Leadership Self Research Articles

149 Leadership Development for Women in Academic Medicine: Impact of Leader Self-Efficacy Change and Sustainability Over Time

OBJECTIVES/GOALS: Our objective was to evaluate the FLEX Leadership Development Program for School of Medicine Women Faculty affiliated with 4 independent hospital systems throughout Northern Ohio to determine whether women faculty develop leader self and means efficacy. We also examined whether self-efficacy is sustained over time following program completion. METHODS/STUDY POPULATION: We did a prospective multiple cohort study to determine whether FLEX Program graduates develop and sustain leader self and means efficacy as measured by the Leader Efficacy Questionnaire (LEQ) (Hannah & Avolio, 2012). The LEQ assesses both leader confidence in their capabilities (self-efficacy) and the availability of sufficient external resources (means efficacy) to achieve their goals. We surveyed participants from 5 FLEX cohorts (2017-2021) using a pre-, post-, and 1-year follow-up LEQ, which allowed each participant to act as their own control subject, pre-test, and experimental post-test. The follow-up tested whether the change from pre- to post-test was sustained over time. The comparison group was non-participant women faculty from the same institutions over a similar 2-year period. RESULTS/ANTICIPATED RESULTS: Diverse FLEX graduates from 5 different cohorts showed highly significant increases in pre- to post-program leader self-efficacy which were sustained up to one year after program completion. Overall leader efficacy as well as its three component sub-constructs (action-, means- and self-regulation- efficacy) all significantly increased equally, suggesting both that the FLEX program had robust effects on its participants, and all aspects of leader efficacy improved. We observed a mildly significant decrease at 1-year follow-up in the overall LEQ, which appeared to be driven entirely by the leader means efficacy. The large comparison group of women faculty did not show any significant changes in leader self-efficacy over a comparable 2-year period. DISCUSSION/SIGNIFICANCE: FLEX confers sustainable gains in leader self-efficacy. Post-program self-efficacy decreases are driven by the leader means efficacy which measures how work environments affect their leadership. This suggests that institutions must take responsibility for making structural changes to improve the working environment for women leaders.

Self-leadership: qualitative leadership research using deductive pattern matching approach

PurposeThe contemporary business environment steered by forces of globalization, digitization and automation can only be navigated by a resilient workforce. This requires inculcating self-leadership (SL) traits in individuals, which will allow them to exercise self-direction and self-motivation required to survive high-strain situations. The SL characteristics most significantly reflected by Musk are self-goal setting, authenticity and responsibility. Least evidence was found for positive self-talk and self-cueing. This study aims to add to the repertoire of leadership studies, furnishing important implications for academia and practice.Design/methodology/approachIn this paper, the authors explore the dimensionality of SL through a systematic literature review. The authors also take the case of Elon Musk, one of the most resilient technopreneurs in the contemporary business world, and scrutinize his journey as a self-leader.FindingsThe SL characteristics most significantly reflected by Musk are self-goal setting, authenticity and responsibility. Least evidence was found for positive self-talk and self-cueing. This study adds to the repertoire of leadership studies, furnishing important implications for academia and practice.Originality/valueTo the best of the authors’ knowledge, this is the first paper to explore the controversial Elon Musk’s leadership style through the prism of SL.

Asset-based leadership of practice: learning from an inter-professional development programme

Background: The Strengths-Based Leadership Programme has been designed to support practice leaders in health and social care. Its purpose is to enable participants to better understand their leadership behaviours and grow in confidence in their ability to improve outcomes for individuals, families, and communities through asset-based principles. On its seventh cohort, participants to date include those from social work, nursing, occupational therapy, and other professions who are employed in the public sector, community organisations or independent providers.
 Who is it for? Professionals, practice leads / managers, training & development leads, programme implementation leads.
 Who did you involve and engage with? The programme was developed with a stakeholder group of people with lived experience and practitioners and drew on the insights and experience of a diverse wide network of professional and improvement leads in the UK and internationally.
 What did you do? The programme provides an interactive and dynamic CPD learning experience over six months. Participants explore their own practice in relation to leadership of self, teams & systems, and change. Activities include - access to diverse on-line materials such as talking heads, animations and theory summaries, inter-professional learning groups, undertaking of practical improvement projects, and regular reflections on their leadership strengths and opportunities to further develop. Participants are supported in their learning by an organisational sponsor with whom they meet at key stages of the programme. 
 What results did you get? The programme is being evaluated by an independent researcher through interviews, focus groups, and documentary analysis of participant reflections. The evaluation will be completed by December 2022, but emerging findings suggest that participants are finding the opportunity to learn and reflect on their leadership with those from different backgrounds and localities. Having access to a variety of material sources and evidence-based data, equipped participants with the ability to reflect on their current work based on these theoretical frameworks. Participants highlighted their improved understanding of the values and skills required to operationalise asset-based system leadership in their practice. Notably, participants shared that the course enabled them to recognise the values of trust and autonomy within teams and taught them skills of handling challenging situations in a positive way. At the strategic level, participants shared that they have either already initiated or planning to launch new pieces of work around coproduction and other activities that are more strengths-based in principle. They reported having gained confidence due to their increased knowledge and evidence base and being able to articulate their ideas more coherently.
 What is the learning for the international audience? Reflective development opportunities can enable practice leaders to develop skills and confidence to embed asset-based approaches within their teams and systems and co-produce initiatives with people and communities.
 What are the next steps? The programme content is being refreshed in line with feedback from participants and in addition to being offered on an open-cohort basis will be run with local partnerships as part of transformation programmes.

Moderating effects of resilience on the relationship between self-leadership and innovative work behavior

This study aimed to examine the moderating effects of resilience (RES) on the association between self-leadership (SEL) and innovative work behavior (IWB) of employees. The study sample consisted of 250 warehouse workers in the logistics business. Prior to data collection, the questionnaire's validity and reliability were evaluated, and hierarchical regression analysis was utilized to investigate the direct and moderating effects. SEL was found to have a positive connection with IWB, whereas RES had a statistically significant moderating influence on the relationship between SEL and IWB. The employee RES should be encouraged and supported. Employers must create, train, and encourage workers to cultivate SEL and RES and adapt to work problems. Together, these characteristics will enable employees to express IWB. Human resource departments must be cognizant of the growing impact of SEL and encourage RES to assist employees in achieving higher IWB.

SELF- EFFICACY AMONG LEADERS OF EDUCATION IN THE TECHNOLOGY ERA: A SYSTEMATIC REVIEW

In the technology era, school leaders' self-efficacy plays a pivotal role in shaping educational outcomes. This abstract explores the significance of self-efficacy among school leaders in effectively integrating technology into their institutions, fostering innovation, and improving overall educational practices. This review seeks to synthesize the available knowledge, assess the effectiveness of self- efficacy among school leaders, and highlight critical areas for further research and improvement. This study used PRISMA approach. The systematic search of academic databases using Scopus and Web of Science database yielded a comprehensive selection of studies, reviews, and articles related to self- efficacy and leadership. After applied advanced searching approach using keyword (self- efficacy, education, and leader). The analysis revealed that self- efficacy of leaders played a pivotal role in improving educational management and accomplishment, building up motivation to do better for the institutions. The final finding data is (n=26) which review identified key themes, including the self- efficacy, leadership self- efficacy, and the importance of educators’ motivation. Expert validation decided to divide into three themes which is (1) teacher self- efficacy and educational practice, (2) leadership and self- efficacy and (3) professional development.

Self-sacrificial leadership, thriving at work, workplace well-being, and work–family conflict during the COVID-19 crisis: The moderating role of self-leadership

The COVID-19 crisis has created instability in nurses’ workplace well-being (WWB) and work–family relationships. Exploring effective leadership tailored to the needs in a special context is significant to address these issues. Therefore, we examined how the interaction of self-sacrificial leadership (SSL) and self-leadership (SL)—explaining in the integration of conservation of resources and self-determination theories—related to thriving at work (TAW), WWB, and work–family conflict (WFC). A multi-wave questionnaire was distributed to 405 nurses working at a large hospital in China. The results indicate that (1) SSL brought more WWB and less WFC, (2) TAW mediated the correlations between them, and (3) SL stimulated more TAW than did SSL and weakened the influence of SSL on TAW. Alongside improving the understanding of the role of SSL and SL during the COVID-19 pandemic, we facilitate management interventions to practitioners. JEL CLASSIFICATION: L200

Emotional Intelligence of Dental Students and Its Correlation with Leadership Behaviour

Leadership, the art of motivating oneself and others towards achieving a common goal, is crucial for dental students to prepare themselves as future leaders that able to promote dental healthcare. Emotional intelligence (EI) is the ability to understand, utilise and manage emotions in positive ways may highly influence the self-leadership (SL) level among dental undergraduates and potentially become a meaningful predictor for SL development. The objectives of this study was to find out the influence of EI on dental undergraduates’ SL and to assess the significance of the demographic factors (e.g. university of study, level of academic study and gender) on the students’ SL. A cross-sectional study performed in 2020-2021 involving dental undergraduates at two universities in Kurdistan (Hawler Medical University [HMU] and University of Duhok [UOD]) and one of university in Malaysia (Universiti Kebangsaan Malaysia [UKM]). Dental students (N=236) participated in the study answering two questionnaires; The Schutte-Self Report EI Test (SSREIT) and the Revised-Self Leadership Questionnaire (RSLQ). Results showed a significant correlation between EI and SL (p<0.01) with 37% of the variation in SL determined by EI. SL among dental undergraduates in Malaysia were higher than in Kurdistan. Females had better SL compared to males. Response rate was 70%, 43% and 59% in HMU, UOD and UKM respectively. As a conclusion EI has huge influence on SL of dental undergraduates and therefore, EI is a fundamental element that needs to be considered for the leadership development among dental students. Apart from EI, gender and university of study also demonstrated significant influence on SL of dental undergraduates.

Investigating How Preregistrant Pharmacists Respond in Job Interviews

ObjectiveTo investigate what competencies and attributes preregistrant pharmacists draw upon in job interviews. MethodsWe used a virtual mock job interview assessment asking preregistrant pharmacists to apply for an entry-level pharmacist position. Data were analyzed using a team-based framework analysis using an inductive and deductive approach and mapping responses to the National Competency Standards. ResultsA total of 143 interview transcripts were included in the analysis. The top skills mentioned were leadership of self (98.6%) and communication and collaboration (96.5%). Despite graduating from a course with an integrated research curriculum, participants rarely reflected on research skills (31.5%) and no participant discussed any expertise in clinical topics or knowledge of specific professional services. Responses generally lacked specific skills and skills were spoken about broadly without relating to evidence/experience and were often not targeted to the job description. A proposal for educators aligned with competency standards was also developed based on the findings. ConclusionPreregistrant pharmacists perceive experience within the workforce and communication and collaboration as the most desired by employers for entry-level pharmacy positions. Education and research competencies were seen as least useful to the job. There was a disconnect between skills gained in university and translation to practice. Academics could enhance the better preregistrant pharmacists’ reflection of the skills and competencies they have developed employability by (1) providing portfolio management from the beginning of the course that collects evidence and maps to competencies; (2) integrating learning opportunities across all competencies; and (3) regular skills coaching/mentoring from practicing pharmacists to ensure students are aware of current needs in the job market.

Investigating the Role of Ethical Leadership on Employee Innovativeness through Bottom-Up Job Redesigning: Self-Leadership as a Catalyst

In contemporary studies, leadership has been frequently highlighted as an important aspect in facilitating innovative work behavior (IWB) in ever-changing organizations. Drawn on social learning theory, this research investigated the influence of ethical leadership (EL) on employee’s innovative behaviors (IWB). The relationship between ethical leadership (EL) and employee innovative behavior (IWB) is mediated by job crafting (JC), with the moderating role of self-leadership (SL) also being studied. In total, 370 valid responses were retrieved from the service industry of Zhejiang province in China. The study used Mplus 8.0 to run the moderated mediation model. It is found that ethical leadership (EL) is positively linked with innovative work behavior (IWB) and job crafting (JC). Subsequently, the study also found that job crafting (JC) is significantly related to innovative work behavior (IWB). Additionally, the study confirms that job crating (JC) significantly mediates the relationship between ethical leadership (EL) and innovative work behavior (IWB). Additionally, the study reveals that a high level of self-leadership (SL) strengthens the association between ethical leadership (EL) and job crafting (JC).

Leadership Self and Means Efficacy Among Nursing Faculty: A National Study.

There is a call for leadership in every nursing role. Thus, nursing faculty must self-reflect on their leadership abilities and seek support from their surrounding resources to be successful leaders in their current and future roles. An exploratory descriptive study was conducted to query nursing faculty's perceptions of their leadership self and means efficacy. An anonymous online survey using the Leadership Efficacy Questionnaire that measures leader means efficacy was sent to universities in the United States. Sixty-nine faculty participated. The majority (92.8%) of respondents were women between the ages of 32 and 71 years. The participants included both diploma and university educators with varied experience. Leader action efficacy yielded a 70.4% confidence score, with leader means efficacy of 66.5% and leader self-regulation efficacy of 77.6%. Faculty in higher nursing education must be able to lead with confidence and be supported by their respective institutions. Further research on leadership training is needed. [J Nurs Educ. 2022;61(11):636-640.].

Leading by living – A personal journey towards values and goals-based leadership of self and others

Leading by living – A personal journey towards values and goals-based leadership of self and others

Leaving the Office, Leaving the Lead? Conceptualizing Leadership Identity Across Time and Domains

With this presenter symposium we seek to challenge the status quo of how individuals get to see themselves as leaders in organizations. The four presentations expand current conceptualizations of leader identity through the medium of time and across domains, thereby going beyond to-date predominantly static and work-centric approaches. The evidence derived from three empirical presentations contributes to the understanding of long-term and short-term change in leadership identities as well as the predictors of such change including: (a) claiming and granting across domains (work, community, personal); (b) automatic activation of leadership self-schemas; and (c) employee centrality in buy-in networks in organizations. The studies utilize experience sampling, reaction time experiments, and social network analysis, reflecting a range of important advancements in quantitative methodology for a better understanding of identities from a dynamic perspective. The fourth, theoretical presentation develops a novel model that integrates temporal perspectives on leader-follower identities with self-regulatory theory. It offers insightful perspectives on the relevance of time by incorporating long-term development (e.g., employee career stages) as well as short-term changes related to momentary requirements (e.g., project stages) as predictors of leader identity. Two discussants synthesize these theoretical and empirical contributions to address (a) implications for future theorizing and measurement of identities in organizational scholarship, and (b) the development of leadership and followership identities in future managerial and organizational practice. Leader identities across multiple life domains: Examining congruence of leadership claims and grants Presenter: Greg Thrasher; Oakland U. Presenter: Michelle Hammond; Oakland U. Presenter: Benjamin Biermeier-Hanson; Radford U. Tapping Into the Leader Self? Reaction-Time Experiments Testing Leadership Self-Schema Activation Presenter: Karolina Wenefrieda Nieberle; Durham U. Presenter: Susanne Helena Braun; Durham U. Presenter: James Houston; Middle Tennessee State U. Presenter: Robert G. Lord; Durham U. Presenter: Philip A. Allen; U. of Akron The Coevolution of Leader Identity, Social Network Buy-In, and Leader Effectiveness Presenter: Andrew Parker; Durham U. Business School Presenter: Christian Waldstrom; Aarhus U. Understanding Leadership and Followership Self: A Dynamic Perspective of Regulatory Focus and Time Presenter: Dina Van Dijk; Ben Gurion U. of the Negev Presenter: Ronit Kark; Bar Ilan U. Presenter: Marianna Delegach; Sapir Academic College Presenter: Ariel Daniels; Ben Gurion U.

LEADERS AND SCHOLARS: How Faculty Mentoring Behavior Influences the Development of Leadership Self Efficacy

Students pursuing doctoral degrees are expected to become leaders in their disciplines. Given that, leadership development should be an important part of any curriculum that prepares doctoral students for professional careers after graduation. However, there are questions regarding the effectiveness and prevalence of formal leadership development structures in graduate school. With this gap in formal professional preparation, faculty mentors are expected to provide the necessary socialization, support, and guidance for doctoral students to develop as leaders in their disciplines. This mixed-methods study of graduate students was conducted using online questionnaires and personal interviews to determine the impact of faculty mentoring behaviors on the development of doctoral student leadership self-efficacy. Findings suggest that students in doctoral programs experience significant negative emotional arousal in the form of uncertainty, anxiety, and self-doubt. Faculty mentors that are accessible, trustworthy, and provide constructive feedback can mitigate these negative feelings and encourage the development of leadership self-efficacy through verbal support and mastery experiences. In addition, the data suggests that active student cohorts and effective departmental leadership are also important to the development of doctoral student leadership self-efficacy.

Exploratory Analysis Affecting Self-Efficacy in the Leadership of Female Village Heads

Leadership is one of the most decisive factors in the development and progress of an organization. With a capable leadership that will have an impact on the progress of the organization. Public leadership by women has less legitimacy by society. Self-leadership has a significant effect on self-efficacy, self-efficacy has a significant effect on performance, self-leadership has a significant effect on performance. In order to optimize the ability of women's public leadership, self-efficacy in leadership by female headman indirectly affects the quality of leadership and service to the community. This study aims to explore the self-efficacy of female headman in the region and identify factors that influence the self-efficacy of female headman when in office as village government. This research was conducted through a self-administered questionnaire. In addition, exploration and confirmation of factor analysis were carried out. The validity and reliability tests were carried out before using exploratory factor analysis (EFA). The results of the factoring will show the communalities table, and after the rotation, a loading factor will be formed which will show the interpretation of the factors that have been formed, in particular giving names to the factors that are considered to represent these indicators. The results showed that 2 factors were formed which influenced the self-efficacy of female headman in leading village officials. These factors are Leadership Self Efficacy and Development of the Leadership Self-efficacy. The factor 1 is namely Leadership Self Efficacy which includes leading change, delegating tasks, influencing members, being flexible. Factor 2, namely Development of the Leadership Self-efficacy which includes self-identification, motivating members, leading the organization, and encouraging the organization.

Reflecting on one's best possible self as a leader: Implications for professional employees at work

AbstractMost professional employees aspire to leadership, and this suggests that a best possible leader self—a personalized representation of who an employee aspires to be at their best as a leader in the future—is likely a relevant and motivating self‐representation for employees at work. Integrating theory on best possible selves with control theory, we suggest that activating a best possible leader self can have beneficial effects for the way that any employee feels and behaves at work. Specifically, we propose that employees who reflect on their best possible leader self will enact more leader‐congruent behaviors and subsequently perceive themselves as more leaderlike due to the positive affect generated by such reflection. We found support for our theoretical expectations in an experimental experience sampling study that included both current and aspiring leaders. On days when employees reflected on their best possible leader self, they engaged in more helping and visioning via positive affect. Furthermore, employees perceived themselves as more leaderlike after performing these leader‐congruent behaviors, as captured by higher enacted leader identity and clout. We discuss theoretical and practical implications for research on leadership.

The effect of Self-Directed Learning on the relationship between Self-Leadership and Online Learning among university students in Turkey

More and more people across the world seek a university education. Therefore, universities offer full or partial distance undergraduate and postgraduate degrees to meet that demand. Distance education has become more widespread with advances in the Internet and computer technologies and online learning and teaching software (e.g., Learning Management Systems). The spread of the Coronavirus disease (COVID-19), which broke out in early 2020, has also played a significant role in the increased popularity of distance education. Therefore, investigating and reporting upon university students’ self-leadership (SL) behaviors, self-directed learning (SDL) skills, and online learning (OL) attitudes in such learning environments is both timely and critical. This empirical study used a relational survey model to investigate SL, SDL, and OL among university students. The sample consisted of 835 students in Turkey. Data were collected using the “Self-Directed Learning Scale (SDLS),” “Revised Self-Leadership Questionnaire (RSLQ),” and “Online Learning Attitude Scale (OLAS).” Data were analyzed using descriptive statistics, Pearson coefficient, Confirmatory Factor Analysis (CFA), and Structural Equation Modeling (SEM). SL was moderately and positively correlated with SDL and OL. SDL was moderately and positively correlated with OL. SDL played a fully mediating role in the relationship between SL and OL. SL predicted OL in both the indirect and total effect model. This study addressed university students’ perceptions and tested a model to provide empirical evidence for the relationships and predictions of SL, SDL, and OL. Therefore, it is believed that the results will help advance the constructs of SDL, SL, and OL paradigms.
 Received: 07 March 2020Accepted: 17 November 2020

Caring for Oneself or for Others? How Consistent and Inconsistent Profiles of Health-Oriented Leadership Are Related to Follower Strain and Health.

Health-oriented leadership consists of three dimensions that contribute to employee health: staff care, i.e., health-specific follower-directed leadership, as well as both leaders’ and followers’ self care, i.e., health-specific self-leadership. This study explores profiles of follower self care, leader self care and staff care, and investigates the relationships with follower health in two samples. We identified four patterns of health-oriented leadership: A consistently positive profile (high care), a consistently negative profile (low care), and two profiles showing inconsistencies between follower self care, leader self care, and staff care (leader sacrifice and follower sacrifice). The high care profile reported the best health compared to both the low care profile and the inconsistent profiles. The follower sacrifice profile reported more strain than the leader sacrifice profile, while strain and health levels were the least favorable in the low care profile. Findings reveal that (in-)consistency between follower-directed leadership and self-leadership contributes to follower strain and health.

Sustainable Pedagogical Leadership in Finnish Early Childhood Education (ECE): An Evaluation by ECE Professionals

According to previous research, the leadership in early childhood education (ECE) needs to be strengthened and improved by building sustainable structures. The aim of the current research was to investigate how ECE professionals evaluate its leadership. The context of the study was a development project called Sustainable leadership in ECE conducted in two municipalities in Finland. The purpose of the project was to investigate and create a sustainable structure for ECE leadership with the aim of strengthening pedagogical leadership. The participants were 110 ECE professionals, comprising experts, directors, teachers, and nurses. The research was based on responses to an electronic questionnaire about the quality of ECE leadership built around six themes: leadership of the organisation, Human resource management, Structure of the organisation, Pedagogical leadership, Knowledge management and work well-being, and Leadership of self. The results indicate that only in the pedagogical leadership theme were there statistically significant differences between the groups of professionals. Having high professional status and being highly qualified seem to enhance the ability of professionals to reflect critically on pedagogical leadership and to have more demanding attitudes about the quality of pedagogical leadership.

The Differential Effects of High School and Collegiate Student Organization Involvement on Adolescent Leader Development

We examined the relationship between high school and collegiate organizational involvement and their differential and collective effects on the development of leader self- efficacy, motivation to lead and leadership skill. Our goal was to better understand how the student leader development process unfolds at different points in time over young adulthood. The study investigated members of registered student organizations (n=757) during the Fall 2016 semester. Results of the study indicated strong developmental relationships between past high school involvement, current collegiate involvement and leader capacity change. Positional leadership and students’ priority placed on their involvement during high school were predictive of leader skill and self-efficacy, while in college, only mental and physical engagement in organizations predicted leader development.

Leadership Self-Efficacy: A Study of Male and Female MBA Students in Mexico

A disproportionate share of men holds leadership positions in Mexico. Relatively new studies on gender and leadership self- efficacy conducted under transformational leadership models have started to challenge the idea that gender moderates leader effectiveness. This study was developed to analyze differences in leadership self-efficacy between 80 female and 73 male MBA students in the city of Tijuana, Baja California, Mexico. The results contributed to the growing number of studies on leadership self-efficacy conducted under transformational leadership models that support the claim that gender does not moderate leader effectiveness.