and qualitative data. The analysis included descriptive statistics and thematic categorization of free responses. Eight-two surveys were returned (25% response rate). Leadership development training experiences varied among participants; 79% (n = 65) reported completing some form of LD training. Institutional support was variable among the DH program directors, yet most (76%, N = 62) indicated some level of school support for LD training opportunities for DH program directors. Feedback indicated that most options included campus-sponsored courses or events (28%, N = 47), professional association courses or events (24%, N = 40), and programs within the school, department, or division (24%, N = 40). Study findings support positive perceptions of the need, demand, and value of LD. Respondents shared beliefs in the benefits of LD and the value of placing resources to support these opportunities, yet also acknowledged substantial challenges including time, funding, and workforce needs. By addressing barriers and capitalizing on driving forces, programs can create systemic approaches to fostering LD for current and future DH program directors.

Higher education leadership development in selected ASEAN countries: an exploratory study of challenges and prospects in public higher education institutions

ABSTRACT Leadership has been considered as an essential foundation for universities to flourish, more so in the context of emerging higher education systems. Using an exploratory qualitative approach, this paper reviews the challenges and prospects in the development of higher education leaders in selected countries of the Association of Southeast Asian Nations (ASEAN). While variations were reported by the respondents, the challenges were somewhat similar: lack of leadership development policy and training centres, the non-availability and questionable quality of programmes, the irrelevance of western and corporate leadership theories, and the lack of systematic talent management programmes. For the lower income countries’ respondents, contextual issues seemed to affect leadership development. Since there seems to be inadequate leadership development systems in most ASEAN countries, we propose a synergistic approach among stakeholders with tracked records in intra- and inter-regional level capacity building to design and monitor programme implementation.

Ethical leadership in relation to employee commitment in a South African manufacturing company

Orientation: Ethically questionable practices have given rise to a tremendous interest in studying leaders’ ethical behaviours, which have become a subject of interest for scholars and practitioners alike, and how they could affect employee loyalty positively.Research purpose: The aim of this study was to explore the relationship between ethical leadership and organisational commitment in a South African steel industry.Motivation for the study: Previous research on the influence of ethical leadership on employee commitment suggests that ethical leaders are those who inspire, motivate and foster an ethical culture that enhances the psychological connection and well-being of workers.Research design, approach, and method: This research was quantitative and employed a cross-sectional approach. The measuring instruments were the Ethical Leaders Behaviour Questionnaire and the Organisational Commitment Scale. A convenience sample (N = 200) was drawn from among permanent employees at South African steel manufacturing company. Correlation and multiple regression analyses were conducted.Main findings: The results indicate that the participants’ perceptions of ethical leadership related positively to the level that ethical leadership predicted organisational commitment.Practical and managerial implications: The results of this study have interesting implications for management and human resource professionals, as they can use the information during leadership development training to promote and encourage ethical behaviour and psychological attachment among employees. The data might also be utilised to establish a culture of responsibility, which could increase employee dedication. Ethical leadership appeared as a crucial component of organisational commitment, which may result in reduced inclination to leave and absenteeism. The data might be used by management to enforce and encourage ethical behaviour, which could increase employee commitment.Contribution or value-addition: The findings of this research will add to the body of knowledge about the relationship between ethical leadership and organisational commitment in the context of South African steel industry, while emphasising the practical implications for line managers and behavioural practitioners.

Developing online student leadership training interventions so that disadvantaged black students may enjoy a seat at the proverbial table

The advent of COVID-19 and the consequent imposition of a national lockdown from March 2020 in South Africa spurred South African universities to introduce new remote ways of delivering their curricula and offering extra-curricular activities. Some of these new modes of delivery tended to disadvantage already socio-economically disadvantaged black students whose lack of access to appropriate equipment, tools and data prevented them from properly accessing and fully utilising the new forms of e-learning on offer. In this context, this article considers the challenges faced by student affairs professionals at the University of Pretoria in offering new, inclusive forms of online leadership-development training to students in leadership positions at the institution. It analyses data collected from student leaders between 2016 and 2020 at the university which indicated that there had been a lack of leadership development among disadvantaged black students at high school level compared with that on offer to white students in high school. In this context, this article describes how student affairs professionals at the University of Pretoria sought to translate face-to-face leadership training into online initiatives that would ensure that already disadvantaged black students would not be disadvantaged further through differential access to leadership-development training, particularly given their greater need for such support due to their relative previous lack of exposure. This article further places black students’ needs for equitable access to leadership training in the context of the individual and structural advantages that can accrue from such training, including in relation to career development and occupying leadership positions in the economy and society.

It’s ok to be different: Supporting black and minority ethnic nurses and midwives in their professional development in the UK

BackgroundA significant proportion of the United Kingdom’s (UK’s) healthcare workforce comprises people from Black and Minority Ethnic (BME) backgrounds. Evidence shows that this population is under-represented at senior management levels. A collaborative leadership development initiative for BME nurses and midwives, by involving their line managers and mentors, was designed and implemented in a Scottish Health Board. AimThis paper affirms the importance of a collaborative initiative that is targeted to support BME nurses and midwives for leadership development and career progression, and the promotion of an inclusive organisational culture to improve team work, and service standards. MethodThis initiative adopted an Action Research approach. The programme began with collectively exploring participants’ understanding of BME workforce development challenges, then planning and delivering a targeted leadership development training, and then evaluating it, in a cyclical way. FindingsWith support from the project facilitators, line managers and mentors, a significant number of BME participants have gone on to achieve career progression. Participating line-managers and mentors have gained an in-depth and nuance understanding of workforce diversity, individuals’ potentials, unconscious biases, and the importance of an inclusive organisational culture. All participants reported that they have learned to become more reflective in their professional practice, and more able to explore, embrace, and promote inclusive workplace culture. BME participants reported feeling that they were valued members of staff, and that this had led to a positive impact on team work and better patientcare outcome. ConclusionThe project has opened a new window into the world of the BME workforce. Findings highlight the value of a diverse workforce, and of an inclusive organisational culture being crucial for effective team work, and of overall benefit to workforce management. Finally, a collaborative initiative like this can successfully improve team work to deliver better patient care.

The next generation of leaders: Support and education must be intentional

The next generation of leaders: Support and education must be intentional

Perceived effectiveness of academic leadership development training: The contribution of motivational factors and peer interaction

Due to the radical changes and complexities within academic institutions, leadership development addressed to academic leaders in the digital age has become more critical. In the available literature, the outcome assessment of leadership development and its related factors have not been evaluated rigorously. The current study investigated the contribution of peer interaction and two subscales of motivation to the effectiveness of the leadership development programs perceived by training participants in a diverse context. Of 101 participants, the majority of training workshop attendees were junior and middle-level leaders from both European universities and Chinese universities who participated in the leadership development programs organized under an EU project. PLS-SEM was exploited to validate the measurement model and test the hypotheses. The results showed that self-growth and peer interaction significantly contribute to perceived effectiveness, whereas networking motivator shows nonsignificant impact. The findings also illustrated that the two motivation patterns have significant effects on interaction quality. The mediating role of peer interaction on the relationships between the two motivational factors and perceived effectiveness, respectively, were not found in the current study. The findings contributed to identifying the role of different contributors to the effectiveness of the leadership development program in HE contexts and the potential of such a program to enhance knowledge and capacities of academic leaders regarding university governance and leadership.

Hear me, see me, trust you – job burnout and disengagement of Australian aged care workers

PurposeThe themes that emerged from the qualitative data of a mixed methods study that explored the effects of leadership style on the job satisfaction of aged care workers.Design/methodology/approachThe study is a mixed methods study with the qualitative approach informing the interpretative phenomenological analysis from the transcripts of semi-structured interviews.FindingsThree themes related to the effects of leadership style on job satisfaction of aged care employees emerged from the IPA. These themes were, The Context of Aged Care, Employee Engagement and Voice and Leader Behaviour. Job burnout and organisational disengagement were prevalent in participants of the qualitative study.Research limitations/implicationsThe research deployed quantitative measurements to determine the differences between aged care leaders and their followers and used these to explore participants’ lived experiences and how they made sense of their personal and social worlds at work. In the quantitative study, there may be an overstatement of the strength of the relationship between variables among those motivated to participate in the study. The qualitative study requires the researcher to be thorough in describing the research context, and it may be that those who wish to transfer the results of this study to a different one are responsible for making the judgement on the suitability of the transferability of findings.Practical implicationsDecreasing job disengagement and burnout will positively impact reducing attrition and turnover and, thus, the availability of the aged care workforce. It will inform leadership development programs and training in aged care and other health and social care sectors.Social implicationsThe workforce is a primary consideration for aged care in Australia and globally. Reducing burnout and disengagement will reduce workforce attrition, thus, improving the care for some of the most vulnerable in the population.Originality/valueThis report is from original research with ethical clearance from a university human research ethics committee contributing to the knowledge of leadership practice in aged care in Australia.

How Organizational Neuroscience and Self-Determination Theory Explain Neuro-Leadership

Organizational neuroscience (ON) explores new brain research alternatives and contributes to HR field for further understanding of human behaviour and decision-making process. Also, ON studies provide opportunities to extend leadership approach that is one the most interesting research area of organizational behaviour through latest discoveries on neural activation pathway during decision process. However, without taking into consideration of psychological theories behind the leadership philosophy, ON would not be enough to explain and improve leadership behavioural patterns. At this point, Self-determination theory (SDT) will present detail explanation of intrinsic motivational factors that are the main success factors of leaders. Neuro-leadership use SDT factors that are autonomy, relatedness and competence to go one step further on upcoming leadership theories. Neuro-leadership will be a tie between psychological theories and organizational neuroscience. This article illustrate how neuroscience, psychology and leadership approaches can be combined to address how to enhance leadership skills in business environment and the new way of shaping leadership behavioral pattern. In addition to Neuro-leadership approach of SCRAF model, emotional regulation ability should become a recent research area for leadership studies. Contemporary leadership development training should comprise sessions for reappraising environmental stimulus on positive way while dealing with managerial problems on the business settings.