Need For Leadership Development Research Articles

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

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

Educating Our Future Medical Leaders: An Innovative Longitudinal Course Across Surgical and Medical Specialties in Graduate Education.

Increasing healthcare system complexity, multidisciplinary care delivery, and the need to deliver high-quality, cost-effective care drive a critical need for leadership development. Currently, few examples of multidisciplinary leadership development exist in the medical education literature. The Accreditation Council for Graduate Medical Education (ACGME) has identified leadership domains as essential milestones in residency education, encompassing areas such as interpersonal communication, quality improvement, and systems-based practice. Presently, published GME leadership curricula vary widely in content, delivery, and duration and rarely include multispecialty cohorts. The study authors designed and implemented a longitudinal leadership curriculum for a multispecialty cohort of senior residents and fellows from multiple hospitals within a large integrated GME program. Between July 2022-June 2023, authors delivered 12 monthly sessions on core leadership concepts. Sessions delivered relevant work-based content via large-group didactics with embedded opportunities for small-group interactive experiential and reflective practice, critical thinking, and application. Thirty GME trainees participated in the longitudinal curriculum. Interval pre-/post-session assessments demonstrated significant improvement in composite scores for 6 of 9 sessions assessed. Participants rated each module's overall importance, applicability, and acceptability highly on a summative program evaluation. This longitudinal leadership curriculum adheres to best leadership development practices, demonstrates improvement in knowledge and self-reported attitudes and behaviors related to cognitive, character, and emotional leadership domains, and develops a psychologically safe community of practice for GME participants.

Practice development amidst a pandemic: a pilot programme to develop leadership in infection prevention and control professionals

PurposeThis paper aims to describe the design and evaluation of a pilot leadership development programme for infection prevention and control (IPAC) professionals during the COVID-19 pandemic. The programme’s aim was to improve IPAC knowledge and capacity in the health-care system by developing the leadership skills and capacities of novice and advanced Infection Control Professionals (ICPs), to respond flexibly, and competently, in their expanding and ever-changing roles.Design/methodology/approachThe leadership programme was piloted with seven nurses, who were part of a clinical nursing team in New South Wales, Australia, over a 12-month period between 2021 and 2022. The programme was designed using a leadership development framework underpinned by transformational leadership theory, practice development approaches and collaborative and experiential learning. These principles were applied during programme design, with components adapted to learners’ interests and regular opportunities provided for collaboration in active learning and critical reflection on workplace experiences.FindingsThe authors’ evaluation suggests that the programme was feasible, acceptable and considered to be effective by this cohort. Moreover, participants valued the opportunities to engage in active and experience-based learning with peers, and with the support of senior and experienced ICPs. The action learning sets were well-received and allowed participants to critically reflect on and learn from one another’s experiences. The mentoring programme allowed them to apply their developing leadership skills to real workplace challenges that they face.Research limitations/implicationsDespite a small sample size, the authors’ results provide empirical evidence about the effectiveness of using a practice development approach for strengthening ICP leadership capacity. The success of this pilot study has paved the way for a bigger second cohort of participants in the programme, for which further evaluation will be conducted.Practical implicationsThe success of this leadership programme reflects both the need for leadership development in the IPAC professions and the applicability of this approach, with appropriate facilitation, for other professions and organizations.Originality/valueICP leadership programmes have not been previously reported in the literature. This pilot study builds on the growing interest in IPAC leadership to foster health system responsiveness and change.

Developing Leaders Using On-Line Action Learning: An Activity Theory Analysis

The Problem. There is an urgent need for leadership development in today’s turbulent, organizational context. Methods that support leadership development in collaborative and peer settings as well as spaces and environments where leaders can develop, learn and grow through their collaborative interactions are critical. The Solution. This article explores how an online action learning set established as part of a large-scale management and leadership development intervention provides a space where leadership learning can flourish. The article draws on a theory of practice known as Cultural Historical Activity Theory to identify the micro level details of what occurs when leaders work with others in an online action learning set. The Stakeholders. Human resource development (HRD) researchers, scholars, organizational leaders, practitioners and others interested in contributing to HRD theory.

Establishing a health profession: What oncology patient navigators can learn from the National Association of Community Health Workers.

Persons who identify as community health workers (CHWs) may hold other titles and/or certifications, including the title of patient navigator (PN). PN roles first emerged from Dr. Harold Freeman's initiative at Harlem Hospital as a strategy to reduce disparities in access to health care, whereas CHW roles extend beyond health systems and are predominantly found in community-based organizations and nonprofits. Although CHWs' origins in the United States predate those of PNs, the growth of CHWs' professional identity and national representation trails that of PNs despite evidence of CHWs' effectiveness since the 1960s. Barriers to progress have included a pattern of short-term and inequitable funding for CHW positions, a lack of employer support for participation in association business, and broad diversity in CHW roles and work settings. The National Association of Community Health Workers (NACHW) was launched in 2019 and built on earlier organizing efforts by multisector, multicultural CHWs and allies in the CHW section of the American Public Health Association and on efforts to create the American Association of Community Health Workers (2006-2009). Trends in health care financing, increasing calls for racial equity, and the coronavirus disease 2019 (COVID-19) pandemic have amplified the unique abilities and trust that CHWs apply to underresourced, marginalized, and multiethnic populations to address both the social determinants of health and health system access, cost, and quality. As a result, the NACHW has been at the forefront of efforts to improve federal funding for COVID responses, to sustain funding for CHWs and their organizations beyond the pandemic, and to drive equity in the rebuilding of public health infrastructure and the transformation of payment models and health systems. Lessons learned from this process that have implications for the oncology patient navigation field include the persistent need to reinforce the value of self-determination for the profession in matters of policy; the importance of actively cultivating unity among diverse cultural and practice groups within the profession; the essential roles of active volunteer leadership, early staffing, and substantial financial support over an extended startup period; the ongoing need for leadership development within a workforce with limited exposure to a professional association culture; the vital importance of ongoing efforts to collaborate with and build capacity among state-level CHW networks; and the value of opportunistic national collaborations in a rapidly evolving policy environment.

Contextualizing engineering leadership development in Science, Technology, Engineering and Mathematics.

Science, Technology, Engineering and Mathematics (STEM) disciplines recognize the need for leadership development, but the lack of a professionally endorsed model has led to a patchwork of programmes across the nation, each with its unique brand of skills development. Leadership programmes in six diverse STEM fields are included.

Description of the Leadership Experiences of Alumni of the Christian Bilingual University of Congo in the Workplace

This study investigated the leadership experiences of alumni of the Christian Bilingual University of Congo (UCBC) in the workplace, using a holistic leadership approach as a context, with the aim to learn the nature and challenges of their leadership practices and identify areas of need for leadership development in order to enhance their leadership effectiveness in a challenging work environment. Leadership experiences in the workplace represent both a daily challenge and a developmental opportunity that many leaders face and fail to handle in the current Volatile, Uncertain, Complex and Ambiguous global context. Inaptitude in leadership has been almost always associated with Africa’s current miserable and underdevelopment state. In the Democratic Republic of the Congo, poor leadership and mismanagement have been paralyzing the whole nation in the last several decades since independence in 1960. This alarming situation has been translated through ineffective political leadership, lack of economic development, social crisis and chronic instability, corruption, injustice, greed, selfishness, duplicity, pride and many more vices that continue to describe leadership practices at all levels. A qualitative study using phenomenological research design described lived leadership experiences of 13 purposefully selected UCBC alumni in the workplace. Data were collected through one to two hours of in-depth interviews and analyzed through qualitative content analysis procedures. Findings revealed nine major themes that emerged through first-cycle and second-cycle coding processes. The themes were discussed along with literature reviews and recommendations made for contemporary practitioners and future research.

Advancing leadership in medical radiation sciences: Incorporating systematic leadership education in pre-registration curricula

Advancing leadership in medical radiation sciences: Incorporating systematic leadership education in pre-registration curricula

Decolonisation of education in South Africa: Challenges to decolonise the university curriculum

Leadership matters in the engagement and achievement of students. There is a growing demand for research in the African context as much of the research in this area has emanated from the context of western influences. Through the use of narratives, this qualitative study examines the challenges of five university heads of departments in South African universities to gain deeper insights into the leadership challenges, practices and theorising within a post-colonial context such as that which exists in South Africa. Utilising a decolonised education and a social justice leadership discourse framework, the tensions, challenges and complexities inherent in the heads of department’s leadership practices are explored. Educational leaders in developing countries face problems that are different from their Western counterparts and as such, leadership practices and theorising must be contextualised. Findings support a decolonised approach to education, tensions exist in practice regarding the manifestation of social issues in universities, and the need for leadership development that is grounded in South African knowledge and experiences.

Differences in learning styles, critical thinking skills, and peer evaluations between students with and without leadership engagement

IntroductionLeadership has long been suggested as an attribute essential to the pharmacy profession. Academic pharmacy has identified and addressed the need for leadership development among student pharmacists. The objective of this study is to assess differences in learning styles, critical thinking skills, and peer-perceived leadership skill evaluations between those with vs. without student leadership engagement (SLE). MethodsFour cohorts of pharmacy students were included in the analysis. Each student completed the Kolb Learning Style Inventory and Health Science Reasoning Test (HSRT) during pharmacy school orientation. Student-peer evaluation scores were derived from three courses and assessed important leadership skills such as communication, critical thinking, teamwork, and professionalism. Descriptive analysis was performed; group difference was tested using independent group t-tests on continuous variables and Fisher exact tests on categorical variables. ResultsThis study included 205 pharmacy students from the Classes of 2018 to 2021; 63 students (31%) displayed SLE. No significant differences were found in the peer evaluation scores between students with and without SLE. Students with SLE showed significantly higher scores in domains of the HSRT and the overall HSRT score. ConclusionsThe study results showed that HSRT assessment of critical thinking skills was significantly higher in students engaging in leadership, suggesting that HSRT should be explored as a possible predictor for SLE in future studies.

The Perceptions of Librarians in Regional Universities in Texas Regarding Leadership Development Experiences

The purpose of this phenomenological narrative study was to examine Texas regional university librarians’ perceptions of leadership development experiences in order to provide better library services to patrons from all backgrounds. The selected ten academic librarians were interviewed either face-to-face or virtually with in-depth questions about leadership development. The interviews were analyzed to understand the essence of the participants’ experiences and divided into different themes to find patterns. The findings revealed the participants’ perceptions regarding the need for leadership development, their participation in leadership opportunities, and the obstacles to attaining leadership development. Implications included the need for more administrative support and for changes to library school curricula.

Emotional Leadership: The Relationship of Level of Education and Emotional Intelligence

The article proposes the formulation of the problem of the correlation of the level and direction of education with emotional intelligence and leadership potential. Leadership is seen as the ability to influence individuals and groups to achieve company’s goals, based on emotional intelligence. The conceptual basis of the study of emotional leadership is proposed as the basis for the success of an organization at all levels and the need for leadership development. The basic approaches for understanding emotional intelligence and its basic models are given. The author describes the relevance of the research topic for the modern world. The results of an empirical study are presented, during which interconnections of three main components were established: emotional intelligence, educational level and leadership potential. The necessity of modern educational programs of managerial education for managers is substantiated. The prospect of further research on the problem of the development of emotional leadership is determined.

The Importance of Developing Athletic Training Leadership Behaviors

ContextHealth care professionals such as athletic trainers (ATs) and athletic training educators should embrace contemporary leadership theories and practice leadership behaviors essential to professional responsibility.ObjectiveThis commentary discusses leadership behavior trends and the need for leadership development in professional athletic training education curricula and continuing education.BackgroundTraditional leadership theories focused on trait-based and “Great Man” characteristics. These theories suggest that leaders arise only through inherent or inherited leader-like behaviors. In contrast, contemporary leadership theories suggest that leaders can be developed and better promote the collegial leader-follower exchange that is needed to motivate, encourage, and support followers as well as a profession.SynthesisContemporary leadership theories involve a leader-follower relationship that integrates a teamwork approach into the workplace setting. Athletic trainers practice leadership behaviors but are less likely to demonstrate leadership characteristics when not practicing in their AT roles. Existing evidence suggests that contemporary leadership development can be helpful in athletic training to identify and develop future leaders, to promote the profession, and to improve patient outcomes.ResultsTransformational, team-centered leadership styles provide a growing opportunity for practicing ATs and athletic training students to expand into greater organizational leadership and decision-maker roles.Recommendation(s)Athletic trainer leadership knowledge, skills, and abilities development and professional responsibility should be emphasized more in professional athletic training educational programs and continuing education.Conclusion(s)Leadership behaviors that are effectively integrated into athletic training educational programs early and often may promote the profession by concurrently improving clinical and professional practice behaviors. Athletic trainers should practice leadership behaviors with greater frequency in differing societal constructs, communities, and complex health care systems.

The women’s inclusive mentoring framework: developing strong female leaders in counselor education

cABSTRACTWomen continue to be underrepresented in leadership roles in counselor education, highlighting a need for leadership development and mentoring initiatives. Drawing on recommendations from the literature, The Women’s Inclusive Mentoring Framework (WIMF) is proposed to address this need. Guided by a relational-cultural approach, the WIMF incorporates quality mentors and mentor-mentee matches, vision and plan development, and focused mentoring interventions. Strengths and limitations of the framework are discussed, along with suggestions for further development.

Higher education leadership development: an international comparative approach

ABSTRACT There is an increased need for leadership development in higher education around the world. Reported in this paper is an explorative higher education leadership development program developed from an international comparative perspective. This ongoing program is offered to Chinese university administrators at a Canadian university since 2012. This paper hopes to share the design of the program and its potential contribution to the theorizing of leadership development in higher education. The international comparative approach perceives leadership in higher education as closely aligned with different models of governance, and leadership development involves raising system awareness as a foundation for innovation.

Supporting junior doctors’ leadership: a trilogy of work

The seminal 2013 report by Sir Robert Francis1 and those by Keogh and Berwick2 3 emphasised the important role junior doctors have as clinical leaders to drive improvement within the...

Educational Leadership in Post-Colonial Contexts: What Can We Learn from the Experiences of Three Female Principals in Kenyan Secondary Schools?

Leadership matters in the engagement and achievement of students. Much of the research in this area has emanated from western contexts and there is a growing demand for research and knowledge generated from emerging areas of the world. This qualitative study through the use of narratives, examines the experiences of three female secondary school principals in Kenyan secondary schools to gain deeper insights into leadership practices and theorizing within a post-colonial context such as Kenya. Utilizing a decolonizing education and social justice leadership discursive framework the tensions and complexities of their leadership practices are explored. Educational leaders in developing countries face problems that are uniquely different from their counterparts in Western countries and as such leadership practices and theorizing must be contextualized. Findings of the study support existing research on the perpetuation of colonized approaches to education, existence of a “managing” view of leadership, tensions in practice regarding the manifestation of social issues in schools, and the need for leadership development grounded in Kenyan knowledge and experiences. While these findings can inform leadership discourses and practices, further research is warranted on a larger scale with greater diversity of participants.

Developing leaders by supporting their transitions into senior positions

The need for social transformation in South Africa is intrinsically linked to the transformation of corporate South Africa. Strong senior leadership is required to ensure that organisations remain sustainable during this transformation. There is, however, a shortage of skilled senior leaders, hence the need for leadership development. When leaders transition into senior positions, they face a plethora of personal and systemic challenges. Many fail with resulting disastrous effects on individual (micro) and organisational (macro) levels. This research investigates the challenges faced by newly promoted senior leaders in order to lay the groundwork for designing support strategies for individuals and organisations. The qualitative findings suggest that leadership transitions present unexpected challenges on a personal and systemic level to such individuals and that they do not receive adequate support from their organisations. For transformation to be successful and sustainable on macro level, concurrent and appropriate micro-level support and development are essential.

Leadership Styles of Medical Professionals

Leadership is an obligatory inter-personal skill for executive positions and medical professionals are no exception. They play crucial roles in variety of scenarios including leading wards, camps, campaigns, open houses, seminars and symposiums as well as day-to-day bases dealing with clinical directors and managers.This study was conducted to study the leadership styles among the medical professionals. For this purpose, a cross sectional and non-probability convenient sampling was conducted involving 59 medical professionals of Azra Naheed Medical College, Lahore. The assessment of leadership-style (T-P leadership ratingscale) was applied. The ages of subjects were 37.42±11.91years, and 29(49.15%) were male and 27(45.76%) were female whereas 3(5.1%) were of undisclosed gender. The mean age of males were 41.28±12.85years and average age of females was 32.83±9.03years. A total of 36(61.02%) of participants were married and17(28.81%) were unmarried whereas 6(10.2%) did not disclose their marital statuses. Regardless of the gender, age and character, no dominating leadership-style was identified among the medical professionals participated in this study, highlighting the need for leadership development in health professionals. Thispresent a great challenge for health professionals to understand how their leadership behaviors affect the performance. Further research is required to provide more comparable evaluations in health sector leadership in diverse cohorts and the presented study provides the baseline to improve this feature in healthcareprofessionals.

Leading after the boom: developing future leaders from a future leader’s perspective

PurposeThis paper aims for an open discussion of new traits which are important to the success of future leaders. By understanding what is important to the new generations coming into leadership roles and how that differs from previous generations, a new set of leadership traits can be developed to help future leaders find success. The purpose of this paper is to challenge the current practices of leadership traits that are being developed and defined for making successful leaders.Design/methodology/approachThis paper was designed to raise questions regarding what traits are being developed in current leaders to make them successful and provide two suggestions for new traits to be developed in future leaders. The bulk of the research was from books that analyzed leadership characteristics and the generational needs of the previous and current generations. The information was accompanied with personal experience working as and with the new generation of potential leaders.FindingsThis paper initiates the need for a discussion on why it is important to start discussing the development of the future generation of leaders. It suggests that the traits of curiosity and belief will be beneficial to the success and fulfillment of future leaders.Research limitations/implicationsBecause of the newness of this concept in regards to curiosity and belief being leadership traits, the research comes from theories and a real life, relevant understanding of leadership development. Therefore, it is encouraged to continue to build upon the thoughts and ideas presented in the paper.Practical implicationsThis paper includes implications that there is a need for leadership development and that through the development of future leader traits, based on what they want from the workforce, will help to make them successful and sustainable future leaders.Originality/valueThis paper fulfills a need to understand what areas future leaders will need to be developed to create a new generation of effective and successful leaders.